Reform Pathways for the Vocational Skill Level Certification of Agriculture Majors as Floral Designers

Abstract

With the deepening reform of the national skilled talent assessment system, the certification for floral designers has shifted from a professional qualification to a vocational skill level accreditation, creating new career development opportunities for students in agricultural disciplines such as horticulture and landscape architecture. However, students currently face significant challenges in pursuing this certification, including a disconnect between training programs and industry needs, fragmented curricula, rigid accreditation mechanisms, and poor policy alignment. Using the Outcome-Based Education (OBE) framework and the integrated "Post-Course-Competition-Certificate" educational model, this paper systematically analyzes the current status and difficulties associated with obtaining the floral designer certification. It proposes reform strategies-such as restructuring the curriculum, optimizing accreditation mechanisms, and deepening school-enterprise collaboration-aimed at fostering the deep integration of talent cultivation in agricultural majors with vocational skill level accreditation, thereby enabling students to achieve the dual acquisition of academic diplomas and vocational skill certificates upon graduation.