This year, during the two sessions of the National People's Political Consultative Conference, Zheng Yali, member of the National Committee of the Chinese People's Political Consultative Conference and dean of Zhejiang Vocational College of Finance, continued to speak out on the development of vocational undergraduate education. In the past five years, as a delegate to the National People's Congress, she has continuously submitted suggestions such as "Accelerating the Development of Undergraduate Level Vocational Education", "Accelerating the Implementation of Undergraduate Level Vocational Education Policies", and "Steadily Developing Vocational Undergraduate Education" to the Congress. Zheng Yali said, "Exploring comprehensive reform methods for innovative vocational colleges can quickly solve the bottleneck problem in the development of vocational colleges and improve the quality and attractiveness of vocational education." Since 2014, vocational colleges have entered the public eye. In 2021, the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the Opinions on Promoting the High Quality Development of Modern Vocational Education, requiring that by 2025, the enrollment scale of vocational undergraduate education should not be less than 10% of the enrollment scale of higher vocational education. Currently, there are 32 vocational undergraduate schools in China, with 129000 students enrolled. In 2021, 41000 students were enrolled. According to the 2020 National Statistical Bulletin on the Development of Education, 5.2434 million students will be enrolled in higher vocational (junior) schools nationwide in 2020. If this enrollment scale is maintained every year, it means that after 2025, vocational undergraduate schools will enroll more than 500000 students every year. At present, this scale is far from the goal of "the enrollment scale of vocational undergraduate education should not be less than 10% of the enrollment scale of higher vocational education". Although various vocational colleges are rubbing their hands and eager to try, there is no denying that in the past 10 years of exploration, core issues such as how to determine the orientation of vocational undergraduate education, how to adjust the education model, and how to improve the recognition of vocational undergraduate education in society in the future remain unresolved. Vocational undergraduate education has ushered in a "painful period". During this year's two sessions of the National People's Congress, a reporter from China Youth Daily and China Youth Network interviewed three representative members and relevant experts who focused on vocational undergraduate education. They sorted out the "past and present lives" of vocational undergraduate education with the reporter. At the same time, their suggestions on the development of vocational undergraduate courses are put forward. How to realize the scale of vocational undergraduate education has been explored by higher vocational colleges for a long time. In 2014, the "Decision on Accelerating the Development of Modern Vocational Education" issued by the State Council mentioned that "exploring and developing vocational education at the undergraduate level". On May 1st last year, the newly revised "Vocational Education Law of the People's Republic of China" came into effect, which clearly states that higher vocational school education is implemented by higher vocational schools and ordinary institutions of higher learning at the junior college, undergraduate, or higher education levels. This means that the "ceiling" of vocational education, which stops at the junior college level, has been broken, creating a new path for students' future development. In recent years, Zhejiang Finance Vocational College, Zhejiang Business University, Hangzhou University of Electronic Science and Technology, and other undergraduate universities have jointly cultivated undergraduate level talents in five majors. This joint training method is explained in Zheng Yali's words. Although students attend classes in vocational colleges, their graduation certificates are stamped with the seal of ordinary undergraduate schools. Zheng Yali introduced that this training model requires communication and coordination between the two schools in the formulation of talent cultivation plans, allocation of teaching teacher resources, requirements for graduation papers, and how to arrange school-enterprise cooperation. "The problem is that ordinary undergraduate students have their own