1. In China, the system of entrepreneurship and innovation education is not yet unified. Compared with developed countries, it started late and most vocational colleges have not integrated entrepreneurship and innovation education into the mainstream teaching system. Currently, entrepreneurship and innovation education is usually offered as an elective course, lacking a unified curriculum goal and standard, resulting in significant differences in teaching effectiveness and content. Moreover, many vocational colleges have teachers with insufficient practical experience in entrepreneurship and innovation education, leading to suboptimal teaching outcomes. Additionally, there is a lack of relevant academic research, and the rate of converting innovative research results into practical applications is low due to the failure to effectively integrate with production enterprises.2. The orientation of vocational education is not clear. Many vocational colleges imitate the models of regular universities, lacking market orientation. Due to the relatively short development time, teaching methods and assessment methods are not yet perfected. The management organizations, campus facilities, and teaching staff are similar to those of regular universities, but the operational model still retains the characteristics of the intermediate vocational education period, failing to fully reflect the characteristics of higher vocational education. Teaching focuses on theory, neglecting practical skills and the cultivation of innovative and entrepreneurial ideas. There are too many theory classes, and insufficient time for practical training and internships. Assessment methods are monotonous, focusing on theoretical knowledge, with imperfect practical training and internship assessments, which affect the fair evaluation of talents with innovative and practical abilities.3. School-enterprise cooperation is not deep enough, and the degree of integration of industry-university-research is yet to be improved. Although China's higher vocational education has achieved certain results, the school-enterprise cooperation in the field of industry-university-research shows a positive trend, but due to various constraints, the level of cooperation has not reached expectations.無論是vocational education groups or internship bases, schools have not truly taken a leading role. This is because the needs of enterprises are not fully met, resulting in one-way and unbalanced school-enterprise cooperation. Appropriate models should be explored to promote school-enterprise cooperation in higher vocational education, meet enterprise needs, and achieve mutual benefits.