Abstract

This paper explores the paradigm shift from "eloquence training" to "public speaking" in Chinese vocational education, focusing on communication competency development through an analysis of textbooks under China's 14th Five-Year Plan (2021-2025). This study identifies the challenges in curriculum design, resource allocation, and regional disparities by systematically examining six national planning textbooks. The findings reveal that public speaking is marginalized as a component of broader eloquence courses, lacking independent curricula and standardized teaching frameworks. Despite the growing emphasis on practical training, textbooks exhibit fragmented content and insufficient integration with workplace demands. This study proposes strategic reforms, including curriculum restructuring, blended learning models, and alignment with international standards, such as those from the National Communication Association (NCA). Targeted recommendations address regional inequities in Putonghua proficiency and advocate enhanced job-specific modules to improve graduate employability. This study contributes to the global discourse on vocational education modernization by highlighting pathways to align communication training with 21st-century labor market needs.