Mustard heap December 8th, yesterday, the Ministry of Education released the "2016 National Secondary Vocational Schools School Ability Evaluation Report", "Report" pointed out that the national secondary vocational school students in the world's largest student size, but there are still some schools running conditions are not up to standard There are shortages of full-time teachers and insufficient funding.
The "Report" pointed out the basic achievements in the development of secondary vocational schools in China. The number of students in secondary vocational schools in the country ranks first in the world. In 2015, the number of students in secondary vocational schools was nearly 16.57 million, accounting for 41% of the total number of students in high school education. Secondary vocational schools covered 88.8% of county-level administrative districts, improving people's livelihood. Play a supporting role; the proportion of schools with a per capita teaching instrument value of more than 3,000 yuan reached 67%, an increase of 7 percentage points over two years ago; currently 94% of schools have established intra-school practice bases, and half of the schools have per-school practice teaching The number of workers has reached 0.4 or above, which has become a major feature of running secondary vocational schools in China. Nearly half of the school graduates have a vocational qualification certificate rate of over 80%.
According to the assessment results, the Report divides the ability to run secondary vocational schools in 31 regions across the country into three categories. The first category is the region with strong comprehensive educational strength; the second category is the region with basic school-running ability; the third category is the region with relatively weak school-running ability. The "Report" mentioned that there are differences in the ability of running schools in 31 vocational schools across the country, showing the characteristics of "East and West Weak". The differences are mainly based on the following three points:
There are significant differences in the basic conditions. First, there is a huge difference in financial investment; second, there are differences in the area of ​​equipment and teaching and administrative buildings; third, there are differences in the number of regional workers; fourth, the phenomenon of insufficient and excess resources of teachers exists simultaneously.
Professional teaching focuses on the requirements of industrial development. First, the professional setting pays attention to the development of the industry and the needs of the people's livelihood; the second is to carry out extensive school-enterprise cooperation; the third is that the internship has become an important means of professional docking industry, but in some provinces, secondary vocational schools have been internship for too long, how to improve under the new normal. The connotation and quality of the curriculum set a challenge.
Student development faces a dilemma. At present, there are high direct enrollment rates in economically developed regions and underdeveloped regions, which may pose challenges to employment orientation. In some areas, the rate of accreditation of schools is still not high, and the rate of acquisition of professional-related professional qualifications issued by industry enterprises is generally not high. high.
In addition, the "Report" pointed out the main problems in the development of secondary vocational schools nationwide:
1. Some school conditions are not up to standard. Compared with the setting standards of the secondary vocational schools of the Ministry of Education, the overall compliance rate of the basic conditions for running secondary vocational schools is still low, and only 16.1% of the schools that can meet the six indicators of “the number of students in school is not less than 1200â€, “the number of students in school†"The "full-time teachers" and "student-teacher ratio" schools with only three indicators at the same time only accounted for 41.8%.
2. Some school teachers are the bottleneck of development. There is a shortage of full-time teachers, and the number of schools with less than 60 people has a certain proportion; some professional points have no full-time teachers; the structure of the teaching staff is unreasonable, the proportion of professional teachers in the full-time teachers is low, and the proportion of teachers with less than 30% of the "double-type" teachers Compared with 54%; the number of part-time teachers in enterprises is insufficient, and 34.2% of secondary vocational schools have a small number of part-time teachers.
3. Insufficient investment in some localities. Most provinces have established a standard for secondary vocational education students, but there are standards that do not fall into the standard. Some public secondary vocational schools have an annual financial allocation of less than 10,000 yuan, of which some are below 4,000 yuan; The funds for private secondary vocational schools are too low. In private secondary vocational schools, most of them have no financial allocation except for student allowances; some vocational schools run by state-owned enterprises face difficulties in funding.
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