To be reformed: promoting the modernization of the internal governance system of schools
At the Third Plenary Session of the 18th CPC Central Committee, "improving and developing the Socialism with Chinese characteristics system and promoting the modernization of the national governance system and governance capacity" was identified as the overall goal of comprehensively deepening reform. Since then, promoting the modernization of educational governance system and governance capacity has become an important task to deepen the comprehensive reform in the field of education. School internal governance system is an important part of education governance system.
Actively promoting the modernization of the school's internal governance system will certainly help accelerate the full realization of the modernization of the education governance system and governance capacity. To promote the modernization of school internal governance system, it is necessary to establish an efficient school internal governance organization system that is conducive to giving full play to the functions of school decision-making, implementation and supervision.
At present, there are three main types of organizations in primary and secondary schools in China: the first type is the management organization that carries out decision-making activities, such as school committees and party branches; The second category is the management institutions that carry out implementation activities, such as moral education department, guidance department and general affairs department. The third category is management organizations that carry out supervision activities, such as trade unions and parent committees.
At present, the internal organizational structure of primary and secondary schools in China is still difficult to meet the requirements of accelerating the modernization of educational governance system and governance capacity. Specifically, there are three main problems: first, the social participation mechanism of school governance has not been well established; Second, there is no scientific establishment of functional institutions that can effectively supervise and guide education and teaching activities; Third, the construction of research-oriented organizational culture in schools has not achieved obvious results. In the process of accelerating the modernization of the internal governance system and governance capacity of schools, on the one hand, we should further strengthen the above three types of organizational systems and their functional construction, and constantly improve the modernization level of the three governance capacities; On the other hand, according to the need to speed up the modernization of the education governance system, we should establish and improve the internal decision-making consultation organization and supervision and evaluation organization in schools, and build a more perfect internal governance organization system including decision-making consultation organization, decision-making organization and both.
Orderly management: establishing a high-level decision-making advisory body
Decision-making advisory bodies actually play the role of decision-making think tanks within the school. Modern social decision-making is becoming more and more complicated, and information sources are becoming more and more extensive. There are some professional and scientific requirements, political and feasible requirements, and internal decision-making requirements of school organizations. Moreover, for school organizations, its internal decision-making has another feature, which is that it is easy to become the object of public opinion.
The formation process of a high-level school management decision is a process of making scientific value judgments and choices through the intervention of professional authorities on the basis of widely grasping relevant decision-making information. Therefore, in order to make high-level decisions, it is necessary to establish a decision-making advisory body that can effectively exert the wisdom and strength of experts, so as to ensure that schools can make higher-quality and higher-level decisions.
Objectively speaking, there are many internal management decision-making affairs in the school, but not all decision-making affairs need the help of the wisdom and strength of decision-making consulting institutions. Generally speaking, all decisions that need the support of decision-making advisory bodies belong to some major macro-decisions, especially those that are difficult to be accurately judged by the school affairs Committee. The establishment of decision-making consultation organization is not only conducive to ensuring the correct direction of running a school, but also conducive to improving the overall decision-making quality of the school.
Decision-making organization is the institution that undertakes the decision-making responsibility of school organization management and development. From the perspective of distributed leadership theory, all organizations and individuals will undertake certain decision-making tasks and responsibilities, but the scope of decision-making tasks and responsibilities undertaken by different organizations and individuals is different.
Within the school organization, the institution that can undertake the overall and important decision-making tasks and responsibilities is the school affairs Committee. In addition to undertaking the tasks and functions of major school decisions, the school affairs committee also shoulders the important mission of ensuring the orderly operation of school management. In order to ensure and improve the decision-making efficiency of school organization, all major decisions in school organization and management should be made by the school board through democratic consultation and discussion, not by the principal alone. As the decision-making body within the school, the school affairs committee not only needs to make decisions on the comprehensive work between departments, but also needs to consider the decision-making plans submitted by various functional departments of the school. In this way, it is not only conducive to ensuring the coordination of the internal work of the school, but also conducive to ensuring and improving the decision-making quality of the school affairs Committee. Under normal circumstances, the school affairs Committee is mainly composed of the principal and the middle-level cadres of the school. However, if necessary, parents' committee members and student union cadres can be invited to participate in the decision-making process of the school affairs committee according to the needs of the work.
Effective implementation: give full play to the functions of supervision, evaluation, organization, guidance and research.
Decisions made by the school board involve all aspects of school work, such as school development planning, school work plan, administrative decisions, administrative orders and administrative opinions. Once these decisions are made, we must ensure that they can be effectively implemented. In the process of optimizing the internal governance of the school, all organizations of the school should bear the corresponding decision-making tasks and responsibilities except the school affairs Committee. Although the school board is not a decision-making executive body, all members of the school board, including the principal, need to participate in the decision-making implementation process.
The functional departments of the school, such as educational administration department, general affairs department, moral education department, teaching and scientific research department, are important institutions that undertake decision-making and executive functions. Therefore, how well these departments play their roles and functions will directly determine the implementation quality of the decisions made by the school affairs Committee. In the school organization system, the decision-making implementation organization includes two organizational levels: management and business. Among them, the management is mainly responsible for the organization, command, coordination and control of tasks in the decision-making process, while the business layer is the undertaker and executor of specific tasks. In order to ensure the better implementation of decision-making, decision-making institutions need to accept the supervision and guidance of supervision and evaluation institutions, formulate rectification plans according to the problems found and suggestions put forward by supervision and evaluation institutions, and improve the problems existing in the work in time.
The supervision and evaluation organization is responsible for the organization and implementation of internal supervision and evaluation in schools, and carries out education, teaching, management and evaluation research. In February this year, the general offices of the General Office of the Central Committee of the CPC and the State Council issued the Opinions on Deepening the Reform of Educational Supervision System and Mechanism in the New Era, which clearly put forward the requirements of "guiding schools to establish self-supervision system and optimizing internal governance of schools". At present, the internal self-monitoring and evaluation system of school organizations in China has not been well established, and most schools have not set up special institutions to perform the functions of supervision and evaluation.
The function of supervision and evaluation institutions should focus on guidance and research, not supervision. Otherwise, the supervision and evaluation system will easily lose its vitality and even pose a potential obstacle to the development of the school. Scientific research is an important function of supervision and evaluation institutions, and all functions and functions including supervision should be based on scientific research. The scientific research carried out by the supervision and evaluation institutions involves many aspects of school work, but school development planning, school reform and school evaluation should be the key contents of their scientific research work. Participants in the school's internal supervision and evaluation activities can be school leaders, teachers and students, as well as experts and parents in related fields outside the school. Strengthening the construction of internal supervision and evaluation organizations in schools is the need to improve the level of running schools, and it is also an important appeal to optimize the internal governance system of schools.
In the process of optimizing school internal governance, we must attach importance to and strengthen the construction of school internal governance organization system, especially the construction of decision-making consultation organization and supervision and evaluation organization. Establishing a more perfect organizational system of school internal governance, which consists of decision-making consulting organizations, decision-making organizations, decision-making execution organizations and supervision and evaluation organizations, is not only the requirement of speeding up the modernization of school internal governance, but also the need of ensuring the correct direction of running schools and comprehensively improving the quality of running schools.