1. Change the way and weight of education in the performance evaluation of governments at all levels: The key to solving the imbalance in the development of compulsory education lies in changing the concept of government leaders at all levels, whether they can establish a scientific concept of development, and whether they can establish a correct concept of education and political achievements. Don't show off the enrollment rate in your jurisdiction as your own achievements. The imbalance of compulsory education is not helpless, but depends on the efforts of the state and the government. The lower-level government metropolis takes the assessment target of the higher-level government as the baton. If the higher government gives priority to the evaluation of compulsory education and strictly implements it, or implements the one-vote veto system, compulsory education will certainly develop in a balanced way. This is the so-called principle of interest tendency.
2. Establish a balanced input mechanism for compulsory education. This is the key to the balanced development of compulsory education. The input of educational resources should be based on the number of students, and the establishment of the number of students should be based on school buildings, facilities and teachers. The hardware facilities of schools in the same area are basically the same, and the hardware construction of weak schools should be strengthened at the same time. We should also increase investment in rural education, narrow the gap between urban and rural areas, develop rural schools, and improve the conditions and level of running schools in rural and remote areas.
3. Establish measures to guarantee provincial education funds. At present, the management of education funds is based on the county level, and the development of each region is very uneven, which determines the imbalance of compulsory education investment. Therefore, it is necessary to establish a provincial-level overall planning method, establish a provincial-level compulsory education fund, and earmark it to ensure a balanced investment in various places. At the same time, it is necessary to establish a school account system, a teacher account system and a student account system. School funds, teachers' salaries and students' funds are directly transferred to corresponding accounts by provincial departments to avoid interception and misappropriation.
4 resolutely cancel the title of key schools and demonstration schools. The school management system in the same area is unified and cannot be managed by cities and counties. It is necessary to cancel all key schools and demonstration schools and establish an educational performance evaluation system. Governments at all levels and education administrative departments should invest in compulsory education in an equal and balanced way, and there can be no difference. Such as financial allocation, teacher quota, etc. There must be no variety of key schools.
5. Group education with complementary advantages. Let those excellent schools and weak schools merge and run schools in groups. Or let excellent schools take care of weak schools. Teachers should take the entrusted school as the teaching point of excellent schools for unified management. And then formulate some supporting policies to put those
The lost students were attracted back. Those who do not have the conditions for running schools in groups can form counterpart support schools with excellent schools and weak schools to realize complementary advantages, resource sharing and common progress.
Secondly, it is the key to solve the unbalanced development of compulsory education and strengthen school management.
1. Establish a reasonable school evaluation system. At present, the quality of social evaluation schools is measured by the enrollment rate, although the education department has repeatedly stressed.
We don't do this, but so far we haven't found a clear standard to measure it. In fact, in the compulsory education stage, to measure the quality of schools and teachers, we should focus on how many qualified talents they have trained, not how many talents they have trained for further study. The government education department should solve this standard problem from the policy.
2. Strictly control the number of classes and the number of classes. Limit the number of classes enrolled in each school and the number of students enrolled in each class, and deal with the behavior of arbitrarily enrolling students beyond the prescribed class size. Control the choice of the school in management. Let the so-called prestigious schools, who want to recruit students who choose schools, dare to recruit if they can't help it.
3. Implement a centralized school-running mechanism. Rationally plan the layout of schools in the region, merge some schools with poor school conditions and poor students in a planned way, and run several large schools with basically the same educational resources according to the population. This is not only conducive to the smooth development of teaching work. It is also conducive to solving the problem of uneven distribution of quality education resources.
4. Implement a unified enrollment policy. All students are enrolled in districts, and no school is allowed to hold junior high school entrance examinations. Some so-called key high school enrollment indicators are allocated to junior high schools, so that students in all schools can enter school fairly. It is strictly forbidden for schools to snatch students in various forms. Foreign students are not allowed to choose schools, which is also a national public resource, and artificial obstacles and discrimination against students are not allowed.
5. Establish standardized schools. The administrative department of education shall stipulate the requirements of standardized schools, including the standards for the allocation of resources such as venues, facilities, equipment and teachers. If all schools in the region are standardized, teachers can get the same conditions and development in any school, and students can get good study in any school, there is no need to choose a school.
Thirdly, teachers are the key to solve the unbalanced development of compulsory education.
1. Improve the teacher training system. Teachers take turns to study, and their study time is in the relatively abundant summer vacation, and they can even participate in on-the-job training.
Half a year to a year of off-the-job training, so that training teachers really learn something. Cancel the so-called "continuing education" training that is going through the motions, wasting people's money and affecting education and teaching. This kind of training is actually charged. Whether you go or not, whether you listen or not, as long as you pay the tuition, you can pass the exam. This has increased the burden on teachers and has not achieved good results.
2. Implement the teacher flow system. Realizing the orderly flow of teachers' resources in a certain area, breaking the monopoly of a few so-called famous schools on high-quality teachers' resources, gradually realizing the balanced allocation of teachers' resources, and letting schools have famous teachers will lay the foundation for fundamentally slowing down the phenomenon of school selection, because the essence of school selection is to choose teachers. Every three to five years, teachers and principals are randomly assigned under the organization of the government to decide which school teachers will work in the next three years. We can learn from Japan's experience. In Japan, there is no rush to choose schools, and there is no obvious difference in educational facilities between schools everywhere. Teachers in Japan are equivalent to civil servants and are dynamic. However, in China, teachers are basically at a standstill. Good teachers are basically in the so-called prestigious schools, and there are insufficient teachers in remote areas. In Japan, the harder a school teacher works, the higher his salary, while in China, it is the income of a famous school teacher.
Higher! Therefore, if China wants to solve the problem of unbalanced distribution of urban educational resources and school choice, it can learn from Japanese experience, let teachers flow, increase investment in weak schools, make schools balanced, and leave parents and students no choice! Of course, the establishment of the teacher flow mechanism also needs to establish the corresponding logistics guarantee mechanism, gradually realize the overall management of teachers' treatment in the exchange area, gradually eliminate the gap in the treatment of teachers in public schools in the exchange area, and comprehensively manage teachers' housing and medical security to ensure that teachers' interests are not damaged by the flow.
3. Improve the social status of teachers. It is unrealistic to raise the salary level of teachers by a large margin. However, the policy that teachers' salaries should not be lower than the average salary of local civil servants should be implemented as soon as possible. The government will increase investment in education and improve the treatment of teachers, especially those in underdeveloped areas, so that college graduates can compete as civil servants to become teachers. By then, most people who can become teachers will be excellent, so why not worry about having an excellent source of teachers? Let education truly become an attractive profession, so that teachers will devote themselves to education and teaching, and there will be no abnormal atmosphere such as making up lessons.
4. Improve the treatment of rural teachers. Only in this way can we really attract outstanding young people to teach in rural primary and secondary schools. Economic status determines social status. If the economic status is improved, the social status will naturally be improved, instead of the high hat of a human soul engineer now, there is nothing else. It is hard to go to the countryside, but also because of low economic income, family members' incomprehension and social discrimination. Who wants to do a good job in education wholeheartedly? We should ensure that the annual income of rural teachers is higher than that of urban teachers, and let teachers choose between generous treatment and good living environment, which will help balance the teaching staff. Therefore, it is necessary to send small and medium-sized backbone teachers in cities to schools in townships, towns and villages in designated counties to engage in basic education, and take this as a condition for promotion, promotion and evaluation, and send corresponding administrative leaders and school leaders to rural schools for temporary posts in order to seek a balanced development of education.
5. Change the evaluation mechanism of teachers. At present, in primary schools, scores and enrollment rate are basically the only basis for teachers' awards. So far, there is no practical, fair, operable and widely accepted method to evaluate teachers' performance. Our education department should make great efforts to study and discuss the issue of education evaluation, strictly separate the evaluation and employment of professional titles, and strictly control the number of posts.