Challenge 1: the overall investment in education is insufficient.
At present, China has basically formed an education and training financing mechanism of "government investment, multi-party social participation and reasonable sharing by the educated". The nature of education is changing. One is pure public welfare education, sponsored by the government; One is quasi-public and non-profit education, which is jointly provided by public schools and private schools; There are also for-profit education, such as market-oriented technical training. According to China's Constitution and relevant laws, the government must provide financial support for social welfare education, and its level will continue to improve with the enhancement of comprehensive national strength and financial capacity. However. The problem that the national financial investment in education is insufficient, and the growth of education funds can't keep up with the requirements of rapid scale growth and quality improvement is becoming more and more serious. Taking the nine-year compulsory education as an example, China has not really achieved "free education", and the state's financial investment is insufficient, which leads to the serious "difficulty in going to school" in many rural areas. However, higher education is also facing financial difficulties, and the school's own development ability is insufficient, which leads to the phenomenon of "high fees" and "arbitrary charges" in colleges and universities. At the recent "265438+20th Century Forum" held in 2005, Zhang Li, director of the National Education Development Research Center of the Ministry of Education, thought that China should establish a perfect public finance system and a rigid education budget and final accounts system as soon as possible. Take increasing financial investment in education as the focus of building a public finance system, clarify the responsibilities of governments at all levels for education expenditure, and build a stable and sustainable education investment mechanism that meets the needs of public education.
Challenge 2: The development of education is extremely unbalanced.
The unbalanced allocation of educational resources in China has become a major bottleneck hindering the sustainable development of education. The gap between regions and between urban and rural areas is obvious, and education in western and rural areas is particularly weak. The education policy is also centered on the city, and the huge gap between urban and rural areas is not taken into account from the educational content, examination content and college entrance examination scores, which increases the unfairness of education. In addition, the investment in basic education and higher education is also seriously unbalanced. China has invested a lot in higher education, but less in basic education. At present, the allocation of labor force and talents in China is changing from government mechanism to market mechanism. Full-time regular school education is developing towards more flexible and open lifelong learning. Education experts believe that in such a transitional period, the government should create an institutional environment to promote educational equity, and reduce and avoid the phenomenon of "offside" and "absence" of government behavior in public education. The government's "positive action" should be to fully support free compulsory education, guarantee the demand for national defense construction and major engineering talents, and guarantee the learning rights of vulnerable groups. Its "doing something" is to choose basic disciplines, remote and hard industries, and parts that are difficult to adjust in the market and give appropriate support. Its "entrusted behavior" is to entrust the third department or private institutions to do it. Its "inaction" is to introduce social participation and necessary competition mechanism.
Challenge 3: The structure and mode of personnel training are unreasonable.
At present, with the expansion of enrollment in colleges and universities, the scale of postgraduate education has expanded, and high-level talents have squeezed and replaced posts, which has promoted the gradual improvement of China's educational structure. However, the actual labor market is extremely short of skilled talents. On the one hand, it is difficult for college students to find jobs. On the other hand, it is difficult for enterprises and rural grass-roots units that urgently need talents to find high-level talents. Job seekers with college and undergraduate diplomas abound, but skilled technicians are rare, especially middle and senior skilled technicians. The disconnection between education and social needs reflects the unreasonable talent training structure in China. To establish a comprehensive, coordinated and sustainable concept of educational development and give full play to the role of education in promoting employment, we must further adjust and optimize the educational structure according to China's national conditions, economic development stages and industrial structure development trends.
In addition, the stagnation of quality education and the accumulation of exam-oriented education have seriously affected the improvement of the overall quality of the people. At present, many primary and secondary schools still focus on "scores". Under the baton of pursuing the enrollment rate, they ignore the exploration and all-round cultivation of students' personality characteristics, innovative ability and moral quality, which leads to the general fragility of children's psychological quality and the decline of team spirit and physical quality. In addition, the reform of teaching content, teaching methods and educational evaluation system lags behind. Under the exam-oriented education mode, many reform measures retreat in front of the baton of the college entrance examination, and the educational reform can't keep up with the pace. The problem that education is out of touch with society has not really been solved.
Challenge 4: The reform of the education system is not comprehensive.
Experts believe that since 1990s, the education system reform in China can be summarized in one sentence: reform for finance. Many reforms are centered on "making money": the tuition system for college students, the socialization of logistics, and the establishment of companies and enterprises by universities. In fact, education has the dual attributes of social public service and industry. It is not enough to reform only at the industrial level.
To recognize the public service attribute of education, it is necessary to confirm that education has laws different from economic operation. The government has the main responsibility for education, and education cannot be fully market-oriented. The target model of educational system reform should include government macro-management, extensive social participation, moderate market regulation and independent school running. In this model, it is the key to handle the relationship between the government and the market, and between the government and the school. Only by changing the system that the government manages schools too much and too dead can we ensure the status and rights of running schools independently according to law and ensure the sustainable development of education itself.