I will give you some social hot news comments about students and education, hoping to help.
First, the social hotspot perspective: Why does the ban on renting houses for college students have little effect?
The Ministry of Education stipulates that, in principle, college students are not allowed to rent their own houses outside the school. This is another policy return after the Ministry of Education relaxed the problem of renting houses off campus for college students in 2005.
The security and management of college students' off-campus renting has become a hot issue in society. In some colleges and surrounding areas, no matter who or how many people pay a rent of 30 to 50 yuan, they can easily rent a "daily rent". This kind of low-cost "family hotel" is quietly emerging, which has become a major hidden danger for students' safety. Moreover, in recent years, the phenomenon of college students renting houses off campus and living alone has become more and more, which has not been stopped by the documents of the Ministry of Education.
We should also see that all kinds of criminal cases caused by college students renting houses off campus have also increased, and some even caused shocking vicious incidents. To this end, some local judicial organs specially put forward judicial suggestions to the local education authorities, suggesting that we should attach great importance to this unhealthy phenomenon and ensure the physical and mental health and orderly management of college students. So, why does a paper ban by the Ministry of Education have little effect? Why have you ever experienced "letting go a little"?
The key point is that the document has no effect, which reflects a big problem-the lag of education legislation. The progress and efficiency of educational legislation, including standardizing the campus environment and student management, are far behind the pace of the development of the situation. A number of laws, such as the Compulsory Education Law, the Teachers Law and the Law on the Protection of Minors, are facing revision and approval. Faced with the problem of college students renting houses, major schools and competent departments have come up with various methods. For example, some universities recommend married students to apply for couples' houses, some education departments stipulate that off-campus renters are not allowed to apply for student loans, some stipulate that those who refuse to reform for a long time will be expelled, some universities prevent renting houses, and some stipulate that counselors should eat and live in dormitories with students. Then, why not legislate to regulate this bad phenomenon?
Some people have solved the blind spot of school management that needs to be standardized through the new School Law, but it has not been put on the legislative agenda for a long time. For example, academic fraud, arbitrary charges for education, school safety and bad behavior of students can only be punished and dealt with in accordance with general disciplinary provisions, and departmental legal system cannot be applied. As an educational institution with the tradition of "respecting teachers and attaching importance to education", some rules that must be written into the law still belong to the general moral level or discipline category, which is really a pity in the process of society moving towards the rule of law.
Guo Bingwen, a famous educator, once said, "Education is more expensive than indoctrination, and ethos depends on immersion". If there is a "School Rules", it can not only regulate the phenomenon of college students renting houses off campus, but also make specific and clear provisions on the campus environment and student safety in primary and secondary schools. In particular, if the relevant functional departments fail to perform their statutory duties and do not supervise according to law, they shall bear corresponding legal responsibilities. At the same time, through the implementation of the law, we will continue to create a strong atmosphere of public opinion, so that the whole society can care about the growth environment of the younger generation. If so, college students' off-campus renting will be banned without discussion and will not rebound.
Second, higher vocational employment should meet the needs of society.
At present, there is a general contradiction between "difficulty in finding a job" and "difficulty in finding a job" in the talent market, which to some extent reflects the dislocation between talent training and social demand. In order to realize the effective connection between talent training and social needs, higher vocational colleges must do the following three things well.
Professional setting and professional post demand docking
One of the essential attributes of higher vocational education is professionalism. Approaching occupation
Related concepts are posts or jobs, and a profession often has one or more posts or jobs. The specialty setting of higher vocational colleges should aim at the change of professional post demand, so that the scale of specialty and the scale of students in specialty are consistent with the changing trend of professional post and population.
The demand for social professional posts is constantly changing, and factors such as major setting, students' choice of major and talent training cycle will lead to the dislocation of talent training and professional post demand. For example, computer applications, e-commerce, computer information management and other majors used to have strong demand when enrolling students, but the social demand changed from "hot" to "cold" when students graduated. In order to cope with the objective dynamic imbalance between talent demand and talent supply, higher vocational colleges should give students flexibility in specialty setting and specialty selection.
Due to the different economic and social environment, personal and family conditions of candidates, the amount of information of different candidates is also different, which leads to great blindness in filling in the application volunteers. Higher vocational colleges have the responsibility and obligation to give freshmen the necessary professional guidance and the opportunity to re-select majors, and set up professional knowledge and skills modules for majors with large scale, relatively difficult employment and strong demand for social professional posts, that is, to cultivate compound high-skilled talents to meet the demand for professional posts through the setting of compound majors. For example, the knowledge and skills module of "commodity management" is set in the training scheme of accounting professionals in our college, so that graduates can not only engage in accounting work, but also engage in commodity management and marketing, so that the largest accounting graduates in our college can maintain a high employment rate and employment quality.
Talent training and job demand docking
In order to cultivate high-skilled professionals who meet the needs of social production, construction, management and service, higher vocational colleges must adhere to the concept of "ability-based" talent training, and through various systematic, standardized, effective and rich educational and teaching activities, enable graduates to have professional post abilities corresponding to their majors, so as to meet the needs of employers for talents.
Conduct professional post ability analysis. The vocational post ability of higher vocational college graduates can be roughly divided into three parts: First, the professional core ability. The second is the general ability of the industry. The third is the ability to operate professional posts. The analysis of professional competence corresponding to major is the basis of constructing curriculum system, formulating talent training scheme and determining talent training mode, realizing the docking of talent training and professional post competence demand, which is of great significance to promoting the employment of graduates in higher vocational colleges.
The choice of talent training mode. According to the principle of "employment orientation", the key to realize the docking of talent training and professional post ability demand lies in choosing the correct talent training mode. Practice has proved that school-enterprise cooperation and the combination of production and learning are the fundamental ways to cultivate high-skilled talents. However, due to the different professional characteristics, external environment and internal conditions of practical teaching, the ways of school-enterprise cooperation and combination of production and learning are often different. Anhui Business Vocational and Technical College explored different training modes of work-study combination in the process of talent training, that is, according to the professional characteristics and practical teaching environment conditions, different training modes of work-study combination were selected. The colorful talent training mode of combining work with study has effectively realized the combination of theoretical teaching and practical teaching, and found an effective way to cultivate post professional ability.
Curriculum system construction. The curriculum system involves curriculum categories, curriculum structure, teaching content and teaching methods. To solve the connection between talent training in higher vocational colleges and the demand of professional post ability, it is necessary to construct a dual-certificate curriculum system, that is, according to the requirements of talent training objectives of higher vocational education for graduates' basic theory, basic knowledge and professional technical fields, professional posts (groups), and referring to relevant professional qualification standards, to construct a curriculum system and teaching content, and to integrate the knowledge theory and skills required by professional posts into the teaching process, so that students can obtain both graduation certificates and post professional qualification certificates when they graduate, so as to serve graduates' smooth employment.
The connection between employment education and employment situation
The employment situation of graduates is related to the survival and development of higher vocational colleges, social stability and people's livelihood, which is the top priority of school work. In order to solve the employment problem of graduates, vocational colleges generally carry out employment education. I think employment education should be an important part of the training system for high-skilled talents, and it should be placed in the same important position as quality education and ability training, and the whole process, all-round and all-round employment education should be implemented to realize the docking with the employment situation. Comprehensive employment education focuses on solving the following problems:
Change the concept of employment. Some old ideas are deeply rooted in the thoughts of higher vocational graduates and their parents, which has become the biggest obstacle to graduates' employment. Through comprehensive employment education, we can realize a major change in students' employment views and guide students to establish correct employment views and job choices such as employment first, entrepreneurship later, dynamic employment, grassroots employment, rural employment and employment in the central and western regions. After employment, they will become talents in the process of performing their duties and grow up in a difficult environment. This is proved by the growth law of all successful people, and it is also an inevitable choice for graduates of higher vocational colleges under the severe employment situation today.
Adjust employment orientation. Some graduates of higher vocational colleges can't find jobs in the future, which is related to high expectations. At present and in the future, graduates of higher vocational colleges are facing a severe situation of oversupply. Higher vocational colleges should guide students to understand the situation clearly, adjust their expectations and locate accurately through comprehensive employment education. After longing for cities, economically developed areas, white-collar jobs and higher salaries are difficult to achieve, it is also a wise choice to choose the next best thing, first employment and then development. We should know that higher vocational education is to cultivate high-skilled professionals, and high-skilled talents are essentially workers with more knowledge and higher skills than secondary vocational education graduates. From the post level, secondary vocational education trains junior workers and intermediate workers, while higher vocational education trains intermediate workers and senior workers, all of whom are ordinary workers with certain knowledge and skills. Only when the graduates of higher vocational colleges have a clear understanding of their roles, and then adjust their orientation, can they find jobs smoothly and make a difference.
Improve employability. Higher vocational colleges help students improve their employability through comprehensive employment education, that is, the ability of graduates to sell themselves in the process of job hunting. The main contents include the ability to find and seize market opportunities, that is, the ability to choose the right position in the vast talent market demand and make the other party accept themselves through contact and persuasion; The ability to effectively use market employment channels, that is, to master the characteristics of effective employment in different channels such as job fairs, talent markets and computer network recruitment, so as to improve the signing rate of graduates in the application process; The ability to resist setbacks, graduates are still full of confidence after failing to apply for a job or even failing many times, and continue to apply until they succeed; The ability to open up the job market, that is, to accept one's ability through one's own display, creating jobs or letting employers increase the number of jobs.
Master employment skills. Employment skills are also employability to a certain extent, which can not be ignored to meet social needs. For example, when applying for a job, you should know how to treat guests politely, dress simply and generously to meet the professional requirements, answer questions in line with the recruiter's thinking and psychology, express your language concisely, sincerely and simply, highlight your personality, speak appropriately, and act in line with the requirements of the professional code of conduct for job hunting. Although the content of graduates' employment skills is not much, the details often determine the success or failure, and often play an important or even key role in the success of graduates' job hunting.
Thirdly, the "harmonious society" interrogates the fair system of educational opportunities.
Educational equity is the foundation of social equity. At present, due to the institutional defects of China's education system, citizens' educational opportunities are unfair, which affects the balanced development of the whole society. We must reform and improve the original educational system framework and adopt specific policies and measures to ensure that the fairness of educational opportunities can be fully reflected in China.
The connotation of fairness needs to be interpreted in a specific historical period and social environment. In modern society, especially under the condition of market economy, fairness is manifested in the opportunity to give full play to the ability of individuals to move freely in most social activities, including employment, personal wealth accumulation, education, participation in democratic management and so on. It should be open to the general public, and unreasonable conditions should not be attached to prevent people from participating in social activities on an equal footing.
In China, fairness has penetrated into all levels of economic and social development and has become a major issue affecting reform and development. It has a far-reaching impact on politics, economy, culture and education, and has become one of the focuses of people's attention. Among them, the fairness of educational opportunities is not only an important embodiment of social equity, but also affects the improvement of population quality, the sustainable development of the national economy and the whole society, and also promotes the realization of social equity.
Equity in educational opportunities cannot be just a goal.
In our country, the Constitution clearly stipulates that every citizen has the equal right to receive education, emphasizing the equality of citizens' educational opportunities. However, in the process of implementation, due to subjective and objective reasons, there is still a long way to go to the goal of complete equality of educational opportunities.
Before the reform and opening up, the main factors affecting the fairness of educational opportunities were the differences in family background and educational environment between urban and rural areas. After the reform and opening up, due to the lack of public education resources and the tendency of education marketization in China, the defects of the current education system have caused unfair educational opportunities to some extent.
Judging from the current situation, the discussion on equality of educational opportunities is essentially the transmission of economic benefits driven by social transformation, the competition between different interest groups for educational rights and resource allocation, and how to ensure the protection of vulnerable groups in this competition process and avoid the deprivation of educational resources and opportunities through the gradual improvement of the system.
At present, China's debate about the fairness of educational opportunities mainly focuses on two aspects:
1. The relationship between fairness and efficiency of educational opportunities. "Efficiency first, giving consideration to fairness" has become a basic distribution principle under China's market economy system, but the relationship between fairness and efficiency has aroused widespread debate in the education sector. In my opinion, educational activities and economic activities belong to different categories. Education has its unique value and function for human development and social progress, which is irreplaceable by efficiency. Only by putting the fairness of educational opportunities in the first place can we achieve healthy, long-term and overall efficiency.
2. Educational opportunity equity and educational industry theory. The emergence of educational industry theory is mainly to solve the problem of shortage of educational resources in China, but too much emphasis on educational industrialization will damage the fairness factor. In fact, the educational institutions responsible for the redistribution of social resources are, to a great extent, one of the channels for the disadvantaged groups to change their living conditions. So not only private schools, but also public schools have destroyed this channel to some extent. The government should not place too much responsibility for education on the society. What is more desirable is that the financial resources and energy of the government should shift from providing private products to public products such as education as soon as possible.
Fourthly, the institutional reasons that affect the fairness of educational opportunities.
(A) the impact of the educational resource allocation system on the fairness of educational opportunities
1. Overall situation of investment in educational resources in China. Education funds are the blood of modern education and an important condition for the survival and development of education. At present, the unsatisfactory situation of educational equity in China is directly related to the insufficient investment in education in China. At present, the ratio of education expenditure to GDP in developed countries is about 6.2%, and that in developing countries is about 4.0%. However, in recent years, the proportion of China's financial education expenditure to GDP is not only incomparable with developed countries, but also far from developing countries.
2. Comparison of regional and urban-rural educational resources allocation. From the regional analysis, there is an imbalance in the allocation of educational resources between urban areas and rural areas near and far from the political, economic and cultural centers, which leads to differences in the educational resources available in various regions, leading to great differences in educational facilities and teacher conditions among regions, thus affecting the fairness of educational opportunities. 1990, the per capita education investment gap between the eastern, central and western regions of China was 1: 0.80: 0.7 1. By 1995, the gap in education investment expanded to 1: 0.62: 0.54, resulting in running schools.
3. Comparison of resource allocation among basic education, higher education and continuing education. Because of its wide coverage and the strongest attribute of public goods, basic education is still an "elite education" that only a few people can enjoy, although higher education has been expanded in China at present. The existing research shows that the greater the proportion of government funds allocated in the basic education stage, the fairer the allocation of funds, and the more conducive to ensuring the fairness of educational opportunities. However, at present, the proportion of non-basic education in China using national public education resources is too high. According to the data of the National Bureau of Statistics, in 2002, the proportion of financial input in the total funds for basic education in China was 72%, which was lower than that in many western countries and many developing countries, while the government paid more than 50% of the funds for higher education. We must improve the structural fairness of distribution. In addition, for continuing education, with the deepening of reform, the government gradually withdrew from this field, and the investment decreased, mainly relying on enterprises and individuals.
(B) the impact of the education fee system on the fairness of educational opportunities
1. Differences between urban and rural education charging systems. In rural areas, farmers bear all the educational expenses of their children. Education fee and education surcharge are all fees charged by the government for rural compulsory education, but urban residents do not have to pay these fees. The funds needed for the new construction, reconstruction and expansion of rural compulsory education schools are raised by townships and villages, and the local people's governments are responsible for the inclusion of towns in the capital construction investment plan. This artificially set education fee system has caused high education payment costs and raised the threshold for farmers to receive education. Therefore, compared with the opportunities for urban residents to receive education, the opportunities for rural residents to receive education are unfair.
2. The charging system at different stages of education. At present, governments at all levels are responsible for the basic education in China, and tuition fees are free, but appropriate miscellaneous fees can be charged. However, in the specific implementation process, there is a serious phenomenon of arbitrary charges in various places, including grass-roots governments, relevant departments or units charging students various fees through schools, or apportioning various forms to students in schools, which artificially increases the burden on students and parents. The charging system in higher education was implemented in 1997 after the unified enrollment of colleges and universities nationwide. In recent years, the growth rate of tuition fees has greatly exceeded the growth rate of residents' personal income. At the same time, there are' dual-track' fees and high-grade fees, as well as charging students for changing their majors',' orientation fees' and' undergraduate fees' in the name of changing the credit system fees, and raising tuition fees in disguise. The existence of these phenomena has seriously disrupted the normal educational order. The increase of tuition fees is accompanied by the decrease of the proportion of students from low-income families, which leads to the difference of educational opportunities for students from different family backgrounds.
(C) the impact of the educational enrollment system on the fairness of educational opportunities
1. Basic education. At present, the institutions that implement basic education are mainly primary schools, junior high schools and ordinary high schools. Basic education has long been regarded as the field with the smallest difference in educational opportunities, but this view has been challenged in recent years. China implements a nine-year compulsory education system, but students in primary and junior high schools are divided according to their location and resident status, and they are not allowed to choose their own schools, which is contrary to the concept of equal educational opportunities. In addition, the educational conditions and quality of key schools are quite different from those of non-key schools, which leads to the semi-public existence of "school choice phenomenon" in the basic education stage and evolves into a contest between parents' social relations and economic strength. In senior high school, students are admitted according to the results of senior high school entrance examination and students' wishes, but the number of students who pay "sponsorship fee" or other catalogue fees increases year by year. In big cities such as Beijing and Shanghai, students whose best schools are not online can pay more than 65,438+10,000 yuan. For those students who are close to the score line and their families can't afford high fees, losing the opportunity to attend key middle schools may also mean the opportunity to receive higher education before losing employment opportunities.
2. Higher education. The malpractice of higher education enrollment system is one of the main reasons for the unfairness in the field of higher education at present. In the early days of reform and opening up, the college entrance examination system played an important role in selecting talents to ensure fairness. However, with the development of society and the popularization of higher education, the unfairness of educational opportunities caused by the defects of the college entrance examination system has gradually caused controversy. First of all, the disparity in admission scores between regions. At present, most areas in China still use the same college entrance examination papers. Therefore, this phenomenon that the birthplace of candidates affects the admission of candidates with the same score has seriously led to unfair education. Secondly, the principle of "equal" admission to the college entrance examination. The voluntary reporting part of the college entrance examination system in China is a game of asymmetric information, which cannot realize the fairness of students' receiving higher education. Finally, the examination system of the college entrance examination. In the past two decades, the college entrance examination has focused on the examination of memory ability and calculation ability, and biased towards the test of candidates. Today, when quality education is advocated, it is unfair to some all-round development candidates.
(d) The impact of the emergence of private education on the equality of educational opportunities
On the one hand, private colleges and universities are not only a supplement to public schools, but also as important as public schools. Private colleges and universities provide public goods by non-governmental forces, so it is the embodiment of fair educational opportunities. On the other hand, because private colleges and universities are high-input enterprises for profit, if there is no policy support and institutional norms in the development process, it will affect the realization of fair educational opportunities and cause new waste of resources.