First, some cadres do not understand the importance and urgency of education and training. The main reason is that some cadres are "hard and soft" ideologically. A few cadres attach importance to handling cases and bury their heads in their work. They think that education and training is a soft task, that there are many cases and there is no time for training and learning. Some people think that training is useless, and they can still handle cases without training; Older comrades think that training is a matter for young people. As long as the work is passable, they don't want to be promoted, and it is not worthwhile to spend energy on training and learning. Younger comrades think that the school has just come out and has learned almost everything, so there is no need for further training; What others say is more important than what they do. Don't be busy. These are all manifestations of insufficient understanding of the importance and urgency of education and training.
Second, the content of education and training lacks adaptability and pertinence. At present, there is no systematic and classified teaching material for cadre education and training. The content of cadre training is outdated and can't meet the needs of current work closely. It has never been out of the old-fashioned "teachers talk, students listen", and teaching is divorced from reality and lacks attraction. There is a contradiction between the diversification of cadre knowledge "demand" and the relative shortage of cadre education "supply".
Third, the education and training work lacks planning and systematicness. Education and training are often notified by higher authorities, and grass-roots organs follow the notice. There is a lack of planned, classified and hierarchical annual training plans and training objectives for three to five years each year. Education and training are in disorder. There is no systematic analysis of the present situation of the cultural knowledge, ability and quality structure of cadres at all levels, and targeted training is carried out. The resource allocation of education and training is also unreasonable, and there is no teaching team that closely combines academic and practical teaching.
Fourthly, education and training lacks a realistic quantitative evaluation mechanism. At present, all grass-roots colleges and universities are carrying out education and training. How to truly reflect the advantages and disadvantages of education and training should be reflected in the assessment mechanism and the project setting should be as scientific as possible.