Although the "two basics" in our city have reached the acceptance standard, they are still in a low-level development stage, and the gap between schools and between urban and rural areas is still very large. The teachers in rural schools are weak, the conditions for running schools are relatively poor, and the dropout rate of junior high school students remains high. Individual towns (townships) have exceeded the indicators set by the state. Although the enrollment rate of disabled children has increased year by year, it is still 5 percentage points lower than the target of the Tenth Five-Year Plan. The task of developing high-level and high-standard compulsory education, meeting the needs of society and people for quality education and promoting the balanced development of compulsory education is still arduous.
(B) High-quality high school education resources still need to be further expanded.
The number of students attending ordinary high schools in our city is increasing year by year, but the educational resources of ordinary high schools in our city, especially high-quality high schools, can not meet the social needs. Insufficient investment, scattered management power and lack of prominent construction focus are one of the reasons that affect the expansion of high-quality high school education resources in our city. In addition, there are many middle schools and technical schools affiliated to autonomous regions in our city, which have set up comprehensive high school classes, but the education department of our city has no jurisdiction over them, and the resources are scattered, which is not conducive to the effective use of educational resources.
(C) the development of vocational education can not meet the needs of economic construction and social development.
Conceptually, there are still many cadres and masses who have incorrect understanding of vocational education, and some even despise vocational education, and unilaterally believe that only attending ordinary high schools and then going to college is the only way to success; In terms of management, today's vocational education still follows the management mode of the planned economy era, and is jointly managed by the administrative departments of education, labor, economy and trade. Multi-head management and school setting standards are different, so it is difficult to effectively guarantee the quality of education; In rural areas, the policy of vocational education is not tilted enough and the capital investment is insufficient, which leads to the small scale, low quality and efficiency of rural vocational education.
(D) The overall level of private education needs to be comprehensively improved.
The overall scale of private education in our city is small and there are few high-quality resources. Most of them are simple schools for floating population. The space is narrow, the facilities are simple, the overall level of teachers is not high, and the proportion of teachers with intermediate titles and undergraduate diplomas is low, accounting for only about 3% of the total number of teachers in the city. Some organizers lack understanding of the public welfare of education, run schools for quick success and instant benefit, lack long-term planning for school construction and development, and have irregular management and low teaching quality, which seriously restricts the development of private education.
(5) The task of rebuilding dilapidated buildings in rural primary and secondary schools is still arduous.
There are many dangerous buildings in rural primary and secondary schools, and the task of transformation is heavy. Finance at all levels should still increase investment. Up to now, there are still 258,200 square meters of D-class dangerous buildings in the city, which require an investment of 65.438+0.5 billion yuan. There is a big fund gap in the renovation of dilapidated buildings, so it is difficult to maintain and renovate them in time. The funds allocated by the central government, autonomous regions and municipalities directly under the Central Government for the renovation of dilapidated buildings are far from the actual demand. The county and township finances are relatively tight, and it is impossible to implement matching funds. It is difficult to complete the renovation of dilapidated houses in rural primary and secondary schools in a short time only by government investment.
(6) The problem of education debt has not been fundamentally solved.
The educational debt in our city is huge. At the end of 2004, the accumulated debt was 338 million yuan. Up to now, although all counties (districts) have made debt repayment plans, by the end of 2005 10, the accumulated education debt of our city was only120,000 yuan, and the education debt still reached 326 million yuan. These debts are mainly due to the construction of rural primary and secondary schools, and most of them are left over from the "two basics" in the early 1990s. Education debt has seriously restricted the development of rural compulsory education in our city.
(seven) the construction of high-quality teachers still needs to be strengthened.
In recent years, the qualified rate and improvement rate of primary and secondary school teachers in our city have been greatly improved, but there is still a certain gap compared with the educational development goals of our city in the tenth five-year plan and the requirements of social and economic development in the capital; The overall situation of classroom teaching ability of primary and secondary school teachers in our city is good, but the knowledge structure of urban teachers needs to be improved and updated, and the professional quality and teaching ability of rural teachers need to be further improved. Although the number of primary and secondary school teachers in cities is basically appropriate, there is a relative shortage of teachers in rural areas, especially in remote rural areas, and the proportion of substitute teachers in rural schools is still large. So far, a large number of backbone teachers and leaders in our city have not played a guiding role.