The education supervision mentioned in these Regulations includes:
(a) the city and county (city) people's government to supervise the relevant functional departments of the people's government at the same level and the people's governments at lower levels to implement education laws, regulations, rules and national education policies;
(two) the people's governments of cities and counties (cities) shall supervise the education and teaching work of schools and other educational institutions within their respective administrative areas;
(three) to evaluate and monitor the development and quality of education in this administrative region. Article 3 The people's governments of cities, districts and counties (cities) shall set up education steering committees. Under the leadership of the people's government at the same level, the Education Steering Committee independently exercises the functions of education supervision, is responsible for deliberating major issues and annual work plans of education supervision, coordinating and coordinating the education supervision work within its administrative area, and solving major problems in education supervision work.
City and county (city) Education Steering Committee Office undertakes the daily work of education supervision.
City and county (city) education supervision committees and their offices are collectively referred to as education supervision institutions. The municipal education supervision institutions shall provide professional guidance and management to the district (city) education supervision institutions. The annual work plan, major issues and supervision results of county (city) education supervision shall be reported to the municipal education supervision institution in a timely manner. Article 4 The municipal, district and county (city) people's governments shall strengthen their leadership over education supervision, equip personnel suitable for the task of education supervision, and include education supervision funds in the fiscal budget at the corresponding level to ensure the independent and effective development of education supervision. Article 5 The municipal, district and county (city) people's governments and educational supervision institutions shall equip inspectors according to the needs of educational supervision, and establish a dynamic replacement and supplement mechanism for inspectors.
Inspectors include full-time inspectors and part-time inspectors. Full-time inspectors are appointed by the municipal, district and county (city) people's governments. Full-time inspectors with professional and technical positions shall be promoted in accordance with the corresponding regulations on the management of professional and technical positions. Part-time inspectors are appointed by the municipal, district and county (city) educational supervision institutions according to the needs of educational supervision.
The conditions, procedures and term of office of the inspector shall be implemented in accordance with the laws and regulations of the state and the province on educational supervision. Article 6 Educational supervision institutions shall regularly carry out training for inspectors, support inspectors to carry out educational supervision and scientific research exchange activities, and improve inspectors' ability to perform their duties. New inspectors should receive training before taking up their posts.
Inspectors should be avoided if there are circumstances stipulated by laws and regulations. Seventh education supervision institutions shall supervise the relevant functional departments of the people's governments at the same level and the people's governments at lower levels to perform the following educational duties:
(a) to implement the national education policies and laws and regulations on education;
(2) Formulating and implementing educational development plans;
(3) Coordinating the promotion of high-quality and inclusive preschool education, high-quality and balanced compulsory education, ordinary senior high schools with diverse characteristics, upgrading vocational education, enhancing the connotation of higher education, standardizing the construction of private education, diversifying and integrating special education, opening and facilitating lifelong education, and running schools in good faith by off-campus training institutions;
(four) the reform of comprehensive evaluation of education, the implementation of education and people's livelihood projects, education law enforcement and emergency handling. ;
(five) the investment, management and use of education funds, and the guarantee and improvement of school conditions;
(six) the construction of the principal team, the allocation of teachers and the guarantee of treatment;
(7) Coordinating and promoting school education, social education and family education;
(eight) solutions to the hot and difficult problems in education that are widely concerned by the society;
(nine) the construction of quality education system;
(ten) other matters stipulated by laws, regulations and national education policies. Article 8 Education supervision institutions shall strengthen supervision over schools and other educational institutions in implementing laws and regulations and the national education policy, adhering to moral education, implementing ideological and political education and quality education, building the Party and leading bodies and teams, building the teaching staff, managing education funds, and managing education, teaching and living facilities.
Education supervision institutions shall, according to the characteristics of schools at all levels, conduct classified supervision on the following matters:
(a) the kindergarten education is scientific, the kindergarten education is standardized, and the treatment of teaching staff is guaranteed;
(two) primary and secondary school proofreaders equal protection of students' rights and interests, reduce students' academic burden, enrollment and school behavior norms;
(three) the ability of colleges and universities to cultivate talents, discipline construction, graduate employment and serve local economic and social development;
(four) the professional setting of vocational colleges, the integration of production and education, school-enterprise cooperation, and the employment of graduates;
(five) the assets and financial management of private schools, the use of financial education funds, the curriculum, and the protection of the treatment of teaching staff;
(six) the establishment of community education schools and the development and sharing of resources to serve key groups and meet the needs of grassroots people.