The Plan of Improving Teachers' Quality in Shandong Higher Vocational Colleges during the Eleventh Five-Year Plan

During the Tenth Five-Year Plan period, with the healthy and rapid development of vocational education, the construction of vocational education teachers in Shandong Province has been continuously strengthened, the number of teachers has increased substantially, the team structure has been continuously improved, the quality of teachers has been further improved, and the training system has been basically established. However, the present situation of vocational education teachers in Shandong province is not suitable for the tasks and objectives of vocational education development during the Eleventh Five-Year Plan period. In order to better implement the national vocational college teachers' quality improvement plan and speed up the construction of vocational education teachers to meet the needs of vocational education reform and development in the new period, the Shandong vocational college teachers' quality improvement plan is formulated during the Eleventh Five-Year Plan period. First, the guiding ideology of the construction of vocational education teachers during the Eleventh Five-Year Plan period

We will fully implement the Teachers Law of People's Republic of China (PRC), the Vocational Education Law of People's Republic of China (PRC), the Decision of the State Council on Vigorously Developing Vocational Education and the spirit of the National Vocational Education Work Conference, focus on comprehensively improving the quality of teachers in vocational colleges, focus on cultivating young and middle-aged professional leaders and backbone teachers, focus on establishing a "double-qualified" teacher team, implement the teacher professional qualification certificate system, and establish a rational allocation of teacher resources and excellent talent team.

Two, the "Eleventh Five-Year Plan" period, the task of the construction of vocational education teachers.

(1) Strengthen political and ideological education and strengthen the construction of teachers' professional ethics. Adhere to the guidance of Deng Xiaoping Theory, Theory of Three Represents and Scientific Outlook on Development, educate and guide teachers to consciously fulfill the obligations and responsibilities stipulated in the Teachers Law of People's Republic of China (PRC) and the Vocational Education Law of People's Republic of China (PRC), be loyal to the educational cause of the Party and the people, love their posts and be dedicated to their work, and abide by teachers' professional ethics. Guide teachers to establish a correct concept of education and talents, renew and change their concepts, enhance their consciousness of implementing quality education and lifelong education, and cultivate high-quality workers and specialized talents for economic development and social progress.

(B) the implementation of vocational qualification certificate system, and promote the construction of "double-qualified" teachers. The Provincial Department of Education, the Labor and Social Security Department and the Economic and Trade Commission actively promoted the vocational qualification certificate system. By the end of the Eleventh Five-Year Plan, the number of "double-qualified" teachers in provincial key vocational colleges and above has reached more than 60% of the total number of professional teachers, and the number of secondary vocational schools and other vocational colleges in economically underdeveloped counties has reached more than 30%. "Double-qualified" teachers in professional courses should have professional qualification certificates above Grade III (Senior Worker) in relevant positions, and practice instructors should reach Grade II (Technician) or above in national vocational qualifications.

(3) Broaden the source of teachers and improve the structure of vocational education teachers. At the end of the Eleventh Five-Year Plan, the proportion of full-time teachers with master's degree or above in higher vocational colleges reached more than 40%, and that in secondary vocational schools reached more than 20%. The compliance rate of full-time teachers in secondary vocational schools reached 100%. Professional teachers and practical guidance teachers in vocational colleges account for more than 70% of full-time teachers, and part-time teachers are not less than 15% of full-time teachers in the approved establishment in principle. More than 20% teachers in secondary vocational schools have senior titles.

(4) Improve the teacher training system and comprehensively improve teachers' professional quality and teaching level. During the "Eleventh Five-Year Plan" period, the vocational and technical normal education in Shandong Province should continue to expand its scale, keep increasing year by year, and provide qualified teachers for secondary vocational education. Vocational colleges should reasonably adjust teaching arrangements to ensure that all teachers complete 240 hours of job promotion training during the Eleventh Five-Year Plan period. All kinds of vocational education teacher training institutions at all levels in Shandong Province should make unified planning, division of labor and cooperation, and provide sufficient refresher courses and class hours for vocational college teachers. Conditional technician colleges and senior technical schools (technical colleges) should actively undertake the task of training internship instructors for vocational colleges.

(five) pay attention to the training of key principals and professional leaders, and strengthen the construction of young and middle-aged key teachers. At the end of the Eleventh Five-Year Plan, 20% of teachers in provincial key vocational colleges and above, 10% in other vocational colleges, 30% in provincial key vocational colleges and above, and 20% in other vocational colleges.

(6) Accelerate the reform of personnel system in vocational colleges and establish a flexible and effective teacher employment system. Secondary vocational schools implement the principal responsibility system and appointment system, while higher vocational colleges implement the principal responsibility system and tenure system under the leadership of party committees. Fully implement the employee employment system and post management system, and establish a system to attract talents, stabilize talents and promote the rational flow of talents.

Point to realize the mechanism that personnel can enter and exit, posts can be promoted and lowered, treatment can be promoted and lowered, and outstanding talents can stand out. Third, the implementation measures

(A) increase investment, strengthen management, to ensure the effective use of funds for the construction of vocational education teachers. Provincial financial arrangements for special funds to support the construction of provincial vocational education teacher training base. Finance at all levels should arrange special funds to support the training of vocational education teachers, and the education administrative department is responsible for supervising and inspecting the use of special funds for the training of vocational education teachers. City, county (city) financial vocational education teacher training special funds are mainly used for the training of principals and backbone teachers in local vocational colleges. Vocational colleges arrange special funds for school-based training and teachers' going out for further study, training and participating in teaching and research activities.

(B) Vocational colleges should seriously organize school-based training. Strengthen the education of teachers' political thought and professional ethics by school-based training, and help teachers establish new educational and teaching concepts. School-based training focuses on improving teachers' classroom teaching level and practical operation ability. At the same time, it is necessary to organize teachers to study education laws and regulations and teachers' professional norms on a regular basis, strengthen the inspection and supervision of teachers' education and teaching behavior, guide teachers to develop good habits of education and teaching behavior, and truly teach and educate people and be a model. The key point is to help teachers change their ideas, renew their ideas, adhere to the education and teaching policy of "service-oriented and employment-oriented", study and implement measures and methods for quality education and cultivate students' professional ability, and improve teachers' service awareness and teaching ability. (3) Accelerate the reform of personnel system in vocational colleges and expand the autonomy of running schools. Establish a flexible and effective employment mechanism in vocational colleges, implement flexible management measures for teachers in vocational colleges under the principle of "total control and micro-decentralization", and establish an employment system that combines fixed posts with mobile posts and full-time and part-time jobs. Vocational colleges are allowed to recruit graduates from non-normal colleges, engineers and technicians from enterprises and industry organizations, and high-skilled talents from society to enter the ranks of vocational education teachers. (4) Strengthen the training of "double-qualified" teachers and accelerate the construction of a team of "double-qualified" teachers with qualified teacher qualifications and professional and technical capabilities. Increase the number of "double-qualified" teachers and improve the structure of vocational education teachers. Actively promote the reform of the evaluation and employment system for professional and technical positions of teachers in vocational schools. Professional teachers with strong practicality may apply for the evaluation of the second professional technical qualification in accordance with the relevant provisions of the Trial Measures for Professional Technical Positions, or apply for the corresponding professional qualification certificate in accordance with the relevant provisions. It is necessary to actively implement the professional qualification certificate system for professional teachers and practice instructors in vocational colleges, and gradually realize that professional teachers and practice instructors in vocational colleges hold corresponding professional teacher qualification certificates and professional qualification certificates.

Vocational teacher training institutions at all levels should conscientiously do a good job in the rotation training of teachers in vocational colleges with "new knowledge, new technology, new methods and new technologies". It is necessary to improve and perfect the training courses and set up training programs around the training needs and in line with the principle of checking and filling vacancies. Vocational skill training should be combined with the requirements of national vocational skill appraisal, and help teachers obtain corresponding vocational qualification certificates by setting up vocational skill appraisal institutions or cooperating with other vocational skill appraisal institutions. On the premise of adhering to the standards, vocational skill appraisal institutions at all levels should implement priority and preferential policies for vocational college teachers to apply for vocational skill appraisal. They should know that some theoretical examinations should be combined with the needs of teachers' professional teaching in vocational colleges, and some practical operation examinations should be combined with the reality of professional teaching in vocational colleges as much as possible.

Vocational colleges should actively implement the system that teachers regularly study and practice in enterprises. The existing teachers have no less than 48 hours of full-time study every year, and professional teachers must practice in enterprises or production service institutions for 2 months every two years. The record of teachers' full-time study and practice in enterprises or production service institutions is an important basis for business assessment, post appointment and professional title evaluation, and it is also an important content of school supervision and evaluation and school-running level inspection. New teachers must arrange for no less than one year of professional practice training in enterprises, off-campus practice bases or on-campus practice places before taking up their posts, and can only take up their posts after passing the examination or appraisal. Non-normal university graduates, engineering and technical personnel and high-skilled talents who enter the teaching team of vocational education from enterprises, industry organizations and society receive necessary education, psychology and Putonghua training, and after passing the teacher qualification examination, the administrative department of education issues the teacher qualification certificate of vocational colleges.

Enterprises participating in school-enterprise cooperation should conscientiously perform their duties, actively use the training base built by enterprises, accept teachers from vocational colleges to participate in production practice training, help teachers understand the technological process and organizational operation of enterprises, and improve their professional hands-on operation ability.

(5) Establish a stable team of part-time teachers. Part-time teachers are an important part of teachers in vocational schools, a distinctive feature of teachers in vocational education and an important source of "double-qualified" teachers. Education, labor, economic and trade departments at all levels and vocational colleges should attach importance to the construction of part-time teachers.

Education, labor and economic and trade departments at all levels should actively recommend and select enterprises, institutions, industry organizations, on-the-job or retired engineering and technical personnel and highly skilled personnel who are enthusiastic about vocational education and have rich practical experience, and jointly establish a talent pool of part-time teachers in vocational education for use by vocational colleges to realize resource sharing and complementary advantages. Vocational colleges should establish good and stable cooperative relations with enterprises, institutions and industry organizations, and take hiring part-time teachers as an important part of school-enterprise cooperation. It is necessary to strengthen the training and management of part-time teachers, regularly train part-time teachers in educational theory and teaching methods, and regularly organize the evaluation of part-time teachers' teaching quality to ensure the teaching quality of part-time teachers. In order to ensure the salary and remuneration of part-time teachers, vocational colleges are allowed to employ part-time teachers independently with the staffing of 15%, and the financial department fully allocates the salary of teachers according to the approved staffing, and the salary and remuneration of part-time teachers are paid by vocational colleges from the personnel funds approved by the financial department.

Enterprises, institutions, industry organizations and their competent departments should support and encourage their staff to work as part-time teachers in vocational colleges, give preferential policies to units that provide part-time teachers, and guarantee the working conditions and living conditions of the staff who work as part-time teachers in vocational colleges to eliminate their worries.

(6) Further emancipate the mind, innovate the mechanism, and create an environment in which young and middle-aged backbone teachers and outstanding talents stand out. Education departments at all levels and vocational colleges should include the training of professional leaders and young and middle-aged backbone teachers as an important content in the construction plan of vocational education teachers, select no less than 5% of the total number of full-time teachers as the training objects of professional leaders and backbone teachers, ensure that they participate in the training at or above the municipal level for no less than 1 week every year, and create conditions for the professional growth of young and middle-aged backbone teachers. It is necessary to carry out the recommendation and selection activities of "outstanding principals" and "outstanding young and middle-aged teachers" in vocational colleges step by step, publicize and commend the outstanding principals and teachers selected, and use their advanced deeds to influence and drive cadres and teachers in vocational colleges in Shandong Province to be dedicated, pioneering and innovative, pragmatic and strive for good results. Organize "Teaching Skills Competition" and "Professional Skills Competition" among young and middle-aged teachers in vocational colleges on a regular basis, and make exceptional use of the winners in cadre appointment, post appointment and title promotion. Actively create conditions to regularly select and organize key teachers and principals in related professional fields to go abroad for further study.

(7) Deepen the reform of the internal management system with the income distribution system as the core. Further intensify the reform of the distribution system, improve the distribution incentive mechanism, adhere to the emphasis on performance and quality, and tilt the school income distribution to the front line of teaching and groups with outstanding contributions, and implement the subsidy system and dynamic management for professional leaders, young and middle-aged backbone teachers and "double-qualified" teachers. Those who have made outstanding contributions in education and teaching, specialty construction, teaching research and school development shall be rewarded. Strengthen the assessment of teachers' education and teaching. According to teachers' professional ability and work quality, we should implement "low employment and high employment" and "low employment in higher vocational colleges" in professional and technical posts, and link them with wages and allowances. Gradually improve the income distribution system of vocational colleges.

(8) Continue to integrate educational resources and improve the teacher training system of vocational education. Give full play to the advantages of teachers and majors in colleges and universities, improve the training plan of vocational education teachers, improve the training quality of vocational education teachers, and continuously expand the training scale of vocational education teachers. It is necessary to make full use of the existing vocational teacher training institutions in Shandong Province, especially the five national key vocational teacher training bases and the national vocational teacher training demonstration unit of Haier Group, to mobilize the enthusiasm of enterprises and social training institutions in the school-enterprise cooperation plan, and form a vocational teacher training network covering Shandong Province, with the national and provincial key vocational teacher training bases as the leader, the skills training of enterprises and social institutions as the supplement, and the school-based training of vocational colleges as the main body.