In order to thoroughly implement the spirit of the 15th National Congress of the Communist Party of China, actively develop vocational education, and effectively strengthen the construction of teachers in vocational education, our committee put forward the Opinions on Strengthening the Construction of Teachers in Secondary Vocational Schools, which are hereby printed and distributed to you. Please combine the actual situation of the region and the department, and conscientiously implement it. If you have any comments and suggestions in the implementation, please contact our vocational and technical education department in time.
Opinions on Strengthening the Construction of Teachers in Secondary Vocational Schools Implementing the Teachers' Law, the Vocational Education Law and the spirit of the National Vocational Education Work Conference, and building a contingent of vocational education teachers with sufficient quantity, good quality, reasonable structure and relative stability is the fundamental guarantee for achieving the goal of cross-century development and reform of vocational education and adapting the scale and quality of vocational education to the needs of socialist modernization. To this end, according to the overall plan for the construction of teachers in the country during the Ninth Five-Year Plan period, the following opinions are put forward on strengthening the construction of teachers in secondary vocational schools:
First, fully understand the importance and urgency of strengthening the construction of teachers in secondary vocational schools and vigorously developing secondary vocational education, which plays a very important role in optimizing the structure of secondary education in China, improving the quality of workers, promoting the fundamental transformation of employment and economic growth mode, maintaining social stability and promoting social progress. Therefore, for a long time to come, the focus of China's vocational education development will still be secondary vocational education. According to the Outline of Education Reform and Development in China, the Ninth Five-Year Plan of National Education and the Development Plan of 20 10, the number of students in secondary vocational schools in China will reach about12.75 million by the end of this century, and will reach 2/kloc by 20 10. In order to realize this plan, besides further deepening the reform, increasing investment and improving the conditions for running schools, the key lies in building a contingent of teachers.
At present, the present situation of teachers in China's secondary vocational education still cannot meet the needs of the reform and development of secondary vocational education in the 2/kloc-0 century. There are many problems, the following are outstanding:
① The number of specialized courses and practice instructors is insufficient. Especially in vocational high schools, professional teachers only account for 45.5% of the total number of full-time teachers, and practice instructors account for 2.6%;
(2) The existing teachers' educational attainment rate is low, especially in vocational high schools and technical schools. According to the statistics of 1996, only 3 1% of the full-time teachers in vocational high schools have bachelor degree or above, and 37.4% in technical schools.
③ Most young teachers lack professional practical experience, necessary professional skills and vocational education teaching theory;
④ The structure of teaching staff is unreasonable. In addition to the professional structure and age structure, the proportion of part-time teachers is small, accounting for 8.8% in vocational middle schools and 4. 1% in secondary schools.
⑤ Lack of backbone teachers and professional leaders.
It is not difficult to see that the construction of teachers in secondary vocational schools has become a key issue that restricts the reform, development and improvement of secondary vocational education in China. In this regard, we must attach great importance to it, have a sense of urgency, take practical measures, vigorously strengthen the construction of teachers in secondary vocational education, ensure that the policy of the CPC Central Committee and the State Council on "vigorously developing vocational education" is implemented, and continuously improve the quality and efficiency of vocational education.
Second, overall planning, base construction, multi-channel solution to the source of vocational education teachers (1) Relying on the existing colleges and universities to establish a vocational education teacher training base, and accelerate the training of teachers in secondary vocational schools. The education administrative departments of the provinces (autonomous regions and municipalities directly under the Central Government) and the education departments of the relevant ministries and commissions in the State Council should formulate the development plans of vocational education teachers in their respective regions and industries, formulate the training plans and plans for vocational education teachers in their respective regions and industries, and incorporate them into the overall plan for the construction of teachers in their respective regions and industries; To select and determine a number of colleges of science, engineering, agriculture, medicine and normal education that meet the requirements of teacher training for vocational education as training bases for vocational education teachers, vocational and technical normal colleges (secondary colleges) can be established in these bases, or vocational education normal departments can be established, or vocational education normal classes can be held. Colleges and universities selected as bases in various places can be provincial universities or universities directly under the ministries and commissions. All relevant ministries and commissions should actively support their colleges and universities to undertake the task of vocational education teacher training, and the base construction can be adopted. If there is no condition to establish and improve the vocational education teacher training base, you can use the vocational education teacher training base of other provinces (autonomous regions and municipalities) for training, and its inter-provincial enrollment plan shall be submitted to the State Education Commission for approval and issuance. For the training of professional teachers who are generally needed in various places and have a small demand, as well as the training of key teachers such as some academic leaders, the State Education Commission will arrange points in a unified way according to the needs of various places to give full play to the school-running benefits of the base.
While selecting and determining the training bases for teachers of vocational education courses, we should also pay special attention to selecting and determining a number of higher vocational and technical colleges and secondary vocational schools as the bases for training and training internship instructors in secondary vocational schools. A few professional practice instructors can also train across provinces.
The training of vocational education teachers and the determination of training bases should be planned as a whole, rationally distributed and relatively stable. We should consider both the current needs and the long-term needs. After the base is determined, it is necessary to strengthen the base construction and business guidance to the base. It is necessary to continuously deepen the education and teaching reform in the base and gradually explore the training mode and law of vocational education teachers.
(2) Strengthen the construction of existing independent vocational and technical teachers colleges. Efforts should be made to increase investment in vocational and technical normal colleges and improve the conditions for running these schools (including school facilities, teaching instruments and equipment, books and materials, etc.). Reach the basic standards set by the state by the end of this century; Make the professional education level offered by the school generally reach the undergraduate level (except for the major of training practical guidance teachers); The scale and efficiency of the school have been further expanded and improved. At the same time, we should pay attention to strengthening the professional construction of vocational and technical teachers college, rationally adjusting the professional structure, opening up new professional fields and broadening the professional caliber, so that the professional setting of vocational and technical teachers college can better meet the development needs of secondary vocational education.
All vocational and technical teachers' colleges should continuously deepen the internal education and teaching reform, vigorously strengthen the construction of their own teaching staff, actively carry out theoretical research on vocational education and teaching, establish a stable educational practice base, widely use modern teaching methods, continuously improve the quality of education, and strive to develop the characteristics of vocational and technical teachers' education, so as to play a key and exemplary role in training professional courses and practice instructors for secondary vocational schools.
(3) Graduates from ordinary colleges and universities are an important source of teachers for cultural courses and professional courses in secondary vocational schools. All localities and relevant departments should actively take measures to formulate preferential policies to encourage and attract ordinary college graduates to teach in secondary vocational schools.
(4) Education administrative departments at all levels and school authorities should actively support and encourage secondary vocational schools to employ full-time or part-time teachers from enterprises and institutions with professional and technical positions above the intermediate level, and from professional and technical personnel who meet the qualifications of teachers in secondary vocational schools and those with special skills. Among them, when evaluating the appointment of teachers, full-time teachers should give full consideration to their years of holding corresponding professional and technical positions, their years of professional and technical work in the industry and their work performance before teaching. When the channels for vocational schools to hire full-time teachers from enterprises are not smooth, local education departments should coordinate with relevant government departments such as personnel to solve them.
Third, vigorously carry out in-service teacher training in secondary vocational schools, and constantly improve the overall quality of teachers. (1) Speed up the process of meeting the academic standards of in-service teachers. According to the requirements of the State Council's Implementation Opinions on the Outline of China's Education Reform and Development, by 2000, teachers in secondary vocational schools should basically achieve bachelor's degrees, and more than 60% of teachers in vocational schools and technical schools should achieve bachelor's degrees. In order to achieve this goal, special policy measures must be taken.
1, all localities and relevant departments should closely rely on the vocational education teacher training base and other institutions of higher learning that have the right to hold adult undergraduate education with the approval of the State Education Commission, actively run adult undergraduate vocational education teacher classes, and speed up the solution to the academic qualifications of in-service teachers in secondary vocational schools.
2. The departments in charge of secondary vocational schools and schools should formulate teachers' professional training plans, support and encourage in-service teachers to actively participate in adult higher education and self-study exams in their own disciplines (majors) or similar disciplines (majors), so that professional teachers and practice instructors whose secondary vocational school qualifications have not yet reached the standard can meet the qualification requirements as soon as possible.
3, secondary vocational school culture teacher's academic education, in accordance with the relevant provisions of the ordinary middle school teachers' academic education.
(2) Take various forms to conduct extensive political and professional training for in-service teachers. Secondary vocational schools and school authorities should conscientiously implement the spirit of the Sixth Plenary Session of the 14th CPC Central Committee, vigorously strengthen teachers' ideological, political and professional ethics construction, organize teachers to study Deng Xiaoping Theory seriously in various forms, and constantly improve teachers' Marxist theoretical level and the consciousness of implementing the party's basic line; We should actively carry out teachers' professional ethics education, focus on strengthening teachers' professional ethics construction, and promote the construction of spiritual civilization in schools.
2, to make full use of vocational education teacher training base and related enterprises and institutions, to carry out various forms of short-term business training for teachers. Including professional theory training, knowledge updating training, educational theory training, modern teaching technology and methods training and professional practical skills training. Advocate teachers to be versatile.
3, we should pay special attention to strengthen the training of young teachers, widely mobilize and actively encourage middle-aged and old teachers to "pass on, help and lead" young teachers, so that the noble character and exquisite teaching skills of outstanding middle-aged and old teachers can be carried forward among young teachers. For young teachers who lack practical experience and skills, they should be arranged in a planned way to carry out professional internships and skills training in counterpart enterprises and institutions. It is necessary to gradually establish a system in which teachers regularly practice in counterpart enterprises and institutions.
It is necessary to extensively carry out teachers' scientific research and academic exchange activities, and constantly improve teachers' professional theoretical level and teaching level.
4. Education administrative departments at all levels and relevant departments should actively create conditions, select outstanding teachers from secondary vocational schools to study abroad in a planned and organized way, and gradually cultivate a group of key teachers and professional leaders through training at home and abroad.
Fourth, solve the specific problems of the construction of vocational education teachers. 1. About the enrollment plan and enrollment methods of vocational education teachers' classes. Vocational teacher training base (ordinary colleges and universities) holds vocational teacher classes, and its annual enrollment plan is put forward by the school authorities according to the demand for vocational teachers in the region and industry, and incorporated into the overall enrollment plan of the base school (marked "vocational teachers") and reported to the State Education Commission for approval. Vocational education teacher training base held vocational education teacher classes can recruit outstanding graduates from secondary vocational schools (secondary specialized schools and vocational high schools) according to the Interim Provisions of the State Education Commission on Recruiting a Few Graduates from Vocational and Technical Schools in Colleges and Universities ((87) J.Z.Zi. No.0 12). Recruit ordinary high school graduates, in accordance with the enrollment methods of ordinary colleges and universities, to participate in the national unified examination, unified admission.
Relevant institutions of higher learning hold vocational education teacher classes for adult colleges to upgrade to undergraduate courses. The enrollment plan is put forward by the school according to the needs of secondary vocational schools and reported to the local education administrative department or the school competent department for approval. The local education administrative department or the competent department of the school shall be included in the annual enrollment plan of the local or departmental, and reported to the State Education Commission for examination and approval. The enrollment measures shall be implemented in accordance with the relevant provisions of adult college enrollment.
2. With regard to the sources of teachers' training and training funds in secondary vocational education, multi-channel financing should be adopted. The education administrative department at or above the county (city) level shall arrange special funds for the training and further study of vocational education teachers in the education funds; Conditional local education administrative departments or school business departments may set up special funds for the training and further study of teachers in secondary vocational schools; Secondary vocational schools can also draw a certain proportion of funds from income generation to pay for teachers' training and further education. The local education administrative departments and the education departments of relevant ministries and commissions in the State Council should take measures to make up for the reduced income due to the exemption of tuition fees for vocational normal students and the overcharged part due to the issuance of professional scholarships to all vocational normal students in colleges and universities that hold vocational teacher classes.
Vocational and technical normal students are exempt from tuition fees in principle and enjoy professional scholarships. After graduation, a five-year teaching service system will be implemented. In a certain range, we will try out the employment mode of two-way choice for normal college graduates of vocational education in the education system. Areas, departments or enterprises in urgent need of vocational education teachers can set up professional scholarships for vocational education teachers, and graduates who enjoy directional scholarships can be employed according to contracts. All localities should formulate corresponding policies to encourage vocational normal students to teach in remote, poor and ethnic minority areas.
3. Professional teachers and practice instructors in secondary vocational schools can not only evaluate teachers, but also apply for evaluating the technical qualifications of corresponding majors (jobs). Relevant evaluation institutions in all localities and industries shall accept the application of vocational school teachers to evaluate the technical qualifications of corresponding majors (posts).
4. We should further improve the working and living conditions of teachers in secondary vocational schools, constantly relieve teachers' worries, and let the majority of vocational teachers devote themselves to teaching and educating people. Education administrative departments at all levels and school authorities should conscientiously implement the principles and policies of the CPC Central Committee and the State Council on solving the housing problem of teachers, and incorporate the housing problem of teachers in secondary vocational schools into the overall planning of teachers' housing in their own regions or departments.
We should pay attention to solving the problem of free medical care for teachers and establish a regular physical examination system for teachers.
5. The local education administrative departments and the education departments of relevant ministries and commissions in the State Council should earnestly strengthen the leadership over the construction of teachers in secondary vocational schools, conscientiously make overall planning and comprehensive coordination, timely solve the problems existing in the construction of teachers in vocational education, and strive to make the construction of teachers in vocational education better meet the needs of the reform and development of secondary vocational education.