Original title: Ministry of education's detailed explanation of "Article 20 of burden reduction" clearly forbids to apportion irrelevant affairs to teachers
After reducing the burden of primary and secondary school students, teachers should also reduce the burden. The central government office and the State Council recently printed and issued several opinions on reducing the burden of primary and secondary school teachers and further creating a good environment for education and teaching. The Ministry of Education held a press conference on 16 June to interpret it, proposing that the items of supervision, inspection, evaluation and assessment of primary and secondary schools and teachers should be reduced by more than 50% on the existing basis, and the items to be retained after clearing up should be subject to list management.
The reporter of Beijing Youth Daily noted that the opinions put forward about 20 requirements in four aspects to reduce the burden of primary and secondary school teachers. First of all, we should coordinate and standardize the items of supervision, inspection, evaluation and assessment. According to the Ministry of education, various supervision, inspection, evaluation, assessment and other items are too many and too frequent, which is one of the main sources of primary and secondary school teachers' burden.
Therefore, it is necessary to carry out supervision, inspection, evaluation and assessment in accordance with laws and regulations, and resolutely avoid putting forward requirements on schools and teachers at will. Provincial Party committees and governments will carry out a centralized cleaning up of the existing supervision, inspection, evaluation and assessment items involving primary and secondary schools and teachers, with more than 50% of the cleared items cleared up, and list management shall be implemented for the remaining items after clearing up; We should improve the methods of supervision, inspection, evaluation and assessment, so as to avoid interference with normal education and teaching activities.
The second is to coordinate and standardize social affairs into the campus. The Ministry of education has made it clear that the social affairs in the document of reducing the burden of primary and secondary school teachers refer to the social activities that face the society, take meeting the social public needs as the basic goal, provide services or create conditions for national economic and social development directly or indirectly, and do not take profit-making as the main purpose.
Reasonable arrangement of special tasks, not to arrange primary and secondary school teachers to carry out relevant work in places unrelated to education and teaching; reasonable arrangement of Urban Excellence evaluation tasks, without the consent of the education department, the relevant departments are not allowed to enter the campus to guide teachers to carry out relevant work; reasonable arrangement of street community affairs; scientific arrangement of education and publicity activities; and resolute elimination of compulsory apportionment of irrelevant affairs. Activities such as celebration, investment promotion and demolition carried out by some local government departments and enterprises do not belong to the category of such social affairs, and should be resolutely eradicated.
The third is to coordinate, standardize and simplify the filling of relevant statements. We should standardize and simplify the filling of all kinds of statements, resolutely eliminate multiple filling and repeated filling, improve the information level of data collection and management, establish and improve various education information databases, further standardize the collection and management of basic information, and clarify the responsibilities of the management; Education statistics and research work should be strictly standardized. The research activities for primary and secondary school teachers must be approved by the education department and deployed by the education department.
In addition, it is necessary to coordinate and standardize the transfer of teachers from primary and secondary schools. The borrowing of primary and secondary school teachers to participate in the implementation of major decision-making and deployment tasks of the party and the State shall be approved and put on record. In principle, the borrowing period shall not exceed half a year. The relevant person in charge of the Ministry of education also said that there are formalism problems in organizing teachers to participate in training, learning and other work. Some training takes form and goes through the field, and the content is divorced from education and teaching, lacking pertinence and wasting a lot of teachers' time and energy.
Therefore, we should optimize the content, improve the form, carry out reasonably, and avoid rigid arrangement. In the aspect of training results assessment, we should pay attention to various ways. For non education and teaching training, the education department should strictly control, reasonably cancel and merge the same kind of training. It is not allowed to pull teachers to make up for the number and apportion irrelevant training to teachers.