Research report on the construction of boarding schools

As society develops step by step, reports have become more and more closely related to us, and reports have the characteristics of being written and ex post facto. So, how to write a report appropriately? The following is a research report on the construction of boarding schools that I compiled for everyone for your reference. I hope it can help friends in need. Research Report on the Construction of Boarding Schools Part 1

In order to fully understand the construction and development of boarding schools in rural compulsory education schools in ethnic minority areas of our city, in accordance with the relevant research requirements of the Provincial CPPCC, we conducted a survey in mid-July -In late August, some CPPCC members were organized to conduct on-site research and visits to boarding schools in ethnic townships under the jurisdiction of Sangzhi, Yongding, Cili, and Wulingyuan, and listened to a special report from the Municipal Education Bureau. The investigation situation will now be reported As follows:

1. The basic situation of the construction and development of rural boarding schools in our city in recent years

Our city has a total population of 1.71 million, a permanent population of 1.52 million, and 64 jurisdictions There are 969 villages and communities in townships, subdistricts, and 969 villages. The resident population of Tujia, Miao, Bai and other ethnic minorities is 1.16 million, accounting for 67.83% of the city's total population.

As of the end of 20xx, there were 219 schools of various types and levels in the city (excluding 345 rural teaching sites). Among them, there are 93 rural boarding schools (including 41 nine-year consistent schools, 47 independent junior high schools, and 5 complete middle schools) with approximately 185,000 students enrolled. In 20xx, the city's education funding investment was 1.907 billion yuan, accounting for 4.25% of the city's gross national product, and public fiscal education expenditures accounted for 14.3% of the city's public fiscal expenditures.

Since 20xx, through layout adjustment, qualified school construction, "comprehensive improvement" and other projects, the conditions of rural boarding schools have been greatly improved in vertical comparison. From 20xx to 20xx, 150 million yuan of special funds from the central government's "Minor Reform Plan" were invested to transform 127 projects in 68 schools. By the end of 20xx, 171 qualified schools had been built. From 20xx to 20xx, the city implemented 33.18 million yuan and 34 million yuan in subsidy funds for boarding students' living expenses, benefiting 27,000 and 31,000 students respectively.

2. Existing Outstanding Problems and Difficulties

In recent years, although urban and county governments at all levels have proposed the development strategy of “strengthening the city/district/county through education”, Efforts have also been intensified in coordinating urban and rural education, but there are still many problems and difficulties in the construction of rural boarding schools.

(1) Infrastructure construction is generally in debt, and the "four difficulties" represented by students' "difficulty in accommodation" have never been fundamentally solved.

Due to the "dismantling and merging of schools", existing rural boarding schools generally have the problem that their scale and conditions cannot meet the actual needs. This is mainly manifested in the "four difficulties" caused by the sharp increase in the number of boarding students. ——The dormitory is tight and it is difficult to stay, the canteen is poor and it is difficult to eat, the bathroom is lacking and it is difficult to take a bath, and the toilet is not enough to squat in and it is difficult to use the toilet.

For example, there are currently 3,958 boarding students in 61 rural boarding schools in Sangzhi County. The per capita dormitory area is only 1.32 square meters, the per capita canteen area is only 1.08 square meters, and the per capita bathroom area is only 0.17 square meters. The per capita area of ??flush toilets is 0 square meters. At Helong Middle School, we saw that students generally sleep in bunk beds for two people. The dormitory with the largest number of people, which was converted from a classroom, has 14 bunk beds for 56 boys. All the teachers and students in the school only use one bunk bed for 40 people. There is a dry toilet in the hotel, and it is 300 meters away from the girls' dormitory. The cafeteria is in disrepair and lacks tables and benches, leaving students with nowhere to sit when dining. Students not only have to queue up to eat, but also to take a shower, and even to use the toilet.

Some schools "emphasis on education, management but neglect" of students, do not pay attention to food and accommodation management, and do not have adequate hygiene management; some school cafeterias use homemade pickled and fermented ingredients, which pose serious food safety hazards; Some schools are trying to save trouble and simplify their management. Locking up student dormitories with iron bars is like a prison, which poses serious fire safety risks. Some schools have insufficient hot water supply, making bathing a problem for students. Some schools do not pay attention to the campus. In terms of housekeeping and environmental sanitation management, toilets are smelly, dirty, and have no place to intervene. They have almost become a corner forgotten by civilization.

(2) The construction of the teaching staff is seriously lagging behind, and the phenomenon of "weakening" of the teaching staff represented by the "aging" and "weakening" of teachers has a trend of increasing year by year.

In recent years, high-quality educational resources have objectively kept pace with "urbanization", resulting in high-quality teachers flowing to county and urban schools. Rural school teachers are "unable to retain people" and "people are retained." The phenomenon of "the heart is hard to stay" is very common. This is manifested in:

First, the number of teachers is insufficient. For example, the rural school in Sangzhi County did not have a new teacher in ten years from 20xx to 20xx. There is generally a shortage of more than 25 teachers in each school. There are generally no school doctors and full-time dormitory teachers, and the canteen logistics service personnel are all temporary personnel without establishment. On-the-job teachers are not only responsible for teaching, but also responsible for the life management of boarding students. They are already overwhelmed with work and cannot manage their lives well enough.

The second is the decline in teaching quality. Rural teachers are generally older, and their sense of responsibility and honor continues to decline, which directly leads to a decline in teaching quality. In rural boarding schools in the county, more than 45% of middle-aged and elderly teachers are over 45 years old, and only 20% are young teachers under 35 years old. The overall mental outlook of the teaching staff is poor and people's hearts are unstable. Older teachers are muddle along, while young teachers are bent on returning to the city. Even teachers on special posts are trying their best to be transferred to the city after working for a year and a half. Sangzhi County's Oriented Oriented Training Normal School students after 20xx generally defaulted on their contracts after graduation, and none returned to their hometown to teach.

Third, there is a shortage of professional teachers, and the phenomenon of "teaching more than what is learned" is very common. Teachers in music, physical education, art, science, chemistry, biology, geography and other majors are generally scarce. Interdisciplinary teaching "duplex teachers" who "learn physical education and teach geography" are common in rural schools. With such teachers, how can we start talking about quality education?

Due to the local villagers’ tradition of emphasizing education, the Hutianya nine-year school in Yongding District has survived the wave of “withdrawing sites and merging schools”, but Today, the phenomenon of "aging" and "weakening" of teachers is also very serious. Among the 20 teachers currently staying at the school, only 5 are veteran teachers on the job, 2 are teachers on special posts, and the remaining 13 are temporarily hired substitute teachers. If things go on like this, the teaching team will inevitably be in short supply, and people will be unstable. It is difficult to maintain the same teaching standards as in the past.

Another example is Wangjiaping Town Central School, which has a profound cultural heritage and a tradition of respecting teachers and valuing education. In the past five years, 20 new teachers have been recruited and a group of outstanding teachers have been trained. However, Every year, they are poached or switched jobs by schools in urban areas or out of town through various channels, and now only 5 of them are left. It can be said to be a typical example of the loss of key teachers in rural schools.

(3) Weak local financial resources and insufficient school funding have become the biggest problems that have long plagued the development of rural boarding schools in our city.

For many years, rural boarding schools have been funded by fiscal subsidies at the standard of 600 yuan/year for primary schools and 800 yuan/year for junior high schools. Apart from this, there are no other sources of funding. This leads to two "implementation difficulties" -

First, it is difficult to implement teachers' basic welfare benefits. Rural schools are generally struggling in a critical state of "maintaining wages and maintaining operations." In order to ensure the stability of the teaching staff, some schools have to use public funds illegally to pay part of the welfare benefits of teachers.

For example, Hongjiaguan Primary School *** has 106 teaching staff. The per capita performance salary, year-end one-time bonus, housing provident fund, and medical insurance outpatient funds cost about 18,000 yuan per year, all of which must be raised by the school itself. This alone, The school needs to spend 1.59 million yuan, but the school's public fund income is only 660,000 yuan. Even if it is illegally misappropriated, the funding gap is still nearly one million yuan. Because rural schools are generally unable to implement welfare benefits stipulated in national policies such as housing provident funds, this objectively affects rural teachers’ work enthusiasm and professional sense of honor.

Second, it is “difficult to implement” supporting facilities for teaching and living services. Due to insufficient funds, it is difficult to implement the expansion and reconstruction of student dormitories, the installation of boilers and water heaters in bathrooms, the matching of kitchen utensils, tables and chairs in the canteen, and the renovation of bathrooms. In addition, the update of teaching experimental instruments, information-based multimedia teaching equipment and library materials is also difficult to implement due to insufficient funds, which seriously restricts the teaching guarantee level of rural schools.

(4) The trend of "left-behind" and "younger age" among rural boarding students has become increasingly prominent, mental health education is seriously lagging behind, and safety hazards are difficult to prevent.

Due to the layout adjustment of boarding schools, almost every school currently retained covers a radius of 15-20 kilometers, 3-4 towns, and a population of 20,000-50,000. In addition, due to the impact of urbanization, it is very common for rural young and middle-aged people to go out to work, causing the proportion of left-behind children in boarding schools to increase year by year. The proportion of left-behind children boarding students in primary and secondary schools in Sangzhi County has accounted for more than 52% of the total number of students, and some junior high schools have even reached more than 90%. Some elementary schools even have third grade boarding students. Among the other non-boarding day students, a considerable number are left-behind children whose grandparents, grandparents and other relatives rent houses near the school to accompany them to school.

At present, rural schools generally do not have full-time psychological counseling teachers or full-time dormitory teachers due to lack of staff. Therefore, the mental health education and safety management of left-behind students in rural areas are still blank. As a result, rural schools generally report the problems of "difficulty in management" and "difficulty in safety" of left-behind students. This is manifested in:

First, left-behind students generally lack family love and care, suffer from general physical and mental developmental delays, and suffer from many mental health problems. Some left-behind students show negative emotions such as loneliness, depression, and mania, as well as unhealthy and irrational behaviors. Teachers who have not received professional psychological training, especially head teachers, have spent a lot of energy on care and guidance, and have achieved some results. However, teachers' care cannot replace the affection of parents, nor can it achieve the goal of professional mental health education. Effect.

Second, it is difficult to improve the environment around the campus. In particular, the phenomenon of Internet cafes housing left-behind students has not yet been eradicated. The campuses of rural boarding schools are often located in remote areas, and the relevant departments have limited supervision capabilities. Apart from annual centralized rectification actions, it is difficult to implement normal supervision. Therefore, there are still great hidden dangers in food safety. Especially for Internet cafes, although they have undergone many rectifications and the school has strengthened its management, on weekends and holidays, it has become an almost impossible task to control the Internet access of left-behind students. Some principals lamented: "The teachers managed to control the students for a semester, but when students become bad, they only need to take an hour off to go online."

Third, it is difficult to implement the school bus policy and traffic safety is not guaranteed. The layout of rural schools has been adjusted, and the problem of "difficulty in attending school" for left-behind students has become prominent. Most students have longer journeys to school and home, and it is impossible to arrange school bus transportation. Some remote villages do not even have fixed-line public transportation. Students can only ride "three noes" vehicles and motorcycles in violation of regulations. Overloading occurs from time to time, and traffic safety is not guaranteed at all.

3. Countermeasures and suggestions on the development of rural compulsory education boarding schools

Strengthen the management of rural compulsory education boarding schools in ethnic minority areas, improve the quality of rural teaching, and ensure the physical and mental health of rural students , is an important foundation for promoting the balanced development of education between urban and rural areas, and is also the basic rights and interests of the majority of ethnic minority people in ethnic minority areas. It is not only related to the future of every rural student, but also to the stability of ethnic minority areas.

Therefore, we must attach great importance to it and carefully study and formulate special support policies that are “down-to-earth and effective”. Based on careful discussions by the city’s education, finance, health, culture, transportation, food and medicine, poverty alleviation and other relevant departments, the following countermeasures and suggestions have been formulated:

(1) Establish special funds for the construction of rural boarding schools in ethnic minority areas . In recent years, although the state and province have introduced projects such as "qualified schools" and "comprehensive improvement", there are no special support provisions for boarding schools in ethnic minority areas, and there is no difference in the per-student funding subsidy standards for ordinary schools. In order to reflect the national and provincial care and support for rural education in ethnic minority areas, it is recommended to establish a special fund subsidy project at the national and provincial levels for the construction of boarding schools in ethnic minority areas in central and western China. Strive to use 3-5 years to comprehensively improve the infrastructure and school running conditions of rural compulsory education boarding schools in the central and western regions, so that rural students in ethnic minority areas can have equal school running conditions and receive the sunshine and rain of equal education.

(2) Formulate a five-year plan for training rural teachers in ethnic minority areas. On the basis of the national and provincial support plans for rural teachers, and in view of the problems of "more difficult to train" and "more difficult to retain" teachers in ethnic minority areas, it is recommended to identify a group of local normal colleges among ordinary normal colleges to specifically approve some ethnic groups. The targeted enrollment plan for education teachers should consider practicality and national characteristics in the curriculum setting, and scientifically formulate relevant management methods and safeguards to ensure that these students can "return, study, and retain" after graduation.

(3) Significantly increase the per-student funding guarantee standards for boarding schools in ethnic minority areas. Due to the generally weak financial resources of county-level governments in ethnic minority areas, they are unable to afford the proportion of matching funds required by superiors. It is recommended that the central finance and provincial finance cancel the county-level local finance supporting policy of subsidy for education funds in ethnic minority areas, and instead the central finance or provincial finance bear the full responsibility. At the same time, a long-term guarantee mechanism for the funding of rural boarding schools should be established to fully guarantee the financial funding for the normal operation of schools, teacher welfare benefits, and student boarding living subsidies, and fundamentally solve the funding security problem that restricts the development of compulsory education in ethnic areas.

(4) Establish complete personnel management methods for boarding school faculty and staff. In response to the increasingly serious problem of "weakening" and "aging" of teachers, a special teacher replenishment plan should be formulated as soon as possible. It is recommended that special recruitment plans for teachers in boarding schools in ethnic minority areas be appropriately increased every year. An attempt can be made to recruit teachers with psychology skills from non-teaching colleges. Professional talents with such backgrounds are enriched into the positions of mental health teachers, school doctors and life teachers in various schools. You can also consider entrusting vocational schools to train a group of professional chefs to enrich the canteen staff and realize the professionalization of logistics service personnel in boarding schools.

(5) Increase care for left-behind students, introduce special education poverty alleviation policies, and encourage their parents to return to their hometowns to start businesses and find employment. The problem of left-behind children is ultimately a product of "urbanization." If the development of rural areas in ethnic minority areas cannot be fundamentally changed, the physical and mental health of left-behind children cannot be guaranteed. Therefore, it is recommended to formulate special support policies to help parents of left-behind children in rural areas in ethnic minority areas, include them as key targets of industrial poverty alleviation, and provide them with the greatest possible policy and financial subsidies in terms of convenient employment and entrepreneurship nearby. A complete family and a complete childhood for children, save a generation of rural children with equal education! Research report on the construction of boarding schools Part 2

Education is related to the all-round development of young people and the harmonious progress of society . The county party committee and government assessed the situation and regarded education as the largest livelihood project in a strategic position of priority development. In order to promote the implementation of this people's livelihood project and fully understand the construction and management of boarding schools, the County CPPCC has listed this work as an important work issue this year. In mid-to-late October, the county political coordination research team went to primary and secondary boarding schools throughout the county to inspect the school facilities and teaching equipment, and held discussions with the leadership team of the Education and Sports Bureau, leaders of each town, school committee members of each school, and some members of the CPPCC on Conduct research on the construction and management of boarding schools.

1. Construction status of primary, secondary schools and boarding schools in the county

In 20XX, there were 106 public schools in the county, including: 1 senior middle school, 1 complete middle school, and secondary vocational school There are 1 education school, 8 junior middle schools, 9 nine-year consistent schools, 39 primary schools, and 38 kindergartens, including 27 private kindergartens. There are 46,053 students in school, including: 5,186 high school students, 1,830 secondary vocational education schools, 9,746 junior high school students, 20,857 primary school students, 3,196 preschool students, and 5,239 kindergarten students, including: 2,602 private kindergarten students. The number of students in school is higher than that in 20xx Steady but rising. There are 15,157 boarding students in primary and secondary schools, including: 4,845 in primary schools, 6,388 in junior high schools, 3,505 in high schools, and 421 in vocational secondary schools. The county's primary and secondary school buildings have a construction area of ??329,496 square meters, and dangerous buildings are 26,982 square meters.

There are 2,589 teaching staff in primary and secondary schools in the county, including 243 full-time teachers.

Since the implementation of the construction of rural primary and secondary boarding schools in 20xx, our county has invested a total of 123 million yuan to improve the classrooms, student dormitories, toilets, playgrounds, meal centers and other facilities of 63 boarding schools. , which has fundamentally changed the appearance of rural primary and secondary schools. The basic facilities of rural primary and secondary schools have been initially solved, providing certain support and guarantee for the healthy development of rural compulsory education.

2. Difficulties and problems existing in the construction and management of boarding schools

(1) Incomplete hardware facilities are a key problem faced by boarding schools

1. Insufficient infrastructure. Most schools do not have enough dormitories for students, and some students still board outside the school. In particular, the school building of Jijiagou Primary School in Hongchun Town has become a dilapidated building. The school rents farmers' houses for classes and students stay in farmers' homes. The boys' dormitory of Gaotan Town Junior High School is a three-story teaching building built in the 1980s. Each room houses more than 50 people, and the largest room houses 63 people. Many school dormitories do not have supporting washrooms, toilets, fire-fighting facilities, etc. Maliu Town Central School does not have a teacher dormitory office, and some teachers at Maoba Middle School do not have dormitories. Gaotan Town Junior High School, Guangcheng Town Central Primary School, Gaoqiao Town Central Primary School, and Xiangyang Town Bajiao School have insufficient water supply facilities, making it difficult for teachers and students to drink water. Due to the incomplete facilities mentioned above, they cannot meet the normal daily needs of teachers and students in the schools.

2. Insufficient living facilities. At present, although most schools have repaired or built new teaching buildings, student dormitories, cafeterias, and restaurants, the related supporting facilities have not kept up. There are cafeterias but no restaurants, restaurants but no tables and stools, many students, small cafeterias, and dormitories but no beds. Relatively common. Some schools have small playgrounds, such as Xiangyang and Huangu nine-year schools, and morning exercises, recess exercises, and physical education classes are not available. According to statistics, 28 primary and secondary schools in the county need to build student cafeterias with a total area of ??2,520 square meters, 18 schools need to build playgrounds with a total area of ??54,100 square meters, 55 schools need to build bathrooms with a total area of ??1,670 square meters, and 14 schools need to build toilets with a total area of ??1,670 square meters. With an area of ??1,050 square meters, 33 schools need 1,037 sets of student beds. To complete the above supporting facilities, an investment of 19.51 million yuan is required.

3. Teaching equipment needs to be improved urgently. At present, most schools do not have music, physical education, and art teaching equipment, and some schools’ language labs, laboratories, libraries, and reading rooms are in name only. 58 primary and secondary schools in the county need 550 sets of dubbing and physical education teaching equipment, including: 58 sets of music equipment, 120 sets of art equipment, 58 sets of sports equipment, and 63 primary and secondary schools need to add 320,810 books. To improve these supporting equipment and books, it is necessary to Invested 5.5 million yuan.

(2) Inadequate staffing of teaching staff is an important factor restricting the management of boarding schools.

At present, our county's teaching team has problems such as insufficient total number, unreasonable structure, and unbalanced allocation of subject teachers. First, most boarding schools are not equipped with full-time staff, such as school doctors, canteen administrators, student dormitory administrators, etc. Most of the logistics management work is done part-time by in-service teachers, making teachers overwhelmed and overwhelmed.

Therefore, students' health and safety risks are great, and individual problems have arisen. Second, there is a shortage of teachers in professional subjects. Schools generally report that there is a shortage of teachers in English, physics, chemistry, music, art, information technology and other subjects. The phenomenon of "teaching is not what you have learned, and learning is not what you are taught" is quite common. Third, the mental health problems of left-behind children are more prominent. Due to the lack of care for left-behind children, some students show various negative emotions and unhealthy behaviors such as loneliness, depression, and mania, and require professional psychological teachers to guide them. However, all schools do not have full-time psychological counselors, and the lack of psychological guidance for teachers and students has seriously affected the mental health of teachers and students. Currently, there are 18,730 left-behind children in the county, including 12,751 primary school students and 5,979 junior high school students, both accounting for 61% of the county's primary and junior high school students. In some schools, left-behind students account for more than 80%. How to educate and manage left-behind students well and ensure the mental health of left-behind children has become a difficult mental pressure for teachers to solve.

(3) Insufficient funding guarantees are an obstacle to maintaining the quality and efficiency of boarding schools.