Investigation Report on Boarding Schools in Villages and Towns

Model essay on the investigation report of township boarding schools

In study, work and life, reporting is no longer a rare thing. In general, the report is rich in content and long in length. So how do you write a general report? The following is a sample essay on the research report of township boarding schools compiled by me for your reference, hoping to help friends in need.

The investigation report of township boarding schools 1 aims to further accelerate the construction of boarding schools, improve and standardize the management system of boarding schools, improve the management level, and find out the problems and deficiencies in the management of boarding students. Recently, Subei County Government Education Supervision Office organized relevant personnel to investigate the management and operation of boarding schools in the county.

I. Management and Achievements of Boarding Schools

Subei county is the only ethnic frontier autonomous county in Gansu province with Mongolian as the main body, and it is also the only ethnic county in Gansu province that adopts Mongolian Chinese teaching. In recent years, Subei County has made remarkable achievements in the construction of boarding schools by closely combining the reality of natural pastoral areas, increasing investment and deepening reforms. The main achievements are:

(1) Strengthen the layout adjustment of boarding schools and promote the balanced development of compulsory education. Subei county has a vast territory and a highly dispersed animal husbandry population, and the service radius of most schools is relatively large. Since 2000, the county party committee and government have adjusted the school layout and strengthened the management of boarding schools. In 2004, the former Mongolian middle school and Mongolian primary school merged to form a 12-year Mongolian school, and a student apartment building was built, which realized the integration of centralized life and study for all pastoral students, and fundamentally solved the problems of herdsman children's long journey to school, scattered residence and excessive economic burden. Since 2009, five township primary schools have been merged, forming the current school layout of "four schools and one park", which makes the school layout more reasonable. Except one school in Mazongshan Primary School, all the other students in the county are concentrated in the county school. The construction of boarding schools integrates educational resources, avoids repeated construction and saves educational funds; It has changed the situation that schools are too scattered and too small; It has also changed the situation that teachers can't get in, can't stay, and students lose a lot. Students enjoy high-quality educational resources and gradually embark on the road of high-quality and balanced development.

(2) Increase the investment of special funds for education and continuously improve the living conditions of boarding schools. In recent years, Subei County has conscientiously implemented the "Implementation Opinions of Gansu Provincial People's Government on Further Increasing Financial Investment in Education", continued to improve the guarantee mechanism of compulsory education funds, and ensured that the growth rate of financial education expenditure was significantly higher than the growth rate of financial recurrent income, and ensured that teachers' salaries and students' per capita public funds gradually increased. Continue to implement 15 free education, and increase the living allowance for boarding students in compulsory education (including boarding students in senior high schools in Mongolian schools) from 4 yuan to 8 yuan. Continuously improve the standards of high school students' funding in different places. The annual subsidy for students studying in Inner Mongolia is increased from 6644 yuan to 7500 yuan, and the subsidy standard for students studying in Jiuquan and Dunhuang is increased from 343 1 yuan to 4500 yuan.

(three) do a good job in the management and construction of boarding schools, and effectively improve the management level of boarding schools. Subei County always adheres to the people-oriented principle in the management of boarding schools, aiming at students' all-round development and students' learning, life, entertainment and safety needs, insisting on paying equal attention to life management and teaching management, and paying equal attention to canteens and classrooms to ensure that students can get in, live well and study well. A leading group for the management of boarding schools, headed by the deputy county magistrate in charge, was established, and the Measures for the Management of Boarding Students were formulated and promulgated, so as to strengthen and improve various systems such as safety, canteen and dormitory management, and strive to improve the living conditions of boarding students. First, meet the needs of students to go to school safely, strengthen responsibilities, improve the system, pay equal attention to prevention and control, and ensure campus safety. The second is to meet the entertainment needs of students, build youth activity centers, continuously strengthen the construction of apartment culture, and carry out colorful campus cultural activities. The third is to meet the needs of students, constantly improve canteen conditions and raise food standards. Fourth, meet the needs of poor students to go to school, exempt boarding students from tuition and fees, textbook fees, homework fees and accommodation fees, and subsidize boarding students' living expenses.

(4) Strengthen the safety management of boarding schools to ensure the safety of boarding students at school. Safety management is the primary task of boarding schools. Subei county has actively explored how to strengthen safety management.

First, build a management network for boarders, set up a management leading group with the principal as the main person in charge, build a six-level management network with Zhou's leadership, the director of the Political and Educational Affairs Office, the head of the department, Mr. Zhou, the head teacher and the boarder's teacher as the framework, sign management target responsibility letters with all kinds of managers at all levels, implement the principle of "whoever is in charge is responsible", clarify the management requirements of boarders at all levels, and implement responsibilities at all levels. Realize the seamless management of boarding students' study and life in one day, ensure that there is no "dead corner" or "blind area" in management, form a full-time, all-round and whole-process service guarantee system for students at school, and ensure students' safety.

The second is to strengthen the safety education for boarders. In addition to the daily "five precautions" safety education on electric shock prevention, drowning prevention, fire prevention, accident prevention and poisoning prevention, the system of "three systems" and "six volumes" is also implemented. The "three systems" are the handover procedure system between parents and schools, the campus inspection system of teachers on duty and the regular disinfection system of canteens and dormitories; Boarding students' roster, pick-up and drop-off students' register, health examination register, leave register, medicine register and sick students' care register are six volumes to ensure students' personal safety, especially after class, food safety and bedtime safety, without leaving any vacancies.

(5) Strengthen the logistics service and food hygiene management of boarding schools to ensure the healthy growth of students. Students are in a critical period of physical growth and development, and boarding schools must be responsible for the healthy growth of students. Subei county has strengthened the logistics and food hygiene management of boarding schools. The school is required to publish students' weekly recipes on the blackboard and accept the supervision of students, parents and society. Breakfast is usually mutton noodles, steamed bread and porridge, while lunch and dinner are mixed with vegetarian dishes, all for a change. The quality of rice and vegetables is controlled by special personnel, and there are perfect food sample retention systems and measures to ensure that students can eat with confidence and nutrition. Establish a system of tasting samples and checking student canteens before meals, and the system of teachers on duty waiting for students to eat. At the same time, a special bathroom will be built for boarders, and the school will provide students with hot water for washing in the morning and evening to ensure the safety of students' lives. Provide school doctors for all schools, strengthen students' mental health education, and provide students with psychological counseling on a regular basis. Ensure that students, especially boarders, have a healthy and happy study life.

(6) Strengthen the quality management of boarding schools and improve students' comprehensive quality. In recent years, Subei County has continuously strengthened the quality management of boarding schools.

First, according to the physical and mental development characteristics of students of different ages, humanized management and humanized service are implemented. For left-behind children, students from single-parent families and poor families, the school keeps a unified record and pays special attention to management, so that students can feel the warmth of family at any time in management.

Second, actively carry out thematic practice activities for students of different ages to cultivate good work habits and independent living ability. For example, carry out thematic practice activities such as "personal hygiene habit formation", "housekeeping competition" and "building a warm dormitory together" to cultivate students' innovative consciousness and practical ability. At the same time, according to the characteristics of boarders, we should set up interest groups, make effective use of spare time, cultivate students' hobbies and specialties, highlight students' personality characteristics, and further promote quality education.

Third, attach importance to the communication between home and school, and build a boarding education model integrating home and school. Establish information cards for boarders, hold regular parent-teacher conferences for boarders, unblock communication channels between home and school, establish a relationship of democracy, equality, mutual trust and mutual visits between home and school, strive for parents' active cooperation, and * * * educate children well.

(seven) adhere to the student-oriented, strengthen the construction of campus culture in boarding schools. In recent years, Subei County insists on taking students as the center, optimizing the living environment, serving teaching and optimizing the education environment.

First, actively implement the school greening and beautification project. In the implementation of the overall construction of the campus, the planting of trees and flowers has the characteristics of evergreen and elegance. At the same time, the decoration of the school building surface not only embodies the lively and generous theme, but also embodies the rigorous, solemn and upward theme. Make the school greening and architectural colors complement each other and complement each other.

The second is to strengthen the construction of campus culture and give play to the special role of environmental education. Actively build campus cultural systems such as corridor culture, fence culture, campus publicity column culture, dormitory culture, restaurant culture and class characteristic culture, lead students' perspectives to the world, lead their thinking to culture, cultivate students' sentiments, deepen their hearts, and form a good outlook on life in a subtle way.

(8) Highlight the characteristics of ethnic boarding schools and enrich campus cultural life. Subei county not only pays attention to the standardized system construction, but also pays attention to the cultivation of advanced ideas in the management of ethnic boarding schools, fully embodies the student-oriented thought, and achieves teaching, service and management education. In particular, Mongolian schools have organized and carried out various activities in line with the physiological and psychological characteristics of minority students in combination with the characteristics of students. Such as the production of small ethnic articles, the display of ethnic costumes, ethnic songs and dances, musical instrument performances, ethnic sports competitions, collection of animal and plant specimens, scientific and technological inventions, etc.

(9) Strengthen teacher training and improve the management level of boarding schools. Subei county has improved the education quality of boarding schools by strengthening the training of boarding school teachers, constantly enriching teachers' functions and paying close attention to various management work.

The first is to deepen the management role of teachers in boarding schools. The management of boarding schools requires every teacher to reposition his responsibilities and fully realize that the life of boarding students is not only a "home" within the school wall, but also a "school" outside the family. Teachers have a dual mission, which is not only to undertake the obligation of school education, but also to undertake the responsibility of family education. They are both teachers who impart knowledge and teachers who coach life, thus realizing the repositioning of their roles.

The second is to increase the training of basic nursing knowledge for young teachers. Including medical knowledge, life knowledge, life skills training, so that teachers can better become qualified "surrogate parents." The continuous improvement of management level has promoted the improvement of school education quality.

Second, the existing problems

First, the employment situation of college graduates granted by Mongolia is increasingly severe, which directly leads to the decrease of students in ethnic schools and the imbalance between teachers and students; The cost of running a school is high and the benefit is low.

Second, Subei County has a large educational service radius of about 300 kilometers and a sparse population. The cost of boarding schools for herders' children has gradually increased, resulting in a new economic burden.

Third, the rectification suggestions

Subei County is a frontier minority autonomous county with Mongolian as the main ethnic group. Improving the management level of national boarding schools is of great significance for promoting economic development, national unity and social progress in Subei County. Therefore, it is suggested that the relevant departments give strong support from policies and funds in the aspects of minority teachers' training, infrastructure construction and information construction.

First, preferential policies are introduced to improve the treatment of teachers in ethnic minority areas and attract outstanding educational talents from developed provinces (cities) to serve ethnic minority education. Strengthen teacher training and set up special funds to support bilingual teacher training in ethnic areas.

The second is to give strong support to national boarding schools to carry forward national traditional culture and develop traditional sports, and provide centralized solutions for the required equipment at one time.

The third is to carry out provincial counterpart support and help education in border ethnic areas. In terms of financial, human and material resources, it will take 3-5 years to help.

Fourth, increase investment in information construction in border areas; Free education will expand the funding content, increase the traffic cost of living allowance, and implement free living expenses for boarders.

Investigation Report on Boarding Schools in Villages and Towns 2 In order to fully understand the construction and development of boarding schools in rural compulsory education schools in ethnic areas of our city, according to the relevant investigation requirements of the Provincial Political Consultative Conference, from mid-July to late August, we organized some CPPCC members to conduct on-the-spot investigation and investigation visits to boarding schools in ethnic villages and towns under the jurisdiction of Sangzhi, Yongding, Cili and Wulingyuan, and listened to the special report of the Municipal Education Bureau. The investigation report is as follows:

First, the basic situation of the construction and development of rural boarding schools in our city in recent years

The total population of our city is 1, 7 1, 000, and the permanent population is 1.52 million. * * It governs 64 township streets and 969 village communities, and there are 1.600 people living in Tujia, Miao, Bai and other ethnic minorities, accounting for 67.83% of the city's total population.

By the end of xx, there were 2 19 schools of all levels and types in the city (excluding 345 rural teaching points). Among them, there are 93 rural boarding schools (including 4 1 9-year compulsory education schools, 47 independent junior high schools and 5 complete middle schools) with about1850,000 students. In xx, the city's education expenditure was 65.438+90.7 billion yuan, accounting for 4.25% of the city's gross national product, and public education expenditure accounted for 654.38+0.4% of the city's public education expenditure.

Since 20xx, the vertical comparison of rural boarding schools has been greatly improved through layout adjustment, qualified school construction and "overall thinning" project. In xx, the central government invested 65.438+0.50 billion yuan in the "Thin Reform Plan" to transform 68 schools with 654.38+0.27 projects. By the end of xx, 17 1 qualified schools had been built. In xx years, the city has successively implemented the subsidy funds for boarding students' living expenses of 33 1.8 million yuan and 34 million yuan, benefiting 27,000 students and 3 1 10,000 people respectively.

Ii. outstanding problems and difficulties

In recent years, although governments at all levels in cities and counties have put forward the development strategy of "strengthening the city, strengthening the district and strengthening the county through education" and intensified the efforts to coordinate urban and rural education, there are still many problems and difficulties in the construction of rural boarding schools.

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

Due to "merging schools", the existing rural boarding schools generally have the problem that the scale and conditions of running schools cannot meet the actual needs, which is mainly manifested in the "four difficulties" brought about by the sharp increase in the number of boarding students-the dormitory is tense, the canteen is simple, the canteen is difficult, the bathroom is difficult to take a bath and the toilet is insufficient.

For example, there are 3,958 boarders in 6 1 rural boarding schools in Sangzhi County, and the per capita dormitory area is only 1.32 square meters, the per capita canteen area is only 1.08 square meters, the per capita toilet area is only 0. 1.7 square meters, and the per capita toilet area is 0 square meters. In He Long Middle School, we can see that students are generally "two people in one bed". The dormitory with the largest number of people is equipped with 14 bunk beds to squeeze 56 boys. All the teachers and students in the school use a dry toilet with only 40 squatting positions, and it is 300 meters away from the girls' dormitory. The canteen is in disrepair for a long time, and there are few tables, chairs and benches, so students have nowhere to sit. Students not only have to queue up for meals and baths, but also queue up to go to the toilet.

Some schools pay more attention to students' education than education, management than education, and neglect accommodation management, and health management is not in place; There are serious food safety hazards in some school canteens. The management schemes of some schools are simple and easy, and students' dormitories are locked with iron bars like prisons, which has serious fire safety hazards. The hot water supply in some schools is insufficient, and students' bathing has become a long-standing problem. Some schools do not attach importance to campus housekeeping and environmental sanitation management. The toilet is smelly and dirty, and there is no place to put your feet. It has almost become a corner forgotten by civilization.

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

In recent years, due to the objective synchronization of high-quality education resources with urbanization, high-quality teachers flow to schools in county towns and urban areas, and the phenomenon of "leaving people behind" and "leaving people behind" among rural school teachers is very common. Show in:

First, there is a shortage of teachers. For example, from 20xx to 20xx, there were no new teachers in rural schools in Sangzhi County for ten years. School teachers are generally short of more than 25%, there are generally no school doctors and full-time boarding teachers, and the logistics service personnel in canteens are temporary workers without staff. Post teachers should be responsible not only for teaching, but also for the life management of boarders. Work fatigue, life management is not in place at all.

Second, the quality of teaching has declined. Rural teachers are generally older, and their sense of responsibility and honor declines, which directly leads to the decline of teaching quality. Middle-aged and elderly teachers over the age of 45 account for more than 45% in rural boarding schools in the county, and young teachers under the age of 35 account for only xx years of teachers. Young teachers are bent on returning to the city, and even special post teachers try their best to transfer to the city after one and a half years. After xx years in Sangzhi County, the normal students trained by the Orientation Committee generally broke their contracts after graduation, and none of them went back to their hometown to teach.

Third, professional teachers are very scarce, and the phenomenon of "teaching without learning" is very common. Teachers of music, physical education, beauty, science, literature, biology and geography are generally scarce, and interdisciplinary teaching "multiple teachers" who "study physical education and teach geography" abound in rural schools. With such a teacher, where does quality education start?

Due to the local villagers' tradition of attaching importance to education, Hutianya Nine-year School in Yongding County survived the wave of "merging schools", but now, the phenomenon of "aging" and "weakening" of teachers is also very serious. At present, all the new teachers who have stayed in school for xx years have been poached or changed jobs in various ways by urban schools or foreign schools, and now there are only five left. It is a typical sample of the loss of backbone teachers in rural schools.

(3) Weak local financial resources and insufficient funds for running schools have become the biggest problem that has long plagued the development of rural boarding schools in our city.

For many years, rural boarding schools have been subsidized by the government according to the standards of primary school 600 and junior high school 800. In addition, there is no other source of funds. This has led to two "difficulties in implementation".

First, it is difficult to implement the basic welfare benefits for teachers. Rural schools are generally struggling in the critical state of "ensuring wages and operation". In order to ensure the stability of teachers, some schools have to use public funds illegally to solve some welfare benefits for teachers. For example, Hongjiaguan Primary School has 0/06 teaching staff, and the per capita performance salary, year-end one-time bonus, housing accumulation fund and medical insurance outpatient fund need about 6.5438+0.8 million yuan, which must be solved by the school itself. This alone, the school needs to spend 6.5438+0.59 million yuan, while the school's public funds income is only 660,000 yuan. Even if it is illegally misappropriated, the funding gap is still nearly one million yuan. Because rural schools generally can't implement the welfare benefits stipulated by national policies such as housing accumulation fund, it objectively affects the enthusiasm and professional honor of rural teachers.

Second, the supporting facilities for teaching and living services are "difficult to implement". Due to the lack of funds, it is difficult to meet the standards for the expansion and renovation of student dormitory, the installation of boiler and water heater in bathroom, the matching of kitchen utensils, tables and chairs in canteen and the renovation of bathroom. In addition, the updating of teaching experimental instruments, information-based multimedia teaching equipment and books and materials is also difficult to be put in place due to insufficient funds, which seriously restricts the teaching guarantee level of rural schools.

(D) The trend of "staying behind" and "being younger" of rural boarders is increasingly prominent, mental health education is seriously lagging behind, and security risks cannot be prevented.

Due to the adjustment of the layout of boarding schools, almost every remaining school in Fiona Fang has covered xx years. It is very common to go out to work, which leads to an increase in the proportion of boarding students of left-behind children in various schools 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 primary schools have young boarders even in the third grade. Among other non-boarding students, a considerable number are left-behind children, and their grandparents and other relatives rent houses around the school to accompany them.

At present, rural schools are generally not equipped with full-time psychological counseling teachers and full-time living accommodation teachers because they are not compiled. Therefore, the mental health education and safety management of rural left-behind students are still blank. As a result, rural schools generally reflect the problems of "management difficulties" and "safety difficulties" of left-behind students. Show in:

First, left-behind students generally lack affection and care, and their physical and mental development is generally slow, resulting in many mental health problems. Some left-behind students show bad emotions such as loneliness, depression and mania, as well as unhealthy and irrational behaviors. Teachers who have not received professional psychological training, especially class teachers, have spent a lot of energy to care and guide, and have also achieved some results. However, the care of teachers can't replace the affection of parents, and it can't achieve the effect of professional mental health education.

Second, it is difficult to rectify the surrounding environment of the campus. In particular, the phenomenon that Internet cafes accommodate left-behind students has not been cured. Rural boarding schools are often located in remote areas around the campus, and the supervision power of relevant departments is limited. In addition to the annual centralized rectification actions, it is difficult to supervise in place. Therefore, food safety still has great hidden dangers. Internet cafes, in particular, have been reformed many times, and the school has also strengthened its management. However, on weekends and holidays, it has become an almost impossible task for left-behind students to control the Internet. Some principals lamented: "The teacher took charge of the semester, but students only need to surf the Internet for an hour on holiday."

Third, the school bus policy is difficult to implement and traffic safety is not guaranteed. With the adjustment of the layout of rural schools, the problem of "difficulty in going to school" for left-behind students has become prominent. Most students' journey to school and home becomes more distant, and it is impossible to arrange school bus transportation. Some remote villages don't even have public transport with fixed lines, so students can only take "three noes" vehicles and motorcycles illegally. Overloading happens from time to time, and traffic safety is completely insecure.

Three, on the development of rural compulsory education boarding schools countermeasures and suggestions

Strengthening the management of rural compulsory education boarding schools in ethnic minority areas, improving the quality of rural teaching and ensuring the physical and mental health of rural students is an important foundation for promoting the balanced development of urban and rural education, and is also the basic rights and interests of the vast number of ethnic minority people in ethnic minority areas, which is not only related to the future of every rural student, but also related to the stability of ethnic minority areas. Therefore, we must attach great importance to and seriously study and formulate special support policies that are grounded and effective. According to the careful discussion of education, finance, health, culture, transportation, food and medicine, poverty alleviation and other relevant departments in our city, the following countermeasures and suggestions are formed:

(a) the establishment of special funds for the construction of rural boarding schools in ethnic areas. In recent years, although the state and the province have introduced projects such as "qualified schools" and "overall thinning", there is no special provision to support boarding schools in ethnic minority areas, which is no different from the average subsidy standard for students in ordinary schools. In order to show the concern and support of the state and province for rural education in minority areas, it is suggested to set up special fund subsidy projects at the national and provincial levels for the construction of boarding schools in minority areas in the central and western regions. Strive to use 3-5 years to comprehensively improve the infrastructure and running conditions of rural compulsory boarding schools in the central and western regions, so that rural students in ethnic areas have equal running conditions and receive equal education.

(two) to formulate a five-year plan for the training of rural teachers in ethnic areas. On the basis of the rural teachers' support plan issued by the state and the province, aiming at the problems of "it is more difficult to train" and "it is more difficult to retain" teachers in ethnic minority areas, it is suggested that a number of local normal colleges should be identified in ordinary normal colleges, and some targeted enrollment plans for ethnic minority education teachers should be specially approved. In the curriculum, we should consider the characteristics of practicality and nationalization, and scientifically formulate relevant management measures and safeguard measures to ensure that these students can "get back, get down and stay" after graduation.

(3) Significantly improve the per capita funding guarantee standard for boarding schools in ethnic areas. Due to the weak financial resources at the county level in ethnic areas, they are unable to bear the proportion of matching funds required by their superiors. It is suggested that the central finance and provincial finance cancel the county-level local financial supporting policies for subsidizing education funds in ethnic areas, and the central finance or provincial finance will bear the full amount. At the same time, establish a long-term funding guarantee mechanism for rural boarding schools, realize the normal operation of schools, the full protection of teachers' welfare benefits and students' boarding living subsidies, and fundamentally solve the funding guarantee problem that restricts the development of compulsory education in ethnic areas.

(four) to establish and improve the personnel management measures for boarding schools. In view of the increasingly serious problem of "weakening" and "aging" of teachers, a special supplementary plan for teachers should be formulated as soon as possible, and it is suggested that the special recruitment plan for teachers in boarding schools in ethnic areas should be appropriately increased every year. We can try to recruit professionals with psychological background from non-normal colleges to enrich 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, enrich the canteen staff, and realize the specialization of logistics service personnel in boarding schools.

(5) Strengthen the care for the left-behind students, introduce special policies for poverty alleviation through education, and encourage their parents to return to their hometowns for entrepreneurship and employment. In the final analysis, the problem of left-behind children is the product of urbanization. If the rural development in ethnic areas cannot be fundamentally changed, the physical and mental health of left-behind children cannot be guaranteed. Therefore, it is suggested that special support policies should be specially formulated to help parents of left-behind children in rural areas in ethnic areas, and they should be included in the key targets of industrial poverty alleviation. Policy and financial subsidies should be given as much as possible to facilitate employment and entrepreneurship nearby, so that left-behind children can have a complete family and a complete childhood, and equal education can save a generation of rural children!

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