DALIAN CHINA  DALIAN CHINA
Notice of the Dalian Municipal People's Government Office on Issuing the Implementation Plan (2019-2020) for Strengthening the Construction of Rural S
2019-04-07

The people's governments of the cities and counties in the agriculture-related districts, the administrative committees of the pilot districts, the commissions and bureaus of the municipal government, the agencies directly under the municipal government, and the relevant units:

With the consent of the municipal government, the "Implementation Plan for Dalian to Comprehensively Strengthen the Construction of Small-scale Rural Schools and Boarding Schools in Villages and Towns (2019-2020)" is hereby issued to you, please earnestly implement it.

Dalian Municipal People's Government Office

April 7, 2019

Dalian to Strengthen Rural Small-scale Schools and Boarding System in Villages and Towns

Implementation Plan for School Construction (2019-2020)

Rural small-scale schools (referring to village primary schools and teaching centers with less than 100 people) and township boarding schools (hereinafter referred to as "two types of schools") are important components of rural compulsory education. Running the two types of schools well is an important task to speed up the modernization of education and promote the equalization of basic public services in urban and rural areas. In order to implement the spirit of the Guiding Opinions of the General Office of the State Council on Strengthening the Construction of Rural Small-scale Schools and Township Boarding Schools in an All-round Way (Guo Ban Fa [2018] No.27) and the Implementing Opinions of the General Office of The People's Government of Liaoning Province on Strengthening the Construction of Rural Small-scale Schools and Township Boarding Schools in an All-round Way (Liao Zheng Ban Fa [2018] No.53), effectively solve the problem of lagging development of the two types of schools, and strive to do a good job in fair and high-quality rural compulsory education, the following implementation plan is hereby formulated for Dalian to comprehensively strengthen the construction of the two types of schools.

I. General Requirements

Adhere to the guidance of Xi Jinping Thought, implement the spirit of the National Education Conference, adhere to the new development concept, adhere to the people as the center, closely focus on the implementation of the strategy of revitalizing the city through science and education and rural revitalization strategy, earnestly perform their statutory duties, attach great importance to rural compulsory education, promote the reform and development of the integration of urban and rural compulsory education as a whole, and comprehensively strengthen the construction and management of the two types of schools in accordance with the principle of "overall planning, reasonable layout, key guarantee, bottom line, connotation development and quality improvement". By 2020, the short boards of the two types of schools will be basically completed, the layout of the two types of schools will be more reasonable, the conditions for running schools will be further improved, the allocation of teachers in urban and rural areas will be basically balanced, the use of funds and the management of education and teaching will be more standardized, the integrated development of compulsory education in urban and rural areas within the county will be basically realized, and fair and quality education will be provided for rural students.

II. Overall Planning and Optimization of Layout

(a) scientific layout planning. All regions should combine the local population distribution, geographical features, transportation resources, urbanization process and the changing trend of school-age population flow, adjust measures to local conditions and implement policies in different categories, so as to achieve one county (city, district) case and one township (town) policy, coordinate and optimize the planning and layout of the two types of schools, orderly strengthen the construction of urban schools, and actively eliminate large classes in urban schools. The layout of rural schools should not only be conducive to providing students with fair and quality education, but also respect the physical and mental development rules of minors and facilitate students to enter schools nearby. We should not only prevent too many students from being concentrated by merging schools too quickly, but also avoid the appearance of new "hollow schools". complete primary school should be set up in villages with relatively concentrated population and guaranteed students, either alone or jointly with neighboring villages. Located in remote places with fewer students, small-scale schools with lower grades are generally set up in villages and boarding center schools are set up in villages and towns to meet the needs of local students for boarding study. In principle, students in grades 1-3 of primary schools do not board and go to school nearby on a day-to-day basis. The journey time is generally not more than half an hour. Students in grades 4-6 are mainly day students, who can lodge properly on the premise of ensuring accommodation, living, transportation and safety. (Responsible units: the municipal and county governments of all agriculture-related districts, the administrative committee of the pilot district, the municipal education bureau, the municipal natural resources bureau and the municipal transportation bureau)

(2) Properly handle the issue of withdrawal and merger. If the layout plan involves the merging of small-scale schools, it shall be determined by the county-level government according to local conditions, but it shall be strictly controlled in accordance with the principles of "scientific evaluation, retention, construction first and withdrawal, and active and safe". In principle, the withdrawal and merger of schools is only aimed at small-scale schools with very few students, and there should be an appropriate transition period, and necessary adjustments should be made according to the situation of students. To strictly implement the withdrawal plan formulation, demonstration, publicity and other procedures, and earnestly do a good job in the ideological work of students and parents, and step by step reported to the provincial education department for the record. According to the scope and requirements for the disposal of idle campus buildings as determined in the "Guidance on the Disposal of Idle Campus Buildings in Rural Primary and Secondary Schools" (Liao Jiao Fa [2013] No.147) jointly issued by the Provincial Education Department and the Provincial Department of Finance, the management and utilization of idle campus buildings should be effectively done, mainly for the development of rural preschool education, care and protection of left-behind children, etc. For small-scale schools that have been merged and merged, if it is really necessary to resume running schools due to the increase in local students, procedures should be followed. All regions should resolutely prevent students from going to school or even dropping out of school due to unreasonable distribution of rural schools by meeting the demand for nearby schools, solving transportation service for going to and from school, and increasing financial aid for students from families with financial difficulties. For students whose distance to school exceeds 2.5km due to the merging of small-scale schools and public transportation cannot meet the needs of students attending and leaving school, school buses should be equipped to meet the needs of nearby schools with a journey time of generally less than half an hour. Students taking school buses can implement the student bus subsidy policy as determined in the Opinions of the General Office of Dalian Municipal People's Government on Promoting School Bus Operation in Rural Compulsory Education Stage (Da Zheng Ban Fa [2012] No.122) and the Notice on Matters Related to Promoting School Bus Work in Rural Compulsory Education Stage in Our City (Da Jiao [2012] No.170). (Responsible units: municipal and county governments of all agriculture-related districts, administrative committees of pilot districts, municipal education bureau, municipal finance bureau, municipal natural resources bureau, municipal public security bureau, municipal civil affairs bureau and municipal transportation bureau)

III. To effectively improve the conditions for running schools

(three) the implementation of school standards. All regions should conscientiously implement the national standards for the construction of ordinary primary and secondary schools, the standards for equipment allocation and the relevant requirements for comprehensively improving the basic conditions for running schools with weak compulsory education in poor areas. In accordance with the principle of "practicality, sufficiency, safety and economy", they should ensure that the conditions for running two types of schools meet the requirements of "20 bottom lines". For small-scale schools, it is necessary to ensure informatization, sound and physical beauty facilities and equipment, teaching instruments and books, set up necessary functional classrooms, and improve the teaching environment and living and health conditions. For boarding schools in villages and towns, on the basis of ensuring basic education and teaching conditions, sanitary rooms should be set up and staffed with full-time and part-time staff to carry out school sanitation work. Basic living conditions such as beds, canteens, drinking water, toilets and bathrooms should be further defined and necessary venues and facilities for activities of the Communist Youth League, the Young Pioneers and sports activities should be established to meet the clear construction and management requirements of the Notice of Education Department of Liaoning on Further Strengthening the Management of Rural Boarding Schools in Compulsory Education (Liao Jiao Fa [2015] No.175). (Responsible units: the municipal and county governments of all agriculture-related districts, the administrative committee of the pilot district, and the municipal education bureau)

IV. To speed up the construction of two types of schools. To coordinate rural infrastructure construction projects, strengthen the road construction to the two types of schools, improve traffic management and safety facilities, carry out comprehensive management of the surrounding environment of the campus, to ensure the safety of students attending and leaving school. We need to find out the bottom line, compare the standards, determine the construction projects and contents in accordance with the principle of "what is missing and what is to be replenished", seek truth from facts, formulate specific implementation plans, carefully calculate, avoid waste, implement construction funds and speed up the construction of two types of schools. (Responsible units: municipal and county governments of all agriculture-related districts, administrative committees of pilot districts, municipal education bureau, municipal development and reform commission, municipal finance bureau, municipal public security bureau, municipal natural resources bureau and municipal transportation bureau)

V. Strengthen the construction of teaching staff

(five) improve the establishment of post approval. The establishment of small-scale schools shall be subject to a preferential policy. The establishment shall be approved according to the combination of class teacher ratio and student teacher ratio. The establishment of small-scale rural schools and teaching centers shall be approved according to the standard of not less than 1.5 teachers per class. For boarding schools, additional headcount should be approved according to the actual needs of teaching and management, and the headcount should be appropriately increased by coordinating the existing headcount resources and increasing the adjustment efforts. To promote the coordination of the post structure of the classmate school in the county and to tilt it to the countryside, and strive to make the post proportion of senior teachers in the rural schools not lower than that in the urban classmate school. We will implement the policy of giving preference to teachers in rural schools in the evaluation and appointment of teachers' professional titles, and give priority to meeting the needs of small-scale schools. The experience of primary and secondary school teachers teaching in rural schools or weak schools for more than one year is a necessary condition for applying for the title of senior teacher. Teachers who have taught in rural schools for a total of more than 3 years (including urban communication and supporting education) and who have performed well in the examination, will not be required to publish papers for the title of evaluation and appointment, and will be given priority in the same conditions. In rural primary and secondary schools (including two types of schools in agriculture-related areas), primary and secondary school teachers who have served as intermediate professional and technical positions for over 10 years and are still teaching in the teaching front line, and who have passed the annual examination since serving as intermediate professional and technical positions, can directly evaluate and employ deputy senior professional and technical titles (positions) in the examination industry, and are not limited by the number of positions. (Responsible units: municipal and county governments of all agriculture-related districts, administrative committees of pilot districts, municipal education bureau, municipal editorial office, municipal human resources and social security bureau and municipal finance bureau)

Ⅵ. To promote the balanced allocation of teachers. We will accelerate the reform of the management of "county-run schools" for teachers in the compulsory education stage, implement the "management without school registration" for teachers, and provide qualified teachers for rural schools in a timely manner in accordance with the approved establishment, so as to ensure that all classes are provided with the courses prescribed by the state and that young pioneers counselors in small-scale schools are equipped. Strict implementation of the staff establishment standards, strict teacher access, for compulsory education schools with qualified teachers. To speed up the implementation of the staff establishment of urban and rural areas, regional co-ordination and dynamic management, to revitalize the establishment of the stock, co-ordinate the allocation of urban and rural teachers resources. It is strictly prohibited to "make up without making up" or embezzle the staffing of primary and secondary school teachers when there are qualified teachers. Relevant departments shall, in accordance with the curriculum plan, class size, source of students, adjustment of school layout, exchange and rotation of posts, adjust and use the staffing and posts of primary and secondary school teachers in the region to effectively solve the problem of overstaffing of teachers in counties, between urban and rural areas, between schools and between disciplines. We will further promote the exchange and rotation of teachers and principals of compulsory education schools in counties, promote the flow of outstanding teachers and principals from cities and towns to rural schools and weak schools, and realize the sharing of high-quality education resources in counties. We will continue to implement the special job placement plan for teachers in rural compulsory education. Teachers college students are encouraged to carry out teaching practice and teaching support work in two types of schools. For graduates of teachers college or above who have been selected to serve in rural primary and secondary schools and have passed the examination, they can be recruited to teach in rural primary and secondary schools through examination, with a service period of not less than 6 years. (Responsible units: municipal and county governments of all agriculture-related districts, administrative committees of pilot districts, municipal education bureau, municipal editorial office, municipal human resources and social security bureau and municipal finance bureau)

Ⅷ. To strengthen the training of rural teachers. The implementation of the rural teachers' quality improvement project, through sending teachers to the countryside, centralized training and other means, to increase the training of high-quality school teachers to the countryside and rural teachers visiting famous schools, to promote the teaching and research personnel to regularly go deep into the two types of schools to carry out education and teaching guidance, to strengthen the training of rural school principals and teachers, especially small-scale school teachers, to increase the pertinence and effectiveness of rural teacher training, and to comprehensively improve the teaching and educating ability and level of teachers in the two types of schools. Increase education funds to support the construction of the teaching staff, within the prescribed scope, focus on improving the protection of teachers' treatment, and enhance the professional quality and ability of teachers. (Responsible units: the municipal and county governments of all agriculture-related districts, the Administrative Committee of the Pilot District, the Municipal Education Bureau, the Municipal Human Resources and Social Security Bureau, and the Municipal Finance Bureau)

Ⅷ. To improve the treatment of rural teachers. To further implement and improve the rural teachers' salary policy, the total amount of performance pay should be approved in favor of the two types of schools. According to the regulations, the transportation expenses of teachers in small-scale schools should be properly settled, and the actual situation of teachers in schools should be taken into account in the distribution of performance pay. (Responsible units: the municipal and county governments of all agriculture-related districts, the Administrative Committee of the Pilot District, the Municipal Education Bureau, the Municipal Human Resources and Social Security Bureau, and the Municipal Finance Bureau)

Five, continue to strengthen financial security

Ⅸ. Increase investment in funds. Compulsory education funds are fully included in the financial budget, with emphasis on two types of schools. Earnestly implement the allocation of public funds for small-scale rural schools according to the standard of not less than 100 people and the approval of public funds for boarding schools in villages and towns according to the benchmark standard of public funds per student by 25%. All regions should further improve the level of public funds for students of both types of schools in combination with actual conditions to ensure the normal operation of both types of schools. According to the actual needs of boarding schools in villages and towns, the government should include such matters as school security and living services, which fall within the scope of government duties and are suitable to be provided through market means, into the scope of government purchase services, and the funds needed should be arranged as a whole from the local financial budget. (Responsible units: the municipal and county governments of all agriculture-related districts, the Administrative Committee of the Pilot District, the Municipal Finance Bureau, the Municipal Education Bureau and the Municipal Human Resources and Social Security Bureau)

Ⅹ. improve the management system of funds. All regions should improve the management system for the use of funds for small-scale schools, rationally arrange public funds, and shall not misappropriate funds for small-scale schools and boarding schools in villages and towns. The local finance department should make additional arrangements to guarantee the funds needed for the maintenance of school buildings and the purchase of equipment for the two types of schools. The financial and educational administrative departments at the county level shall promptly announce the amount of public funds budgeted for township central schools and small-scale schools, and allocate some public funds in advance to ensure the normal operation of small-scale schools. To strengthen the township center School Financial Management, standardize accounting, strengthen financial audit, to ensure the standardized use of funds. (Responsible units: the municipal and county governments of all agriculture-related districts, the Administrative Committee of the Pilot District, the Municipal Finance Bureau and the Municipal Education Bureau)

Ⅵ. Improve the level of running a school in an all-round way

(eleven) to effectively improve the quality of education. All regions should promote the integration, coordinated development and comprehensive evaluation of township central schools and small-scale schools in the same villages and towns, implement the principal responsibility system of central schools, unify the curriculum, teaching arrangements, teaching and research activities and teacher management, promote the collective teaching and research preparation of teachers, and fully open up the curriculum. Implementation of the "Education Department of Liaoning Guiding Opinions on Promoting the Reform of Compulsory Education Mode and Promoting the Integrated Development of Compulsory Education in Urban and Rural Areas" (Liao Jiao Fa [2018] No.32), promotion of full coverage of the reform of district system's management, group education, entrusted management, education alliance, counterpart assistance and other school-running modes, efforts to realize that each rural school has counterpart assistance from urban schools, and continuous improvement of the school-running level of the two types of schools. To promote the development of "internet and education", for the two types of schools that are planned to be retained and constructed, optical fiber communication between schools should be realized. The access rate on the Internet should be no less than 100M meters. Class classes should be equipped with interactive teaching equipment. Efforts should be made to achieve full coverage of wireless networks, strengthen the construction and management of online curriculum resources, make full use of high-quality curriculum resources such as the "Thousand-lesson Plan" and adopt synchronous teaching and research, synchronous classes, open classes, online consultation and other methods to give full play to the radiation-driven role of high-quality schools, teaching researchers and key teachers. We will improve the education and care system for left-behind children, establish information ledgers for left-behind children, improve systems such as priority guarantee and accurate assistance, and strengthen the management of the entire education process for left-behind children. (Responsible units: the municipal and county governments of all agriculture-related districts, the Administrative Committee of the Pilot District, the Municipal Education Bureau and the Municipal Civil Affairs Bureau)

Ⅶ. strengthen organizational leadership

(twelve) the implementation of government responsibilities. All regions and relevant departments should fully understand the importance and urgency of strengthening the construction of the two types of schools, effectively enhance their sense of responsibility and mission, work together to promote the reform and development of the integration of urban and rural compulsory education, and comprehensively strengthen the layout planning and construction management of the two types of schools. Regional governments (administrative committees) should establish and improve their work leadership systems, carry out special investigations, study and formulate specific implementation plans to strengthen the construction of the two types of schools, hold regular work promotion meetings, promptly solve outstanding problems in the planning and layout, funding, construction and operation, and the construction of teachers' teams of the two types of schools, and strive to create a good situation for promoting the development of compulsory education in rural areas. (Responsible units: municipal and county governments of all agriculture-related districts, administrative committees of pilot districts, municipal education bureau, municipal editorial office, municipal development and reform commission, municipal civil affairs bureau, municipal public security bureau, municipal finance bureau, municipal human resources and social security bureau, municipal natural resources bureau, municipal housing and urban construction bureau, municipal transportation bureau, municipal agricultural and rural bureau, and municipal health and health committee)

(thirteen) to strengthen supervision and inspection. The municipal government will include running two types of schools into the assessment system for the educational work of the regional governments (administrative committees) to ensure that all policies and measures are put in place. The municipal education bureau (municipal government education supervision office) shall incorporate the construction of the two types of schools into the important indicators identified by the basic balanced assessment review and the high-quality balanced supervision assessment of the development of compulsory education at the county level, into the monitoring focus of the reform and development of the integration of urban and rural compulsory education at the county level, as an important part of the evaluation of the implementation of educational responsibilities by the regional governments (administrative committees), and strengthen the application of results. We will improve the system of listing and supervising responsible inspectors in primary and secondary schools, include all two types of schools in the scope of listing and supervising responsible inspectors, and regularly carry out supervision and inspection to ensure that the focus of education supervision moves down and the threshold is advanced. The establishment of education quality monitoring and evaluation mechanism, regular quality evaluation of the two types of schools, to provide reference and basis for teaching and research guidance and teaching improvement. (Responsible units: the municipal and county governments of all agriculture-related districts, the administrative committee of the pilot district, and the municipal education bureau)