(Observation of the Two Sessions) After the implementation of the "double reduction", what "hidden" problems need to be "seen"?

  China News Agency, Hangzhou, March 4th (Xie Panpan Tong Xiaoyu) The education issue is still a hot spot of concern for the representatives of the two sessions this year, and the "double reduction" is frequently mentioned.

After the implementation of the "double reduction", what "hidden" problems need to be "seen"?

Where will teachers in the education and training industry go after the "double reduction"?

  In July 2021, China's "double reduction" policy was introduced, which clearly aims to reduce the burden of homework and off-campus training for students in compulsory education.

  The "double reduction" has achieved positive results. However, Zhang Yongmei, deputy to the National People's Congress and secretary of the Party Committee of Zhejiang Ningbo Zhenhai Middle School, has paid attention to a "hidden" problem: what will happen to teachers in the education and training industry after the "double reduction"?

  As an education administrator, Zhang Yongmei's eyes have always been on the latest developments in the industry.

At the National People's Congress last year, her proposal was how to cool off off-campus training.

This year, she focused on how to bring teachers from the education and training industry back to public schools.

  She said that under the strict supervision of the "double reduction" policy, many institutions have laid off staff due to operational difficulties.

Many teachers who have "run away" from schools and worked in the education and training industry "are eager to return to public schools".

The survey found that education departments in some regions have opened up "green channels" to allow these out-of-staff teachers to "re-file" to obtain career institutions.

  Zhang Yongmei said that it is a feasible path for outstanding teachers in the education and training industry to supplement the public schools in a reasonable way, which can improve the quality of school education to a certain extent.

However, how to protect the rights and interests of other in-service teachers to the greatest extent while helping them re-employment is still worth pondering.

  She suggested that to scientifically set the conditions for teacher recruitment, the principle of "must be tested for every entry" in the establishment of public teachers should not be broken.

Through targeted recruitment and other methods, teachers from high-quality education and training institutions can be filled into areas and schools with relatively weak educational foundations.

  In addition, Zhang Yongmei proposed that the rights and interests of in-service teachers should be fully considered.

"If these teachers return to school with professional titles and teaching years, it will definitely have a 'crowding out effect' on the evaluation of the original teachers' professional titles."

  In terms of teaching age identification, she suggested that if you re-enter the program, the teaching age should be reset to zero and recalculated.

In terms of professional title evaluation, those returning with professional titles enjoy equal treatment, but do not occupy other teachers' professional titles, or appropriately increase the proportion of professional titles in their schools, so that more young teachers can engage in education with peace of mind.

Has the "double reduction" really reduced the burden?

  In addition to the issue of the ownership of education and training teachers, Han Ping, a member of the National Committee of the Chinese People's Political Consultative Conference and a first-level inspector of the Zhejiang Provincial Department of Education, is concerned about "why students are still tired after the 'double reduction', and why are teachers' burdens increasing".

  "Under the 'double reduction', the popularity of off-campus training institutions has dropped, but parents' anxiety still exists." Han Ping said that the key is that the examination and enrollment system has not changed, and scores are still a rigid indicator for further education.

  He suggested that the "double reduction" should be comprehensively implemented, and the next step should be linked to the reform of education evaluation to promote the application of comprehensive quality evaluation in the middle and high school entrance examinations.

For example, in the middle school entrance examination, the allocation of high-quality high school places will be increased, and the college entrance examination admission will refer to the comprehensive quality evaluation.

  "The comprehensive quality evaluation of ordinary high school students has not been fully recognized by colleges and high schools in actual use." Han Ping suggested that the reform of college admissions should be accelerated, and some representative colleges and universities should be selected for pilot projects to promote comprehensive quality evaluation.

At the same time, to dispel the concerns of colleges and universities, to control the risks that may be brought to colleges and universities after the comprehensive quality evaluation results are "hardly linked" with college admissions, the education administrative department should fully trust the admission results made by colleges and universities.

  In order to make the "double reduction" practical, Han Ping said, it is also necessary to open up the channels for vocational education students to rise, and improve the vocational education college entrance examination enrollment system.