There have long been two distinct voices in the country about the development of higher education. According to the legion of luxuan, china's high-level education has evolved dramatically over the past decade, not only as a result of the fact that the number of students enrolled in higher education is already “half-mile river”, but also because the employment rate of graduates has remained high throughout the years, well above that of undergraduates and even graduate students; while the “singinging-down” approach is entirely contrary to the widely held view that the high-level development is a visible manifestation of the popularization of higher education in the country, with more than 300 higher-level colleges and colleges across the country since the beginning of the new century, in addition to the newly established colleges, have been upgraded to higher-level colleges。
The expansion of higher-level institutions, while meeting the social requirements for qualifications, is at the expense of universal quality and at the expense of the reputation of higher education. The conditions of access to higher-level institutions, in particular the substantial improvement in hardware inputs, are behind the alarmingly low use of resources. In recent years, there has been a general crisis in higher education institutions throughout the country due to a lack of attraction. In many provinces and municipalities, the examination of a total of 750 examinations, with 180, 160 or even 120 scores, has been accepted into higher education institutions, which has led to the gradual consolidation of higher education institutions into higher schools where children of vulnerable groups have to attend。
It is not the intention of the author to disprove the arguments of the two parties. It is obvious that they are citing the facts. Thus, the hard question arises: why is high-level graduates generally popular, why is higher-level education always unattractive, and why does the intake score line fall? Why does education at the senior level, which has made a significant and visible contribution to economic development, not correspond to its social status? These two issues should be the strategic ones that we have been struggling to pursue in the era of the highest post 1. 0, and that require urgent and in-depth reflection after the blind festivities of the high office 2. 0。
Mr. Ryu jianwen, a national professional teacher, wrote about the era of post-construction education development as a high-level, 3. 0 era, which was indeed very graphic and relevant. It is well known that the upgrading of the “version” is not a blanket denial of past work, but a selective absorption and targeted breakthrough that is more than appropriate for educational improvements。
Over the years, we've heard too much about top-level design. Indeed, the rapid development of high-level education throughout the country, thanks to the central vision and scientific top-level design, has become a booster for economic and social development. At the same time, it goes without saying that it is because of the regrettable flaws in our top-level design that have led to a vicious circle of “important”, “indispensible” but “negative” educational development today, and to the gradual introduction of career development into the dead end。
Our levels of government and education authorities are not unaware of this, but rather alert and are actively engaged in various initiatives to respond and remedy it. These include the introduction of a system of higher-level “enrolment” in response to the increasing depletion of the sources of life, open-level policies for the urban migrant population, the adoption of policies such as low-level admissions to higher-level posts, middle-level and higher-level jobs, exemption from the examination of candidates for the skills competition, and the study of compulsory policies for school cooperation, as well as the gradual introduction of high-level and undergraduate examinations, separate admissions, etc. It is clear that these interim responses, compared to the high requirements of “top-level design”, are tantamount to “corresponding” in the form of “corresponding” and fail to address at the institutional level the fundamental issues that trigger the vicious circle, which naturally have very limited practical effects and which urgently require “correction” of top-level design from the perspective of addressing root causes。
In the customary thinking of the general public, when it comes to the difficulty of education, it is inevitable that someone will spit on the ministry of education and complain about its inaction, while at the same time, the ministry of education will not be relieved of its responsibilities in terms of the failure of higher education. However, in view of the cross-cutting nature of the economic and social spheres, the “top-level design” for the development of high-level posts is far from being one-sided in the educational system. To address the plight of higher-level education, there must be a combination of education, social security, business taxation and so forth, with the aim of increasing the attractiveness of higher-level posts, with a view to solving practical problems such as affordability, competition for reading, decent employment, smooth development, and non-discrimination, and a systematic “correction” of existing policy systems and top-level designs. Only in this way can vocational education be developed in a healthy, sustainable and benign manner, based on the true fulfilment of its responsibilities to promote and lead economic development, science, technology and innovation, and social progress。
(by the deputy director of the institute of advanced studies of the sioux state institute of industrial parks and vocational technology)
