Chapter 606 Reform Continues3

1.

The personnel reform that swept through the Huxian education system has finally come to an end, but this twists and turns of the personnel reform has left a thought-provoking contemplation for the leaders of the Huxian County Government, the leaders of the Education Bureau, and the teachers of the Huxian education system.

All of these people are thinking about the same question, that is, what exactly is education reform, should personnel reform be carried out in the education system, and how should it be carried out?

From the current personnel reform of the Huxian education system, it is not difficult for us to find the following problems.

First, the current personnel reform lacks the guarantee and support of a top-down policy or system. In the final analysis, the Huxian County Government and the Education Bureau have carried out this personnel reform can only be regarded as an attempt within a small region, and there is absolutely no basis for follow-up or rules to follow, let alone any comprehensive guarantee. Therefore, this seemingly vigorous personnel reform cannot withstand careful scrutiny.

Second, from the point of view of the operating rules, the current personnel reform is full of loopholes. Needless to say, the personnel reform plans used by the township education commissions and schools are not unified throughout the county, but are formulated by the township and township education commissions and schools in accordance with their own realities and in conjunction with the programmatic documents on personnel reform issued by the county education bureau. In this regard alone, the justness, fairness, and rationality of this personnel reform have been greatly reduced. To take the simplest example, in the selection of unemployed teachers, some township education committees or schools are based on the teachers' examination results over the years, while some township education committees or schools use secret ballot to select unemployed teachers, and some township education commissions or schools use the personal likes and dislikes of the director of the education commission or the principal as the criteria for selecting unemployed teachers. Therefore, it is a mess from the system to the operation, and the greater and more direct effect of this chaos is that the power of the directors of the education commission and the principals of those who are in charge of the government has been expanded and expanded like never before, which also provides an opportunity for some low-quality principals to exclude dissidents and cultivate private forces. All these are contrary to the original intention of the education reformers, and it can also be said that it is a kind of sadness of education reform.

Third, judging from the enthusiasm and reaction of the teachers, the timing of this personnel reform is not ripe and it is a bit rushed. As we all know, the teaching profession belongs to public institutions, and most of the people in public institutions have an old tradition, that is, their concepts are relatively backward, and their vested interests are relatively serious. These 9-to-5 employees of public institutions have come to regard these as vested interests psychologically because they have received de facto job security and relatively satisfactory wages. Since these teachers have this idea of vested interests in their minds, the reaction of these teachers when the reform touches their hands can be imagined. Before that, there was no good atmosphere for education reform in the education system of Huxian County. Therefore, when the reform is carried out in real force, it is not surprising that there will be a little "riot".

2.

Throughout history, China's education has gone through more than 40 years from the stumbling and stumbling of the early days of the founding of the People's Republic of China to the present, during which time our education reform has made many useful attempts, and it can be said that there have been both successes and failures, gains and losses, gains and losses, and heavy prices. Despite many detours, the pace of China's education reform has never stopped, even though the road to reform has been somewhat bumpy and long.

Mr. Liang Qichao is a pioneer of the Wuxu Reform, and he once painfully summed up the reasons for the failure of the Wuxu Reform: "The change does not change the origin, but changes the branches and leaves, does not change the whole, and changes one end, not in vain, but in addition to the disadvantages." Using Mr. Liang Qichao's words to look at the just-concluded personnel reform of the Huxian education system, is it somewhat similar?

People are shouting every day that "China's education needs a real change", and China's education needs to establish a new education system, starting from the aspects of education philosophy, education system and education model, so as to give China's education a "major operation". However, before this major operation is carried out, who should "diagnose the pulse" of China's education, and who should be the "chief surgeon" of this operation? These are all problems, and if these problems cannot be solved, what kind of reform is there to talk about?

It is not difficult for us to find from the personnel reform of the Huxian education system that the reform of the education system and the reform of the education system may be the foundation of the education personnel reform. But there is a principle here, that is, the reform of the educational personnel system is the way of educational reform, not the ultimate goal of educational reform. Stimulating the vitality of teachers and promoting the development of education is the goal of the reform of the educational personnel system, and it is also the primary indicator to measure the success or failure of the educational reform. This again brings up a very interesting question, that is, should there be people who fail to be selected or hired in the education and personnel reform? If the reform has to require that some people fail to be selected or hired, that is, if the method is regarded as the goal and the cart is turned upside down, it is easy to rush for quick success and quick gain, which will inevitably damage the realization of the original goal of the reform. However, if teachers are not selected or hired, will this kind of education reform not be meaningful in the eyes of some people in power?

In fact, there are many ways to stimulate the vitality of teachers and mobilize teachers' enthusiasm, and failure to be selected and hired is only an extreme way, which can indeed stimulate teachers' enthusiasm to a certain extent, but under this condition, teachers' enthusiasm is imposed by external pressure and cannot be internalized into work initiative. Education is actually a work of conscience, many jobs simply cannot be measured by specific and detailed assessment standards, lack of initiative and enthusiasm can not only not be sustained, but also reduce teachers' loyalty to their posts, and in the long run, its negative impact on the quality of education and teaching will eventually appear. Is this worth thinking deeply about as the pioneers and rulers of education reform?

Reform is never an overnight thing, nor is it an overnight thing, and the road to reform is not a smooth golden strip, but to grope forward in thorns and bumps, but no matter what difficulties there are, it will not hinder the pace of the giant wheel of reform, and the same is true for education reform.

In China's education reform, we should all firmly believe in the words of the great man: "The future is bright, but the road is tortuous!"