Looking at the process of promoting quality education in 14 years, although the top management has formulated many policies to promote quality education in an all-round way, the implementation direction is vacillating. Sometimes we focus on curriculum reform, sometimes we take reducing the burden as the focus of promoting quality education, and sometimes we try to focus on large-scale, all-round and multi-level teacher training. There has been no clear decision to promote quality education, and the overall reform of the school must be the basic starting point. In a word, for more than ten years, it has basically stayed in the general call, only with thick policy details, only repeatedly emphasizing the importance of quality education, and there are no operational measures to promote quality education; The internal reason why it is difficult to fundamentally change the situation of promoting quality education is that grass-roots schools are not entirely based on internal motivation, but actively and consciously participate in promoting quality education.
(B) There is no serious supervision system and strict accountability system to promote quality education.
The promotion of any system can not be separated from the serious supervision system and strict accountability system. Everyone is lazy and tends to seek advantages and avoid disadvantages. For a long time, quality education has only been generalized, and there is no specific implementation requirement and timetable for achieving the goal. Supervision can only stay on the surface, and accountability cannot be carried out. This is the institutional reason why it is difficult to fundamentally change the situation of quality education.
(C) The social employment system orientation of "only academic qualifications" makes quality education have no social support.
There are three important factors that hinder and restrict the implementation of quality education in China's labor and employment system:
(1), the tendency of employing only diplomas, and the serious phenomenon of attaching importance to academic qualifications in the selection and use of talents, make skilled talents and management and academic talents unable to enjoy the same treatment, objectively aggravate people's social recognition of academic education, and thus lead people to pursue academic qualifications and diplomas.
(2) The labor preparation system has not been effectively implemented, so that some junior and senior high school graduates who have not continued their studies have no opportunities and ways to receive employment training, and there are "adventure islands" or relatively low-level jobs; Some employers do not strictly implement the employment access system and do not give job seekers who are eager for employment and lack social experience the relevant rights and treatment stipulated in the Labor Law.
(3) The traditional concept of separating professional qualification certificate from academic qualification certificate and emphasizing theory over practice is deeply rooted. This traditional concept, coupled with the long-term single diploma system, has formed an atmosphere of attaching importance to academic certificates and ignoring professional qualification certificates; Systematically, China has its own relatively independent system and operating mechanism in academic education and vocational training, and lacks the ways and media to implement "double certificates" communication; Lack of specific policies as a basis.
Fundamentally speaking, our policy and system design still have a very obvious orientation of "only academic qualifications". In recruitment, personnel transfer, job title evaluation, talent introduction, cadre use and so on. Education and qualifications are measured by education rather than ability, experience and level, which is an institutional framework of "education" rather than "ability-based". No matter in politics, business or career development, those with high academic qualifications and those with low academic qualifications can get the conditions, opportunities and resources for priority development, not only gain a higher social status, but also get a higher income distribution.