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Implementation Of Quality Education In Primary And Secondary Schools In Zibo City Regulations (Amended 2004)

Original Language Title: 淄博市中小学实施素质教育规定(2004年修正本)

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(Act dated 15 June 1998 [1998] 115, published in accordance with Order No. 43 of 14 June 2004 of the Government of the Boborbo, the Government of the Bolivarian Republic of Venezuela (A/CN.9/WG.VI/WP.66/Add.1, para.

Chapter I General
Article 1 provides for the promotion of quality education in primary and secondary schools, in line with the Law on Compulsory Education of the People's Republic of China and the comments of the National Education Authority on the ongoing active promotion of quality education in primary and secondary schools, and in line with my city's practice.
Article 2
Article 3 Quality education is an education aimed at improving the quality of the nation. Quality education is based on the national education approach set out in the Education Act, which focuses on the requirements for education and social development in the long term, with the aim of raising the basic quality of students in a comprehensive manner, with a focus on the development of attitudes, capacities, and the promotion of education for students in the fields of German thinks, living and active development as basic features.
The implementation of quality education should be guided by the principles of regional advancement, implementation of sub-schools, typical orientation and receptiveness.
Article 5
Article 6. Implementation of quality education is the responsibility of all levels of the people's government and is implemented by specific organizations at all levels of education authorities.
Chapter II Education teaching
Article 7. Primary and secondary schools must organize educational teaching activities in line with national education approaches.
(i) In accordance with the curriculum programmes promulgated by national education authorities, the teaching curriculum is organized and any school and individual shall not be subject to an explanatory increase in the course of the course, the identification of priority courses and non-focused courses, the enhancement or reduction of teaching requirements and the accelerated or slow pace of teaching.
(ii) Follow-up to the National Education Authority's Adherence in Primary and Secondary Education. In keeping with the “five-friendly” education as a core element, highlighting the dominant position of pedagogical and ideological political classes, acting as the pedagogical function of teaching in various disciplines, building up the German network of schools, families and societies, and enhancing the relevance and effectiveness of the work of editry. The implementation of the Standard Minimum Rules for the daily Conduct of Secondary Students, the strengthening of behaviour training, the implementation of education and the development of good behaviour practices for students. Mental health education and guidance on students' characteristics have been strengthened and the ability of students to control themselves, regulate themselves and afford psychological stress.
(iii) Establish a network of rural and urban schools that complement the educational advantages of rural and urban schools and create opportunities for mutual understanding, communication and learning for rural and urban students.
(iv) To strengthen the physical exercise of students, to organize “two-life” and sports events, and to ensure that students have one hour of sports activities per day. Emphasis has been placed on student health education, the establishment of health archives and student health files, the regular organization of student medical examinations and the prevention of common diseases and infectious diseases. In order to strengthen students' access to health guidance, to develop the right reading of students and to reduce the prevalence of the nearest eye.
Article 8. Primary and secondary schools should be developed as one of the three curriculum systems for discipline courses, course courses and environmental courses.
(i) Teaching in discipline as the main avenue for implementing quality education. Enhancing the teaching and practice of experiments and promoting the organic combination of education teaching and productive work, social practice, and raising the mobility and capacity of students.
(ii) Enhanced programme development. There are teachers, places and facilities. The content should reflect the level and order of the different age characteristics of students, which should be reflected in the form of diversity, and the progressive development of a system of activities tailored to local realities.
(iii) Harmonization of environmental curriculums and creation of a well-coordinated, civilized life, a learning environment for students, and the creation of good school winds, teaching and learning.
(iv) Create a curriculum to develop students' interest, good and special skills. The creation of conditions for universal access to computers, infraternal education.
Article 9. Teaching as the main position of implementing quality education. Teachers should update their perceptions, provide guidance on the reform and learning methods of teaching methods, optimize the teaching process and improve the quality and effectiveness of teaching in the classroom.
Article 10. Primary and secondary schools must follow the principles of teaching materials, adhere to all students and guide students in every aspect of their students, play their active and proactive role, enabling each student to gain momentum, live and proactive development on the original basis.
Article 11. Mitigation of the burden of the preschool industry of students.
(i) Strict control of the school hours of students. Students spend no more than 6 hours per day at school hours, up to eight hours at the beginning of the school and in the early stages of the unaccommodation are not allowed to carry out night-time self-employment at the primary and non-residential levels, and the start-up of the board is only allowed to carry out night-time self-employment for boarding and to control over 1.5 hours. The education authorities should harmonize primary and secondary schools. Students should have less than 10 hours per day and be born less than 9 hours per day.
(ii) Secondary primary and secondary schools are subject to five days of work each week, and schools are not allowed to use holidays and double days for students to class collectively.
(iii) Strict control of the extra-curricular activity of students. A year-long element of primary education does not hold a written extra-curricular operation; a total of two, three-year operations do not exceed 30 minutes; a four-year level does not exceed 45 minutes; a five-year level does not exceed one hour; and at the beginning grades do not exceed 1.5 hours. The total number of voucher operations is controlled within 1/2 days of the leave, operating on a daily basis, at least 30 minutes in the low-school grade, at the primary level, up to 1 hours, and at least 1.5 hours in the first quarter. Teachers should be carefully screened, replaced and renovated and not allowed to renovate the student to do so without allowing the parents to act as a means of punishing the student.
(iv) Strict control of student examinations, number of competitions and social activities. Primary school exams were cancelled, with only language, mathematical examination and other disciplines. In the early period, the final and graduating examinations were removed. Girls may not be organized for commercial celebrations, performances and advocacy activities.
Article 12 strengthens the management of student books and introduces a student purchase system.
No unit or person shall be forced to purchase a student.
Article 13. Primary, secondary and secondary schools continue to apply for postgraduate and probationary education. The introduction of the reform of the secondary school attendance system, the introduction of the “Overview” system, the link between the graduate and school levels.
Districts are encouraged to undertake medium- and medium-term reform aimed at implementing quality education.
Article 14. Primary issues, examination rights, rural commune primary schools and urban areas are covered by schools. Pre-prime topics, examination rights, middle schools, end-of-departmental graduation examinations are in the city. The topics should be based on the outline, teaching materials, to control the degree of hardship and the number of topics, and to the purely knowledge examination, capacity and operational skills. Students who are not eligible for the examination may apply for re-entry. Primary schools have abolished hundreds of subsidiaries and applied a hierarchy of examinations. The overall dissemination of the evaluation model “Percentop+” has resulted in the introduction of a student quality development reporting system that fully reflects the development status of students in German thinks.
Article 15 increases the penetration of teachings, which should initially be addressed to students in their vocational preparatory education.
Primary and secondary schools should be educated through labour classes or labour technologies to develop students' labour-friendly work, value labour results, respect for the minds and self-services of the workforce, domestic work, good work and the ability to produce simple jobs.
Special education schools should pay attention to the development of labour skills for students with disabilities, making students a self-helpful worker.
Article 16 Teachers should insist on positive education, without ironic, exhumation, stifling of students; refrain from corporal punishment or transmutation of students; and refrain from insulting pupils' personality.
Chapter III Implementation safeguards
Article 17 Governments at all levels should strengthen their leadership in the implementation of quality education, coordinate all levels of power and create an enabling environment for the implementation of quality education in the present administration.
The Government of the people at all levels should, in accordance with the principle of sub-offices, division of labour management, adapt the schoolb to the proper establishment of primary and secondary schools. The problem of the high levels of primary and secondary schools, particularly in urban areas, should be addressed, bringing the level of primary and secondary schools to national standards. Primary and secondary schools in rural areas should be able to match and educate, optimize the allocation of educational resources and maximize the effectiveness of school delivery.
The new small schools should be in line with the National Guidelines for the Design of Small Schools.
The Government of the people at all levels of Article 19 should fund education under the law, implement the three growth and guarantee the source of funding for the stability of schools. Education fees are charged in full by law, mainly for compulsory education.
Article 20 shall be strictly enforced by all levels of the Government of the People's Republic of China by ensuring that all children of young persons of age within the present administration are enrolled. Compulsory education is strictly prohibited from dropping out of school.
Primary, secondary and compulsory education cannot be excluded. No re-entry shall be permitted at the outset.
Article 21 Governments and educational authorities at all levels shall not grant school upgrading indicators and shall not evaluate school and sterile work solely on the basis of the number or rate of graduation, without prejudice to the criteria for the low rate of graduating as a entrepreneur, the allocation of funds and the award of a bonuses of excellence.
No unit or individual may be published in the school, teachers, classes, students' names.
Article 22 Governments, education authorities at all levels should strengthen macro-management, expand school attendance, reduce unnecessary inspections and activities, and encourage primary and secondary schools to follow their own practice. Education authorities and schools should resist the various operating activities targeted at schools, teachers, students and maintain a normal educational teaching order in schools.
Article 23 requires the attention of all levels of the people's Government, the educational authorities to the construction of the principals and teachers. To establish an evaluation system for the evaluation of teachers' work, based on professional ethics, expertise, classroom teaching, education and teaching, as a basis for rewarding disadvantages and promotional functions.
The focus of teacher training should be shifted from education to continuing education. It is planned and step-by-step to focus on sound curricula and the management of teaching materials in order to increase basic teacher training for teachers for teaching capacity.
The implementation of the urban and school-led strategy has resulted in the progressive establishment of a rural and urban cadre, a system of teacher exchange and a pre-entry system for other schools. The teachers are regularly recognized.
Article 24
Article 25 strengthens the efforts of weak schools by re-engineering, re-establishing, re-entry, co-location, civic office support, and public service. The municipalities and districts should provide some of the funds earmarked for the construction of weak schools from the compulsory education grant.
The leadership classes of poor schools have been selected through internal selection, outposting, recruitment, recruitment, placement and placement at the wall level.
The development of preferential policies to address the destabilizing problem of weak school teachers.
Measures were taken to optimize the origin structure of weak schools, to control the loss of students, and to slacken schools in the recruitment policy.
Article 26 Education authorities and primary and secondary schools should strictly adhere to national legislation, legislation and promote awareness of the rule of law.
Article 27 builds the functioning mechanisms for the adaptation of quality education needs.
(i) Establish effective leadership mechanisms. The media should promote quality education, lead social opinion and create a socio-economic climate for quality education. Schools should regulate the teaching of teachers and lead teachers to improve the overall quality of students as a starting point for teaching and school attendance.
(ii) Establish a robust mechanism of constraint. All policies, regulations and systems of management and management that are adapted to quality education.
(iii) Establish scientific assessment mechanisms. The full quality of the student's German thinks is based on the curriculum programme, the teaching curriculum, which is based on the measurement of the means to establish a regulatory mechanism for the quality of education for students in the district, district and townships, targeting the quality of education levels as a basis for evaluating the quality of school work.
Article 28 does not have a focus school at the compulsory education stage and does not carry out a priority course without delay.
Article 29 provides that the scientific research and education sectors at all levels should give priority to the quality education basic theoretical research, guide teaching and research activities of primary and secondary teachers, and explore teaching models and teaching methods for the implementation of quality education.
Article 33 Primary and secondary schools shall be subject to strict charges under provincial-managed projects and standard charges and shall not be charged to the student by self-sole; shall not be paid to the student for the purpose of her work; and no other unit shall be charged to the parent by the student.
Article 31 encourages support for social groups, citizens to organize compulsory schools.
Article 32 should give priority to student safety. In the relevant sectors and units, safety-protection measures should be taken in accordance with their characteristics to avoid the loss of life and injury to students. Students' parents and primary schools should be able to provide safe education for students and to develop students' safety awareness and self-sustainability. Primary and secondary schools should conduct regular safety inspections to address various insecurity in a timely manner. Students in primary and secondary schools are required to take preventive measures to ensure the safety of students, including in the event of physical activity, social practice, peripheral, summer ( winter) and labour. The various types of liability accidents should be checked in a timely manner.
The reporting system for the irregular deaths of students is strictly enforced.
Article 33 team organizations, community organizations and all communities of society should strongly support quality education implementation. Practical approaches should be developed, such as the Juveniles' Deal, Scientific and Technological, the Patriotic Education Base, to be open free or preferentially to a wide range of secondary students and to play their due educational role.
Chapter IV
Article 34 Governments and educational authorities at all levels should be rewarded for units and individuals that make significant achievements in the implementation of quality education.
In violation of this provision, there are one of the following acts, under the authority of management, by the unit, the local people's Government or the secondary education authorities, which give priority to critical education, communication of criticism or administrative disposition:
(i) Abstinence and absorption of teaching subjects and hours;
(ii) Exclusive provisions for the operation;
(iii) Increase the number of examinations and subjects in violation of the provisions;
(iv) A uniform examination in violation of the provision of an organization's co-implementation and measurement;
(v) Exclusive school attendance at school classes and posters;
(vi) In violation of the provisions for the provision of promotional indicators to schools;
(vii) Violations are directed at school attendance and inclination for pupils;
(viii) Corporal punishment, transcendant punishment of students;
(ix) In violation of the provision for forced acquisitions of students;
(x) The use of holidays for students to class collectively;
(xi) Other obstacles to quality education.
Chapter V
Other institutions implementing compulsory education, general high schools, vocational high schools and secondary schools are in line with this provision.
Article 37