Present situation of substitute teachers changing jobs

Among the first batch of teachers who took the "teacher-to-public" exam and went to the provincial line, 2,449 people have not been able to become full. On September 10, 2009, Song Hai, Vice Governor of Guangdong Province, reprimanded some local municipal governments for preferring to leave vacant positions rather than turn substitute teachers into regular teachers. Shantou, Maoming, Jieyang, Zhanjiang, Shenzhen and Jiangmen were criticized for their slow progress. He stressed that the performance of "substituting for reform" will be included in the assessment content of city and county (district) leaders. A person in charge of the Provincial Department of Finance said that the phenomenon of substitute teachers is not necessarily related to local financial resources, and some cities with financial difficulties are doing well. Guangdong freezes the list of substitute teachers and concentrates on solving the problem of 58,000 substitute teachers. According to the policy design of the province, the four outlets of substitute teachers will be decided according to the results of the provincial unified examination: being a public teacher, being a teaching assistant, being a contract teacher and being dismissed. All work is divided into developed areas and underdeveloped areas. In order to humanize the placement of substitute teachers, Guangdong has made a road map and timetable, but the facts are not optimistic.

Judging from the attitude of relevant leaders, the policy of substitute teachers has obviously met with resistance, and the administrative will to implement the policy is uneven. After one year, the total number of substitute teachers has only decreased by 6.5438+0 million, and many local governments have not made substantial progress. Even in wealthy places like Shenzhen and Jiangmen, the proportion of "intergenerational transfer" is generally low. Compared with the slow progress of policies, the municipal government refused to turn substitute teachers who passed the provincial examination into full members on the premise of adequate preparation, which is essentially an open resistance to the provincial policies.

This is just an attitude of some cities towards provincial policies. Some places simply don't organize substitute teachers' training and participate in provincial examinations, conceal or intercept the unified policies of the province, and replace them with self-examination or free of charge, making a rash move on the way out for substitute teachers. These "bloody" situations are distributed on the complaint pages of relevant provincial departments, which are full of online messages reported by provincial media. There are indications that some local governments are taking extreme measures to solve the problem of substitute teachers under the pressure of the province.

Policies cannot be implemented, especially when they are prepared but not fulfilled. The common excuse is local financial difficulties. In fact, Shaoguan, Yangjiang, Qingyuan, Yunfu and other places in underdeveloped areas have turned the first batch of online substitute teachers into full members. It seems that it's not the money, but something else. Whether it is to vacate the establishment or to replace the provincial regulations with local policies, it has indeed created a demand for "replacing the public". I am not afraid to speculate with the greatest malice: all kinds of negative responses to provincial policies are actually power rent-seeking and interest game to accumulate resources.

More than 48,000 substitute teachers stood outside the threshold with a sad face. The implementation of regulatory policies has become the most urgent thing at present. The Provincial Department of Finance has made it clear that financial subsidies will not tend to those areas where "generation-to-generation" is invalid, so as to dispel the calculation of taking policies as chips. Increasing the efficiency of policy implementation as the evaluation standard of leadership performance is also to promote top-down enthusiasm. Obviously, these countermeasures can not provide sufficient supervision for "passing on from generation to generation", and it is still unknown whether they can curb the self-interest plot within local governments.

Guangdong has used substitute teachers as cheap labor for at least ten years. The so-called problem of substitute teachers should be a fair problem of eliminating discrimination against their identity and a responsibility problem of making up for their loss of interests. In Guangdong's overall educational achievements, substitute teachers exist as a lost group. The policy aimed at solving the problem of substitute teachers in the province should not be misunderstood as a charity, but should be implemented as an affirmative policy for substitute teachers without discount. If the policy is not effectively implemented, it will be a shame for Guangdong.