How to allocate publicly-funded normal students
Publicly-funded normal students are a policy introduced by the state in order to attract excellent teachers, aiming to provide high-quality teachers for grassroots schools. Publicly-funded normal students are exempted from tuition and accommodation fees, and subsidize living expenses during the school period, and are required to fulfill the corresponding service obligations after graduation, and are generally required to teach in primary and secondary schools for 6 years. So, how are publicly-funded normal students allocated?
First of all, the distribution principle of publicly-funded normal students is "priority for volunteers, priority for high scores, and comprehensive evaluation". Under the same conditions, the student's family economic situation, place of origin, gender and other factors will be comprehensively considered. Generally speaking, there are three ways to allocate publicly-funded normal students:
1.Batch allocation in advance. After graduation, publicly-funded normal students can work or continue their studies. If you choose to participate in the work, you can participate in the recruitment in batches in advance, and the provincial education department will allocate it according to the targeted training agreement and specific results. Most of the positions assigned in this way are primary and secondary school teachers in rural and remote areas, so they need to be psychologically prepared.
2.Distribute as per agreement. When signing the agreement, the government-funded normal students will specify the specific service schools and jobs. After graduation, students need to work in designated schools and positions in accordance with the requirements of the agreement, and cannot default or transfer out at will. This distribution is relatively stable, but it may also be adjusted due to changes in the workplace or personal development needs.
3.Assigned by grade. In some provinces, recruitment examinations will be organized after the graduation of publicly-funded normal students, and the candidates will be selected and assigned according to the results of the examinations. This method is relatively fair, but it also requires a certain amount of test-taking ability and test-taking skills.
In addition, there are some special circumstances to consider. For example, if a publicly-funded normal student is admitted to a graduate school or other higher-level learning opportunities during the service period, he or she needs to negotiate with the original contractor to resolve the issue of whether to continue to perform the service contract. In addition, if the publicly-funded normal student is unable to continue to perform the service contract due to physical reasons or other force majeure factors during the service period, it also needs to be dealt with on a case-by-case basis.
In short, the allocation of publicly-funded normal students is a policy-oriented and planned work, which requires comprehensive consideration of a variety of factors. As a publicly-funded normal student, they should understand the relevant policies and regulations, conscientiously fulfill their service obligations, and contribute to the cause of grassroots education. At the same time, they should also choose and adjust according to their actual situation and career planning to achieve a win-win situation of personal value and social value.
Knowledge sharing between normal students