In the current social context, the employment problem of college students has become extremely severe, especially in today's popularization of higher education, undergraduate graduates have poured into the talent market and are facing employment bottlenecks. Social instability has also worsened the employment prospects of college students, and civil servants and grassroots establishments have become the focus of attention of many college students and their parents. However, in recent years, publicly-funded normal students have faced the dilemma of poor employment, and even the phenomenon of dissatisfaction with the allocation of graduation packages has caused people to think deeply about the real reasons.
Publicly-funded normal students should enjoy many employment advantages, such as free tuition, subsidized living expenses, and direct access to teaching certificates, but in recent years, there has been a phenomenon of "cold" employment, and it is difficult to fill the positions allocated to the graduation package. What is the reason for this?
Most of the publicly-funded normal students will be sent to teach in rural and remote areas, and there is a significant gap in salary, benefits and promotion space compared with urban teachers. This regional disparity discourages many students, fearing that their future income and development will be limited.
Expansion: This dilemma of geographical distribution not only means that publicly-funded normal students may face changes in their living environment, but also reflects the imbalance of educational resources between urban and rural areas. Choosing to teach in rural and remote areas may require challenges such as children's extracurricular tutoring and lack of teaching conditions, which to a certain extent increases the employment burden of publicly-funded normal students.
The employment prospects of state-funded normal students are relatively uncertain, because once a work agreement is signed, they may be assigned to remote areas, and job stability is limited by the establishment system. This uncertainty has discouraged many graduates from choosing to forgo the benefits of publicly-funded normal students.
Expansion: Signing a six-year work agreement, while it can bring some stability, also means losing the right to freely choose the place of work. In the face of fierce competition, many graduates prefer to get better employment opportunities and development space in economically developed cities, so they feel uneasy and hesitant to be arranged to work in rural areas.
Compared with other normal graduates, there is a large gap between the group salary and benefits of publicly-funded normal students and the promotion space, which has also become the reason why many students hesitate to choose publicly-funded normal education. They want to be able to get better pay and good promotion opportunities after graduation.
Expanding: In modern society, remuneration not only represents the economic income of the individual, but also reflects the social status and work value of the individual. If the salary package of state-funded normal students does not meet their financial needs and living standards, it will become a huge obstacle for them to choose a career path.
The dilemma faced by publicly-funded normal students in employment is not only the problem of geographical distribution, but also the uncertainty of employment prospects and the lack of salary and benefits. In order to solve these problems, it is necessary to start from many aspects to create a better employment environment and development space for publicly-funded normal students.
The education sector can increase the incentive policy for publicly-funded normal students to increase their salary level and promotion space, so as to encourage more graduates to choose publicly-funded teacher education and send more talents to the education cause in rural areas.
* We can increase investment in educational resources in rural areas, improve the teaching conditions and living environment in remote areas, improve the job satisfaction of publicly-funded normal students, and attract more students to teach in these areas.
Provide more career development paths and promotion channels for publicly-funded teacher education students, and continuously improve teachers' career development plans, so that they can have a broader development space and more opportunities to choose in the education career.
Summary: The employment problem faced by publicly-funded normal students is not only a dilemma for individuals to choose a career, but also reflects some contradictions and deficiencies in the current education system. In the process of solving these problems, it is necessary to work together with the education department and all sectors of society to provide a better employment environment and development opportunities for publicly-funded normal students, so as to achieve a balanced allocation of educational resources and the sustainable development of talent training.