Education comment: it is necessary to upgrade the concept of rural schools

The original title: to run a good rural school also needs to upgrade the concept.
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Recently, the China rural education development institute of northeast normal university released the development report of education in rural China. According to the report, rural students make up about

two-thirds of the total number of students in the country, and education in rural areas is still the main part of education. Attaching great importance to the development of education in rural areas is not

only related to the overall development of rural youth, but also the improvement of the competitiveness of the country’s human capital.

In recent years, China’s governments at all levels have attached great importance to the rural education, which has effectively improved the hard software conditions of education in rural areas by

increasing investment in rural schools. In addition to the number of rural schools, to teach the sufficient guarantee, township and village teachers, rural teachers‘ income in our country also gradually

improve, in 2016 reached 3965 yuan and 3550 yuan respectively, 3446 yuan county teachers. But it is important to note that in general, the rural education is „short board“ of the whole education in our

country, the quality of rural education, rural teachers‘ treatment, compared with the city schools, teachers still exists a certain gap.
To run a good rural education, the increase in rural education investment is the hard truth. In September this year, the general office of the central committee of the communist party of China, issued by

the general office of the state council on deepening the reform of education system mechanism of opinions, to unify schools in urban and rural areas, urban and rural teachers prepare standard, unified

China urban and rural compulsory education public funds standard, we will accelerate the establishment of a compulsory education school national standards of basic equipment. This is the basic work to

narrow the gap between urban and rural obligations of education. Statistics show that in 2016 China’s present financial education funds „more than half of the“ three characteristics: more than half in

compulsory education, more than half for the Midwest, more than half for teachers‘ salaries and student financial assistance.

Increase investment, of course, just on the one hand to improve the quality of rural education, the teaching model of rural schools and urban schools, it in fact leads to the village school „education

quality“ is hard to and city schools, formation of curing thinking of poor education in rural areas than urban education. At the same time also makes the rural children’s learning can’t get away from the

test, which influence the cultivation of rural children learning interest on one hand, on the other hand, parts of rural children think reading is not too big value – is to be able to better schools, and

if the result is poor, can’t into the better schools, the value of reading will be discounted. Many experts from the perspectives of education, compared to the crowded city schools, small, rural schools,

there is a great advantage of education – a small, small classes, for personalized education, carry out interactive learning, inquiry learning. Can the premise, it is need to rural schools have to

undertake to the student the good teachers of personalized education, also need to rural schools from exam-oriented education, combining the reality of life in the countryside, undertake to the student
Harvard maker centered learning program Victoria Educational Organisation cordially invited Dr. Edward Clapp, Principal Investigator at Project Zero, Harvard Graduate School of Education to introduce n early childhood specific framework that supports maker-centred learning.
life education, survival education, cultivate the ability to equip you for life, better life. For this, need to change the traditional education idea, in the country to promote the new tests, under the

background of the new college entrance examination reform, promoting rural school curriculum construction, let each rural schools promote quality and characteristics. (xiong bingqi, associate dean of

education research institute, 21st century)

The original address:


government plans will fail many who need help

I never dreamed of becoming a mental health nurse and working in child and adolescent mental health services (Camhs). I was a youth worker, a Connexions adviser supporting young people’s mental health without referrals or thresholds and my office was the local park, schools, colleges and community centres.
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The introduction of austerity and the funding cuts that followed in 2008 left me out of a job and in need of a new profession. After retraining as a mental health nurse, I returned to the same work but with an NHS employer and saw those cuts follow me into Camhs. They have been difficult times to manage both professionally and personally; when less money means you can deliver less of a service, the impact is felt not only by the young people and their families not getting support, damage is also wrought on relationships with local communities, schools, colleges and Gps.

Ten years later, there is growing recognition that the system needs help. The mental health outcomes of children and young people continue to decline and the system supporting their emotional wellbeing is more fragmented than ever before. Children and young people are in more need but less support is available both from NHS Camhs and voluntary organisations that play a vital role in providing information, advice and guidance. Schools and colleges are also struggling to meet their pupils’ educational and emotional needs. It’s for these reasons I welcome the consultation on the government green paper focused on transforming children and young people’s mental health provision, which is open until midday on 2 March.Antimicrobial stewardship for pneumonia
The main themes of the green paper – improving emotional and mental health support in schools, increasing access to early intervention, advice and guidance and improving access to specialist help – are hard to argue with. These are some of the areas where the need and evidence suggests we could have the greatest impact.

The government’s proposals in the green paper to address these areas are to incentivise every school and college to identify a senior lead for mental health; to create mental health support teams focused on early intervention with their work supervised by Camhs and jointly managed with education; and trial a four-week waiting time for access to Camhs.

While I agree with the sentiment behind these proposals, I question the feasibility. NHS Camhs are only funded to meet 25% of the estimated need with that expected to raise to 33% by 2020-21. Introducing a waiting time before we have the workforce, service models or security that further funding is making its way to frontline will further damage the public’s view of Camhs, which will have to raise thresholds to access care – meaning only the most serious cases will get help – or fail to deliver. Many children who need help won’t be able to get Money has failed to make its way into the children and young people’s mental health system – most recently the £1.4bn over five years announced in 2015.

I wish these proposals went further to encourage a whole school approach to mental and emotional health; having a single person responsible for mental health risks reducing an amazing vision to a set of responsibilities added to an already overburdened member of teaching staff, without the protected time or authority to lead systemic change. Change should ensure children, young people and their parents and carers are involved in the mental health system.
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When I dream of what the children and young people’s mental health system and my profession could look like in 10 years’ time, I see all these possibilities: closer links with education, early intervention and a four-week – or even no-week – waiting time for specialist support. I’m just not sure we’ve captured the vision in the green paper as it is.

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