Jiao Fa [2007] No.20
Hebei, Shanxi, Inner Mongolia, Jilin, Heilongjiang, Anhui, Jiangxi, Henan, Hubei, Hunan, Guangxi, Hainan, Chongqing, Sichuan, Guizhou, Yunnan, Xizang, Shaanxi, Gansu, Qinghai, Ningxia, Xinjiang and other provinces, autonomous regions and municipalities directly under the Central Government, the Education Department, the Development and Reform Commission, the Education Bureau of Xinjiang Production and Construction Corps, and the Development and Reform Commission:
In order to fully implement the Compulsory Education Law and vigorously promote education equity, the Ministry of Education and the National Development and Reform Commission, on the basis of special investigation on the development status and existing problems of special education in China and analysis of the available data, compiled the Eleventh Five-Year Plan for the Development of National Education and the Eleventh Five-Year Plan for the Development of Disabled Persons in China (2006 -2010). It is hereby printed and distributed to you. Please study, implement and do a good job in the preparatory work for the preparation of the construction plan of special education schools in this area according to local conditions.
Attachment: Construction Plan of Special Education Schools in the Central and Western Regions during the Eleventh Five-Year Plan (2008-2010)
National Development and Reform Commission of Ministry of Education
Press release issued on September 24th, 2007
Construction Planning of Special Education Schools in Central and Western China during the Eleventh Five-Year Plan (2008-2010)
Developing special education and improving the education level of disabled children are the inevitable requirements of adhering to the people-oriented principle, fully implementing Scientific Outlook on Development and building a harmonious socialist society. In order to fully implement the Compulsory Education Law and vigorously promote education equity, this plan (hereinafter referred to as the Plan) is formulated in accordance with the Outline of the Eleventh Five-Year Plan for the Development of National Education and the Outline of the Eleventh Five-Year Plan for the Development of China’s Disabled Persons (2006-2010).
Chapter 1 Planning Background
I great achievements have been made in the development of special education.
In recent years, with the care and support of the central and local governments and all walks of life, the cause of special education has made great progress, the conditions for running schools have been greatly improved, the number of special education schools has been increasing, the enrollment has increased steadily, the school-running system has been further improved, the quality of education has been further improved, and the right to education of disabled children and adolescents has been further guaranteed.
Since 1989, the state has set up a special investment project for the construction of special education schools to subsidize the construction of local special education schools, with a total area of nearly 400,000 square meters. During the Tenth Five-Year Plan period, the China Disabled Persons’ Federation and the Ministry of Education successively launched the "School Admission Project for Blind Children in the Midwest", "Helping the Disabled" and "Lottery Public Welfare Fund Aid Project", with a total investment of nearly 120 million yuan and a total of nearly 50,000 poor disabled students. At the same time, local governments at all levels have generally increased the investment in special education, and all walks of life have also carried out various forms of activities to help the disabled and help students, forming a joint force to support the development of special education.
By 2006, the number of special education schools (blind, deaf-mute and mentally retarded) in China was 1,605, with a total of 360,000 students (including 140,000 students in special education schools and 220,000 students in regular classes, see Annex 1 for details), an increase of 859 and 290,000 respectively compared with 1990.
Two, there are still great difficulties in the development of special education.
Due to the weak foundation of special education in China, the overall level of development is not high, especially the poor conditions and low quality of special education, which is far from meeting the needs of disabled children and adolescents to receive education.
1. The construction of special education schools lags behind the development needs of special education.
The coverage of special education schools is limited, the total amount is still insufficient, and the regional gap is large. In 2006, there were 1,605 special education schools in China (including 1,012 in the central and western regions), with 140,000 students (including 80,000 in the central and western regions). Except for Beijing, Shanghai, Tianjin and Xizang, there are 326 prefecture-level cities (prefectures and leagues) in China, and there are still 74 prefecture-level cities without special education schools, accounting for 22.7% of the total, including 65 in the central and western regions, accounting for 88% of the total. There are 1934 counties (cities, banners) in China (excluding municipal districts), 1246 of which have a population of over 300,000, and 493 have not established special education schools, accounting for 39.56% of the total number of counties. Among them, there are 405 in the central and western regions, accounting for 82% of the total number of counties with a population of more than 300,000 without special education schools (see Annex 2 for details).
2. The conditions for running special education schools need to be improved and improved.
Due to historical and economic constraints, there are many problems in the existing special education schools in the whole country, especially in the central and western regions. First, at present, more than 60% of special education schools are located in counties and towns or rural areas, and the construction standards of school buildings are low, and problems such as small, old, shabby, dilapidated and imperfect teaching and living facilities are more prominent, and there are many security risks; Second, most of the existing special education schools are transformed from the original ordinary primary and secondary schools, which not only have a long service life, but also can not meet the special requirements of psychological, physiological and behavioral characteristics of disabled children and adolescents in terms of functions and facilities, which is far from the requirements of the national construction standards and architectural design specifications for special education schools; Third, the running cost of special education schools is high, some special teaching instruments and equipment are expensive, the necessary teaching rehabilitation training facilities are difficult to configure, and modern information technology education facilities and equipment are seriously lacking, which affects students’ normal education, teaching, life and rehabilitation training activities to some extent. According to the field investigation of special education schools in some provinces in the central and western regions and the analysis and calculation of educational statistics, about 70% schools need to build school buildings and configure necessary teaching and rehabilitation training facilities, including about 680 schools in the central and western regions.
3. The relevant policies of the state promote the increasing demand for special education.
In recent years, in the process of adhering to the people-oriented principle and building a harmonious socialist society, the state, relevant departments and all walks of life have paid more and more attention to the education of the disabled, and the traditional concept of families of disabled children and adolescents has also been further changed, especially the implementation of the reform of the funding guarantee mechanism for rural compulsory education has exempted students from tuition and fees in rural compulsory education, and provided free textbooks and subsidized boarding students’ living expenses to students from poor families. It has played a great role in promoting the enrollment of disabled children and adolescents. It is expected that the enrollment will increase in recent years, and the existing school conditions will become increasingly tense. It has become an urgent task to create the necessary conditions for them to receive education.
Chapter II Guiding Principles
Adhere to the guidance of Deng Xiaoping Theory and Theory of Three Represents, fully implement the requirements of Scientific Outlook on Development and building a harmonious socialist society, and focus on improving the basic conditions of special education schools and improving the quality of education in accordance with the Outline of the Eleventh Five-Year Plan for the Development of National Education and the Outline of the Eleventh Five-Year Plan for the Development of China’s Disabled Persons (2006 -2010). We will promote the construction of special education schools in the central and western regions in a planned and step-by-step manner, strive to popularize and consolidate nine-year compulsory education for disabled children and adolescents with learning ability, accelerate the balanced development of compulsory education in the region, and promote educational equity.
Chapter III Construction Objectives and Implementation Steps
I. Construction objectives
Overall goal: the central and local governments will jointly invest to build about 1,150 special education schools in the central and western regions, and basically realize that there is an independent comprehensive (two or more of the three types of schools for the blind, the deaf and the mentally retarded) or single special education school at the prefecture (city, state, league) level in the central and western regions and in counties (cities, banners) with a population of over 300,000 or with more disabled children and adolescents; The existing conditions for running special education schools have been significantly improved. All project schools have reached or basically reached the national standards for the construction of special education schools and the requirements for facilities, basically meeting the needs of disabled children and adolescents to receive nine-year compulsory education.
Stage goal: During the Eleventh Five-Year Plan period (2008 -2010), the central and local governments will jointly invest in the construction of about 190 independent comprehensive or single special education schools in some counties (cities, prefectures and leagues) in the central and western regions with a population of over 300,000 or a large number of disabled children and adolescents. The project schools will meet or basically meet the national standards for the construction of special education schools and the requirements for facilities.
Second, the implementation steps and construction content
There are many particularities in the construction of special education schools in the central and western regions. Starting from the overall situation that is conducive to the development of special education, taking into account the economic development strength of the central and western regions, the development needs of special education and the large gap between provinces, the implementation of the project should be linked with the raising of local matching funds, the construction of teachers, the implementation of school operation guarantee funds, etc. It is planned to build the overall planning objectives in stages, in a planned way, step by step and in stages.
The first stage: during the Eleventh Five-Year Plan period (2008 -2010), about 190 special education schools will be built. It is necessary to compile and complete the development plan of special education in different provinces and the overall plan for the construction of special education schools, and do a good job in the pilot work of implementing the construction project of special education schools. In the selection of project schools, select the project schools that are included in the overall planning of the construction of special education schools, have a certain radiation effect, are qualified in terms of teachers, operating funds, construction and other aspects, and are in urgent need of construction, and give key support. At the same time, accumulate experience and lay the foundation for the next stage of work.
The second stage: building about 500 special education schools. On the basis of summing up the pilot experience in the first stage, the construction project of special education schools will be fully implemented. According to the development plan of special education in each province and the overall plan for the construction of special education schools, some project schools with construction conditions are selected and given key support.
The third stage: building about 460 special education schools. It is necessary to fully complete the task of building special education schools and achieve the overall goal of planning. Give key support to the project schools that need to be built in the overall plan for the construction of special education schools.
Chapter IV Funding Arrangements and Principles
During the Eleventh Five-Year Plan period (2008-2010), the central government invested about 600 million yuan (see Annexes 3 and 4 for details). Among them, the investment in construction projects is about 450 million yuan (including about 65 new school projects, with an investment of 200 million yuan, and about 125 reconstruction and expansion projects, with an investment of 250 million yuan), and the investment in the allocation of necessary teaching and rehabilitation training facilities is about 150 million yuan (including 50 million yuan for new school projects and 100 million yuan for reconstruction and expansion projects).
The central government’s special investment will give priority to the construction projects of new schools at the county level, and each school will be subsidized by 3 million yuan (see Annex 5 for details). In principle, local facilities are not required. For the use of all-in-one investment in the construction projects of newly-built schools at the prefecture level, each school will be subsidized by 3 million yuan, and the vacancy will be arranged by the local authorities; For the renovation and expansion of the school construction project investment contract, each school grants 2 million yuan, and the vacancy is arranged by the local authorities; For the allocation of necessary teaching and rehabilitation training facilities in the project schools, each school will be subsidized by 800,000 yuan, and the insufficient part will be arranged by the local authorities.
For individual western provinces with special geographical location, inconvenient transportation and difficult construction conditions, which need to build schools in a centralized way, the investment quota can be cut into pieces to increase the support of the central special investment for the project schools.
Chapter V Expected Construction Effectiveness
First, the structural layout of special education schools tends to be reasonable
During the Eleventh Five-Year Plan period, through the implementation of engineering projects, we will integrate special education resources, adjust the layout structure, increase the radiation and coverage of special education schools, and effectively guide and promote the development of special education in the central and western regions. After the goal of the master plan is achieved, the number of special education schools in the central and western regions will increase from 1,012 in 2006 to nearly 1,500, so that the special education schools will basically radiate to all places (cities, prefectures and leagues) and counties (cities and banners) with a population of more than 300,000 in the central and western regions, and the school structure layout tends to be reasonable.
Second, the conditions for running special education schools have improved significantly.
During the "Eleventh Five-Year Plan" period, it is estimated that about 65 new special education schools will be built in the central and western regions, and about 125 existing special education schools will be rebuilt and expanded. The project schools will meet or basically meet the national standards for the construction of special education schools and the requirements for facilities, thus initially alleviating the contradiction in the enrollment needs of disabled children and adolescents in the central and western regions. After the overall planning goal is achieved, it is estimated that 470 new special education schools (up by 46.4%) will be built in the central and western regions, and nearly 70% of the original special education schools (about 680 schools) will be rebuilt and expanded according to actual needs. The conditions for running a school have been significantly improved, the professional functional classrooms and equipment matching the rehabilitation and education of disabled children and adolescents are basically complete, the teaching quality has been steadily improved, and the balanced development of special education in the region has basically been realized.
Third, the number of students in special education schools has increased significantly.
During the "Eleventh Five-Year Plan" period, the total number of students in special education schools is expected to increase from 80,000 in 2006 to 108,000, an increase of 35%, with a net increase of 28,000 (excluding ordinary primary and secondary school students), benefiting 38,000 students. After the overall planning goal is achieved, the total number of students in special education schools in the central and western regions will increase from 80,000 in 2006 to 256,000, an increase of 220%, with a net increase of 176,000 (excluding students in regular primary and secondary schools), benefiting 230,000 students, which basically meets the enrollment needs of school-age disabled children in the central and western regions (see Annex 6 for details).
Chapter VI Planning Implementation and Safeguard Measures
First, clear responsibilities and establish effective working procedures.
The Ministry of Education and the National Development and Reform Commission organize the compilation, review and determination of the overall planning of provinces, and define the objectives, tasks and supporting measures; The National Development and Reform Commission and the Ministry of Education shall, according to the requirements of capital construction procedures and project management, examine and approve the construction plans and investments every year to guide the implementation of local projects; Provincial education, development and reform departments shall, according to the local conditions of school-age disabled children and adolescents, economic level, teaching staff and other factors, prepare the development plan and construction master plan for special education, and be responsible for coordinating, guiding and supervising the implementation of the project construction plan of this province; The local (city, state, league) and county (city, banner) governments are responsible for providing land for the construction of special education schools, implementing special matching funds, and being specifically responsible for the implementation of the project.
Second, strengthen management and improve the operation guarantee mechanism.
All localities should fully implement the relevant policies on the reform of rural compulsory education funds guarantee mechanism, and establish and improve the guarantee mechanism of special education schools; Accelerate the training of special education teachers, adjust the teacher establishment of special education schools, enrich the equipment of special education teachers, and gradually improve the treatment of teachers in special education schools; Reasonably determine the standard of public funds per student in special education schools, formulate policies for raising education funds through multiple channels, and strive to increase the investment in special education funds to ensure the normal operation of teaching and life after the special education schools are completed and used.
Third, strict standards to ensure the quality of project construction.
All localities should, in accordance with the Standards for the Construction of Special Education Schools (for Trial Implementation) (issued in 1994) and the Code for Architectural Design of Special Education Schools (JGJ76-2003), calculate and design the demand for investment required for the construction of project schools, ensure the safety, applicability and practicality of school buildings, and oppose the pursuit of high standards and flashy school construction. At the same time, the project school construction should also be combined with the local system engineering of the disabled, especially in the utilization of rehabilitation facilities, and advocate resource sharing and interoperability.
Four, special inspection, the implementation of the project supervision mechanism.
During the implementation of the plan, all localities should make the annual construction project arrangement public and accept social supervision. The competent department of the project school shall regularly check the progress of the construction project, the quality of the project construction, the bidding for equipment procurement, the availability of funds and the use, etc., and implement the work responsibilities. The Ministry of Education, the National Development and Reform Commission and the relevant auditing departments will conduct special inspections on the implementation of the central special investment projects, and once verified, those who violate discipline, cause losses and waste due to poor fund management, and have problems in project quality will be held accountable according to law.
Attached:1 national compulsory education stage special education students statistics.
2. Statistics on the establishment of special education schools in compulsory education stage by administrative divisions at prefectural and county levels throughout the country.
3 special education school construction projects in the central and western regions and the calculation of the central investment demand (only issued to the relevant ministries and commissions of the central government)
4 "Eleventh Five-Year Plan" period, the central investment demand calculation table of special education schools in the central and western regions (only issued to relevant central ministries and commissions)
5 special education school construction scale and investment demand calculation table
6 central investment benefit calculation table for the construction of special education schools in the central and western regions (only issued to relevant central ministries and commissions)
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