Research On The Reform Of Professional Title System Of Primary And Secondary School Teachers In South Africa Since The 21st Century

Today,the development of the world economy has driven the rapid development of education in various countries.With the continuous scale of primary and secondary school teachers,the construction of professional title system has gradually become prominent.Since the 21 st century,a wave of professional title system reform of primary and middle school teachers has been set off in the whole world.After years of construction,China has established a relatively complete title system for primary and secondary school teachers.However,in the process of practice,it still faces severe challenges such as "lack of fairness" and continuous social questioning.There are growing calls for reform from all walks of life.As the saying goes,"stones from other mountains can attack jade".In the past two decades,South Africa,as a developing country,has been committed to building a new professional title system for primary and secondary schools based on the promotion of teacher professional development,and has achieved some results.Its reform experience is also of high reference value for perfecting the professional title system of primary and secondary schools in China.Through the literature method,this study of domestic and foreign related research results in its reforms of primary and secondary school teachers title to comb.After combining with the practical needs of China's reform,the truth indicated it is right to take South Africa as the target country for the study,and carry out a comprehensive investigation on the reform of primary and secondary school teachers' professional titles since the 21 st century.Through the historical trace,it is found that the construction of professional title system of primary and secondary school teachers in South Africa has gone through the evolution process of "from scratch to existence",and then to "from existence to new".During this period,under the continuous efforts of the Republic of South Africa and the new South African government,it has realized the leap from "organization" to "innovation".As far as its reform motivation is concerned,it mainly comes from the continuous decline of the internal attraction of teachers' profession,the urgent need to improve the professional development level of teachers,and the rising demand to eliminate the influence of apartheid system,and the strong impact of the external reform of the professional title system of international teachers.This study focuses on the "annual salary increase evaluation system" and "career ladder system" implemented since the 21 st century,reveals their connotation and value,and discusses the operation mechanism of the relevant system,such as evaluation standard,evaluation type,implementation path,etc.At the same time,it makes an in-depth interpretation of the experience gained from the reform and the challenges it faces.From the perspective of comparison,this study focuses on the construction and practice of the professional title system for primary and secondary school teachers in China.It firstly sorts out the relevant reform policies in recent years,clarifies the will of national reform,and then elaborates the problems existing in the promotion path,level setting,evaluation criteria and evaluation mechanism of professional title in practice.Then,combining with the experience of South Africa,it puts forward the strategies needed for the reform of the professional title system for primary and secondary school teachers in China.Education is the foundation for the steady development of a country and the foundation for a country to stand in the world.The key to promoting the development of education is to build a contingent of high-quality teachers.As a systematic project,the reform of the professional title system for primary and secondary school teachers should build a close connection with the professional development of teachers.The experience of other countries should be used for reference according to local conditions.In the addition of putting aside minor differences so as to seek common points,the way of local reform should be explored little by little,and the qualitative leap should be realized through institutional innovation,so as to help the cause of education go higher.