依托机构优势----拓宽就业渠道
promote the extension of strictly administering the party grass-roots, but also the educational practice of the mass line of the party and "three-three" special education results achieved further inherited and expanded. To realize "two a" learning education is a necessary solution to the present problems of party construction. Strengthen problem consciousness and insisted on problem-oriented, is full of strictly administering the party since the party's 18 a distinctive feature, a successful experience. Secretary Wang noted that some party members still have political awareness, lack of political responsibility issues, party awareness and consciousness of the problem belief does not really believe, slim does not actually fix problems, outspoken, and jump on the assessment of the party's policies, and so on. Bi Lifu Secretary pointed out that a quarter of the economic situation is very serious, there is pressure on environment, seasonal factors and other objective reasons, but mainly subjective problem, is the problem of party members and cadres. Some depressed, negative slack, not responsible, . Double six, one, and two took the lead, build energy burst, Hongshan district, economic prosperity, eco-livable, civilized and harmonious island. It certainly can not be separated from the whole area 646 grass-roots party organizations and 14,146 members of broad participation and support. Through the "two" study and education, so that every cell of the party health, every organization is strong, so that all members of the vanguard and exemplary role, all the fighting bastion role of grass-roots party organizations into full play so that we can cross the Rapids, overcome all difficulties and the smooth realization of the "Thirteen-Five" goal. Second, basic learning, focus on learning education must understand the learning content and learning styles "Foundation learning" these four words are important information inside is very large, capture profound work truth in life. For example, I often say that the good Carpenter NAO Carpenter, why do some carpenters made furniture to have everybody likes it, Carpenter we are not willing to look for him? are apparently two people high and low technology, dig into the deep is firmer when both of his apprentices are not solid, there is no good that way. Luban art of story primary school are learn had, first after six mark test practice conduct, and practice cultivation, and practice perseverance, and practice patience, then with seven days seven night mill axe theory armed, and unity action, seriously learning XI General Secretary on reform development stable, and Interior diplomatic defense, and rule party ruling army of important thought, seriously learning to XI comrade for General Secretary of Central ruling acting political new concept new thought new strategy, seriously learning XI General Secretary study in Inner Mongolia important speech spirit, Guide party members and a deep understanding of a series of important speeches rich connotation and core ideas, which began so thoroughly Marxist positions全省中等职业学校就业指导工作座谈会交流材料依托机构优势 拓宽就业渠道甘肃省临夏师范学校临夏师范学校建校于1940年，占地面积117亩，在校学生1360人，教职工182人。在近七十年的办学历程中，为临夏地区经济社会培养师资和各类人才16000余名。2005年学校被评为省级重点中专。进入21世纪以后，随着国家大中专招生政策的宏观调整、国家行业准入制度的变化和地区就业政策的改变，临夏州取消了对中师毕业生的统招统分，导致我校毕业生不能及时就业，截止目前，仅历年积累你的中师毕业生待业人数多达2300多人，严重影响和制约着我校招生任务的完成。2003年以来，省上划拨给我校的中师招生计划逐年缩减，面对我校严峻的招生就业形势，如何调整办学思路、改革办学模式已成为摆在我们面前的头等大事。2005年11月，国务院颁布了关于大力发展职业教育的决定，为我校的生存与发展指明了方向。为了摆脱我校在办学中面临的困境，学校积极调整办学思路，发挥自身优势，坚持以市场为导向，以就业为目标，探索大力发展职业教育，以就业带动招生、促进学校发展的新途径。我校职业教育的发展大致经历了两个阶段，即探索阶段和基本成熟阶段。2006年我校积极与广州人力资源公司、南京恒业人力资源公司联系，寻求学生就业门路，但由于主客观原因未能达成共识。同年，“甘肃天津中职教育洽谈会”在兰州召开，我校与天津南开职业中专、天津民族职专、天津南洋工业学校签订协议，联合办学，招收“1+2”模式计算机应用、机械制造等专业学生，拉开了“校校合作”的序幕。2007年，学校利用甘肃省教育厅职成处和省职教中心搭建的“甘肃山东职业教育洽谈会”平台，又与青岛化工技术学校、重庆万州工业技术学校联合办学，招收化学工程与工艺、电气及仪表自动化、汽车制造与维修等专业学生，进一步扩大联合办学的规模（重庆万州工业技术学校的学生安排在珠三角地区企业中实习就业），形成了中职、高职、工学结合并存的办学格局。为了切实解决我校中师毕业生就业难的问题，为毕业生寻求一条就业的新途径，2006年我校与北京中华商科学校联合开办“3+1”办学模式，20062008年从高年级中师学生中选拔品学兼优的近200名学生分三批到北京实习就业，绝大多数学生被安排在北京地区幼儿园、幼教中心、休闲体育场馆、计算机公司、中国民生银行、出版社等单位就业。通过三年多的合作，我们感到在北京就业，环境较好，但工资待遇相对偏低，绝大多数学生工资每月在900元左右。由于报酬低，学生不安心岗位工作，流动较大，就业巩固率低。在探索过程中，我们先后输送到京津地区、珠三角地区的学生由于语言环境、饮食习惯、工资报酬、工作环境等方面的原因，学生适应困难，思想不稳定，家长意见较多，未能打开就业的新局面，给我校发展职业教育带来了新的挑战。正当我们处于困境的时候，省职教中心给我们提供了学生到苏州工业园区实训就业的新信息。我校多次与省职教中心协商，经省职教中心牵线搭桥并提供多种方便，学校派专人赴苏州工业园区相关企业进行了实地考察。通过反复比较，我们感到省职教中心作为省级教育行政部门直属的学生就业指导机构，具有很强的公信力，并且在苏州工业园区设有专门管理学生就业的办事处，便于处理解决学生就业当中出现的各种问题。在实地考察中我们了解到苏州工业园区无论在工作环境、劳动监督、用工规范、工资保障、薪资待遇等方面都有很大的优势，为此我们把苏州工业园区确定为我校中师毕业生就业和“订单式”职业教育的基地。2007年底，学校在高年级中师生中大力宣传省职教中心的就业指导职能和苏州工业园区就业的各种优势，并组织学生报名。为了切实做好此项工作，省职教中心领导多次亲临我校给学生作专题报告，解答各种问题，消除各种疑虑，并指导学生面试工作，严把质量关。2008年元月份，我校首次选送的近60名中师学生到苏州工业园区实训就业，省职教中心派专人协同我校护送学生赴苏，协助处理有关事务，省职教中心领导亲自到火车站送行。通过近半年的实训就业，学生思想稳定，巩固率高，薪资待遇好，在苏学生反馈的就业信息使在校的同学深受鼓舞，纷纷要求赴苏实训就业。2008年7月，学校进一步向学生宣传在苏州工业园区就业事宜，组织学生报名，在总结首批赴苏学生实训就业经验的基础上，针对我校学生所学专业和苏州工业园区相关企业用人岗位要求的差异，与省职教中心协商，并在省职教中心的指导下，对报名的学生进行了为期一个多月的赴苏前培训，开设了普通话交际、公共礼仪、电子电器应用、就业心理指导、就业法律法规常识、计算机技术等课程，为学
