Maanshan Teacher’s College
Maanshan Teacher’s College
Introduction to Maanshan Teacher’s College
Maanshan Teacher’s College (马鞍山师范高等专科学校, website) was founded in 1958, formerly known as Maanshan Teachers College. In May 2004, it was approved by the Ministry of Education to be independently upgraded to a public normal college. In 2016 and 2016, they were successively approved to set up projects to build “local high-skilled universities” and “high-quality vocational colleges.” The school focuses on the “local, skills, and specialization” and implements the development strategy of “one body and two wings” (parallel development of higher vocational education and teacher education) and “dislocation in the same city” (developed and coordinated development with other vocational schools in Maanshan) The reform of the talent training model of “industrial-education integration and school-enterprise cooperation” has achieved remarkable results. The talent training system of “all staff education and characteristic training” is basically complete. The professional construction pattern of “cluster development and characteristic development” has basically formed. And diversified talents “highlight the characteristics of innovation and entrepreneurship and employment education. After nearly 60 years of development and construction, the school has formed distinctive school running characteristics, and has become an important base for local and industry talent training, scientific research, social services, cultural heritage innovation and international exchange and cooperation.
Maanshan Teacher’s College has 7506 full-time students, covers an area of 187,200 square meters, a building area of 118,000 square meters, a total value of 25.88 million yuan for teaching and scientific research equipment, 355,000 books in the library and 500,000 electronic books There are 6 teaching departments and 12 administrative teaching aids; a total of 11 majors, 16 majors, and 43 majors, including 11 provincial-level specialty majors.
Maanshan Teacher’s College currently has 320 teachers, 283 full-time teachers, including 10 teachers with senior professional titles, 92 teachers with deputy senior professional titles, and 120 teachers with intermediate professional titles. Among the full-time teachers, 215 have doctoral and master’s degrees, and have dual teachers There are 265 teachers. There are 13 provincial-level professional leaders, 4 provincial-level teaching teachers, 7 provincial-level teaching talents, and 4 provincial-level teaching teams.
Maanshan Teacher’s College has established the School of Software and Internet, the School of Tourism, and the School of Food to form a board-run school model of government guidance, industry leadership, and enterprise participation. Signed a talent training strategic agreement with the three districts under the jurisdiction of Maanshan City, and formed a “talent training training and use” cooperation relationship with the Municipal Economic and Technological Development Zone, the Municipal Software Park, Yushan Jiada Industrial Park, and the County Taichuang Park. Formed a “production-education docking” relationship with the city’s information technology industry, cultural industry, tourism industry, food industry and other 8 industries, and cooperated with the city’s demonstration park and the city’s science and technology entrepreneurship service center to carry out “school, park (area), enterprise cooperation practice” Education base “project construction. For the development of basic education (basic education teacher training and training) and job-scarce industries (software and service outsourcing industry, leisure tourism industry, cultural and creative industry, urban community service industry, logistics business service industry, food processing industry, etc.) in and around Maanshan City As needed, there are 7 professional groups for teacher education, computer and software, tourism management, art design, community service and management, public cultural undertaking management, and economic management, and one for modern processing and manufacturing. Processing professional group; in accordance with the idea of “professional clustering, resource sharing, flexible control, and intensive development”, create a common platform for the sharing of teaching resources such as public courses, teaching teams, internship training and experiments; launched the Maanshan City Vocational College Cross-school construction of professional groups.
Maanshan Teacher’s College has won honorary titles such as National Advanced Teachers School, National Advanced Unit for Language and Character Work, National Advanced Unit for Art Education in history. Advanced work units, the fifth to tenth civilized units in Anhui Province, advanced employment work units in Anhui Province, advanced units of summer practice activities for college students in Anhui Province, Anhui AAA level university entrepreneurship incubation base, Anhui tourism education training demonstration base, National civilized city advanced units and other honorary titles. In the past three years, it has sent more than 6,000 graduates to the local community. The employment rate of students is 73.24%, and the satisfaction rate of graduates with enterprises is 94.2%. Among them, more than 200 primary school kindergarten teachers were delivered to the Maanshan area, and more than 1,700 were delivered to the modern service industry and food processing enterprises in Maanshan. A considerable number of graduates have become the backbone of their units.
At present and in the future, Maanshan Teacher’s College will pass the construction of local high-skilled universities throughout the school’s “Thirteenth Five-Year Plan” development process, fully implement the spirit of the National College Ideological and Political Work Conference, build people with integrity, and serve development For the purpose, to promote employment as the guide, adhere to steady progress, connotative development, focus on improving the quality of talent training, comprehensively promote the integration of resources to prepare for the construction of local applied technology-based undergraduate colleges, and cultivate more suitable for the needs of local economic and social development High-quality technical and technical personnel, to build a high-quality, distinctive application of technology-based universities serving local basic education and the tertiary industry.