What Does a College Counselor Do?

College counselors are teachers in colleges. In 1952, the state proposed the establishment of political counselors in colleges and universities; in 1953, Tsinghua University and Peking University submitted a pilot request to the then Ministry of Education (especially President Jiang Nanxiang of Tsinghua University); since then, many colleges have established counselor systems, mainly for politics Work is the "political leader" of students.

College Counselor

A brief history of college counselor development
In 1961, a special document was issued at the Lushan Conference of the Party Central Committee, which proposed the establishment of full-time counselors in universities and was implemented. During the Cultural Revolution, ideological and political work was "
In 2004, the CPC Central Committee issued the "Opinions of the CPC Central Committee and the State Council on Further Strengthening and Improving the Ideological and Political Education of College Students" (hereinafter referred to as Document 16), which proposed that effective measures should be taken to build a high-level team of counselors and class teachers.
In 2005, in order to implement the No. 16 document, the Ministry of Education issued the Opinions of the Ministry of Education on Strengthening the Construction of Counselors and Class Teachers in Higher Schools, and proposed to encourage and support counselors to engage in this work for a long time, and to develop in a professional and expert direction .
In 2006, the Ministry of Education issued the Order No. 24 of the Ministry of Education, "Regulations for the Construction of Counselors in General Colleges and Universities," which clarified the job responsibilities, appointment, and training of counselors. Article 16 stipulates that colleges and universities should encourage and support counselors to conduct research in conjunction with the practice of ideological and political education of college students and the development of ideological and political education.
Subsequently, the Ministry of Education formulated the Training Plan for General College Counselors from 2006 to 2010, and proposed to train and bring up 1,000 experts who have a certain domestic influence in ideological and political education by 2010. In 2013, the General Colleges and Universities Counselors Training Plan (2013-2017) (Education Party [2013] No. 9) was formulated to propose the establishment of a competency standard system for college counselor teams and promote the professional and professional construction of college counselor teams.
In 2014, the Ministry of Education issued a notice on the "Professional Competency Standards for College Counselors (Interim)" (Jiao Sizheng [2014] No. 2), adjusting and improving the training programs, job function settings, and assessment indicators for college counselors. , And strive to promote the construction of college counselors team to a new level.
This series of documents and regulations has produced two results. One is that each university has rapidly expanded the number of full-time counselors according to the ratio of 1: 200 teachers and students required by the Ministry of Education. The second is to conduct large-scale training for new recruits and existing counselors.
In order to build and stabilize a large number of expert counselor teams, universities have proposed their own methods in recent years.
Fudan University established the Youth Research Center in 1998 to encourage counselors to conduct scientific research in accordance with student work practices, and put forward the training concept of "innovative counselors". The school's "Regulators' Job Duties Regulations" stipulate that full-time counselors write at least 1 per year. Ideological and political education papers, part-time counselors write at least one ideological and political education paper every two years.
In addition to encouraging scientific research, from the Ministry of Education to universities, organizing various theoretical training has become a common practice of cultivating counselors. In stimulating the enthusiasm of the counselors themselves, encouraging scientific research and providing follow-up development are obviously better than one-way training. The training model is more effective because it is directly related to the personal development of the counselor. In this regard, the establishment and management of the Youth Research Center of Hebei University provides a useful idea for reference.


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