B.17 Acknowledgements

 Foreword Ⅲ

 Foreword Ⅱ

 文前辅文

 Foreword Ⅰ

 Blue Book of Ethnic Education Inner Mongolia

 Ⅰ General Report

  B.1 Adhering to the Path of Scientific Development that Brings Together Quality，Performance and Unique Characteristics

   1 Developing phases

    1.1 Phase one

    1.2 Phase two

    1.3 Phase three

    1.4 Phase four

   2 Achievements

    2.1 Further clarifying plans and directions of deepening reform and innovation in ethnic education

    2.2 Timely studying and developing laws，regulations and policy efforts to strengthen ethnic education

    2.3 Effectively establishing a sound policy and financial aid system along with work operating mechanism for ethnic education

    2.4 Gradually forming a realistic and pragmatic working style and entrepreneurial spirit to achieve to the top in ethnic education development

   3 Basic experience

    3.1 Integrating inheritance and development with reform and innovation

    3.2 Making actions flexible so as to be applicable in current and future situations

    3.3 Coordinating development between ethnic education and general education

    3.4 Maintaining equal emphasis on both scientific planning and targeted implementation

   4 Policy proposals

    4.1 At the national level

    4.2 At the regional level

   5 Conclusion

 Ⅱ Sub Reports

  B.2 A Report on the Development of Ethnic Preschool Education in Inner Mongolia

   1 The status quo of ethnic preschool education development

    1.1 The development of ethnic preschool educational institutions

    1.2 The distribution of minority kindergartens

    1.3 Modes of preschool education

    1.4 Types of medium of instruction

    1.5 Enrolment

    1.6 The basic situation of full-time teachers

    1.7 Status quo of policy implementation

   2 The main problems in the development of ethnic preschool education

    2.1 Non-specialised kindergartens teachers and shortage of minority teachers

    2.2 Tight budgets and unbalanced distribution of teaching facilities

    2.3 Lack of standard in teaching content；need of teaching resources in Mongolian

    2.4 Lag of educational concepts and lack of effective games

   3 Suggestions on the development of preschool education for ethnic minorities

    3.1 Appropriate planning，preferential policies and steady advancement

    3.2 Strengthening administration，enhancing functions and improving mechanism and systems

    3.3 Following the objective law，enriching teaching resources and highlighting unique features

    3.4 Updating the concepts，raising the level and improving the quality

   Appendix

    The Reforming and Developing Preschool Education in Pastoral Areas（Ⅰ）

    The Reforming and Developing Preschool Education in Pastoral Areas（Ⅱ）

  B.3 The Current State and Suggestions for the Development of Ethnic Vocational Education in Inner Mongolia

   1 History of ethnic vocational education in the Inner Mongolia Autonomous Region

    1.1 The initial stage（from 1947 to 1957）

    1.2 The stage of instability（from 1958 to 1965）

    1.3 The stage of setback（from 1996 to 1976）

    1.4 The stage of restoration，adjustment and improvement（from 1977 to the end of 20 century）

    1.5 The stage of deepening reform and rapid development（from early 21century till now）

   2 The state of development for vocational education in IMAR

    2.1 The state of secondary vocational education

     2.1.1 School size

     2.1.2 Specialties

     2.1.3 Faculty

     2.1.4 Infrastructure

     2.1.5 Employment

     2.1.6 The ethnic secondary vocational education

    2.2 The state of higher vocational education

     2.2.1 Number of college

     2.2.2 Basic educational conditions

     2.2.3 Specialties

     2.2.4 Input of funds

     2.2.5 Faculty

     2.2.6 Students

     2.2.7 Recruitment and employment

   3 Characteristics of IMAR ethnic vocational education development

    3.1 Educational forms and levels tend to be various

    3.2 The policy of development is more clear-cut and the strategic position is more stable

   4 Problems in IMAR ethnic vocational education

    4.1 Unremarkable ethnic characteristics and incompletely exercised function

    4.2 Basic capacity is weak and school-running conditions needs to be improved

    4.3 The quality of faculties is low and teaching capacity needs to be improved

    4.4 The understanding of the vocational education is inadequate and the thought of “appreciating the regular education and despising the vocational education” is fairly popular

   5 The policy suggestions for IMAR ethnic vocational education development

    5.1 The analysis of factors affecting ethnic vocational education development

     5.1.1 Great potential to promote vocational education

     5.1.2 Great benefit from the State and local policies and advantageous conditions for development

     5.1.3 New opportunities provided by “Belt and Road Initiative”

    5.2 The policy suggestions for the development of vocational education

     5.2.1 Strengthen the support and protection of schools with ethnic characteristics and promote the healthy development of vocational education in ethnic areas

      5.2.1.1 Confirm the special significance of vocational education in ethnic areas and intensify the function of vocational education to inherit ethnic cultures

      5.2.1.2 Construct and support specialty groups relevant to ethnic cultural inheritance and the regional economic development

     5.2.2 Intensify the specialised training and improve the quality of faculty

      5.2.2.1 Set up a reasonable assessment and a perfect evaluation system for vocational education and teachers

      5.2.2.2 Prefect the system of teacher training and guarantee the improvement of teachers’ professional ability

     5.2.3 Intensify the overall planning to ensure the balance of vocational education development

  B.4 The Current State，Problems，and Suggestions for Developing Bilingual Education in Inner Mongolia

   1 Basic facts of the development of bilingual education

    1.1 Historical development of bilingual education

    1.2 The current state of bilingual education

     1.2.1 Modes of bilingual education

     1.2.2 The development scale of bilingual education

   2 Experience of and inspirations on the development of bilingual education

    2.1 The same focus and joint efforts by the central and regional governments to guarantee the development of bilingual education

    2.2 “Priority and emphasis” on ethnic education with the increasing school funding

    2.3 Linkages established between education of all types and levels to promote bilingual education comprehensively

    2.4 The training of high-level bilingual talents to create in the society atmosphere of showing concern for bilingual education

    2.5 The connotative development of bilingual education promoted by education researches

   3 Difficulties and problems in bilingual education

    3.1 Lack of publicity on the connotation and theories of bilingual education and insufficient awareness of ethnic culture education

    3.2 Insufficient school operation funding for bilingual ethnic primary and secondary schools

    3.3 The difficulties in using Mongolian as the medium of instruction

    3.4 The lack of budgeted posts for teachers and instability of the teaching faculty

    3.5 The weakening ethnic language environment and the degradation of students’ ethnic language proficiency

    3.6 The halt in promoting language and culture of some ethnic minorities with small population

    3.7 The need to strengthen the construction of information-based teaching resources and the compilation of bilingual textbooks and student reference books

   4 Countermeasures and suggestions

    4.1 Further clarification on the guiding concepts and principles of bilingual education

    4.2 More favourable measures related to teachers’ budgeted posts，teachers’ income and teacher training to make sure “there are qualified teachers working in and preferring to working in rural areas”

    4.3 Adjustment on allocating school funding from according to students to standard classes or an increase in the standard of school operation funding

    4.4 More attention on handling the running of ethnic boarding schools

    4.5 Special emphasis and more efforts on the construction of bilingual textbooks and reference books and the full use of modern information technology to “bring in”，“borrow”，“compile”，and “translate” teaching resources

    4.6 More support on inheriting language and culture of ethnic minorities with samll population，such as the Ewenki，the Daur，and the Oroqen

    4.7 A combination of bilingual education and ethnic features

    4.8 Further enhancement on training bilingual students and building a team of officials “competent in both the ethnic language and Chinese” in ethnic areas

 Ⅲ Special Reports

  B.5 The Programme for Training Inner Mongolian Ethnic Minorities to a High Professional Level and Suggestions on Its Development

   1 Status quo of the training of highly professional ethnic minorities

    1.1 Status quo of the training of Master postgraduates during the 12th Five-Year Plan（2011-2015）

    1.2 Status quo of the training of doctoral postgraduates during the 12th Five-Year Plan（2011-2015）

    1.3 Status quo of ethnic minority teachers in the universities

   2 Achievements of training highly professional ethnic minorities

    2.1 Large numbers of highly professional ethnic minorities have made great contribution to ethnic education of the Autonomous Region，the cause of ethnic science，technology and culture，stability and unity of the frontier of the motherland and its social and economic development

    2.2 Master’s degree programmes and directions with ethnic features are set up and students of different nationalities are enrolled，which contribute greatly to the inheritance and development of ethnic culture

    2.3 The construction of Master’s degree programmes is in its steady progress. The educational and training system of three levels of undergraduate，Master’s and doctoral postgraduate programmes is becoming increasingly well established and comprehensive，setting the stage more directly for the training of highly professional ethnic minorities

    2.4 The systems and mechanisms of the training of highly professional persons are becoming perfected day by day and the construction of institutionalization stays on track

    2.5 Remarkable achievements have been made in academic and teaching studies by ethnic minority teachers and therefore there exists a positive interaction between teaching and researches

   3 Main problems in training highly professional ethnic minorities

    3.1 Problems in the training of ethnic minority postgraduates

     3.1.1 Authorised disciplines of Master’s and Doctor’s degree are very limited and the scale of postgraduate education needs expansion

     3.1.2 Excellent students of postgraduate programme are inadequate and the training quality demands further advance

     3.1.3 The construction of postgraduates’ supervisors requires reinforcing. Their academic level，teaching skills and instructing ability all need to be improved

     3.1.4 The training mode of postgraduates is in need of further reform and postgraduates’ innovative ability and their capability of professional development should be improved

     3.1.5 The quality guarantee and monitoring system of postgraduate education is far from perfect and the quality management and quality control of the training of highly professional persons need to be enhanced

    3.2 Problems existing in the construction of ethnic minority teachers in universities

     3.2.1 The problem of “Fault Phenomenon” exists in bilingual teachers of Mongolian and Chinese，and the echelon construction should be reinforced urgently

     3.2.2 The introducing and training of highly professional persons lack specific plans and the construction planning of teachers is in urgent need of being perfected and specified

     3.2.3 The structure of ethnic minority teachers is unreasonable. Their structure of educational qualifications and academic titles and their learning structure need to be improved

     3.2.4 The training of young teacher is not systematic and their ability of scientific research should be further improved

   4 Suggestions on reinforcing the training of highly professional ethnic minorities

    4.1 Suggestions on reinforcing the training of highly professional ethnic minority postgraduates

     4.1.1 Strengthening the efforts to construct disciplines，increasing the number of universities and disciplines authorised to grant Master’s degree，optimizing their layouts and gradually expanding the general scale of postgraduates

     4.1.2 Establishing scientific view of quality of postgraduate education，and improving the training of postgraduates via strictly guarding the three procedures of introducing，training and producing

     4.1.3 Reinforcing the construction of postgraduate supervisors，further improving their teaching，scientific research and instructing abilities and making efforts to build a high-level and high-standard team of ethnic minority supervisors

     4.1.4 Deepening the comprehensive reform of postgraduate education to improve their abilities of scientific research，innovation and professional development

     4.1.5 Establishing perfected quality guarantee and monitoring system of postgraduate education，reforming its mechanism of evaluation and supervision and standardizing further the teaching management of postgraduate education

    4.2 Suggestions on promoting the development of ethnic minority teachers

     4.2.1 Attaching great importance to the construction of ethnic minority teachers and replenishing the teaching echelon timely

     4.2.2 Strengthening the quality-improving project of ethnic minority teachers and improving continually their abilities and levels of teaching and scientific research

     4.2.3 Perfecting all kinds of systems and mechanisms and strengthening the developing and training of young teachers

  B.6 Fostering Ethnic Education via Developing Research in Mongolian Studies and Professional Development

   1 A history of Mongolia studies and the formation of three research bases

   2 Current situation of Mongolian studies

    2.1 Mongolian studies research team

    2.2 Talents training

     2.2.1 Undergraduate level

     2.2.2 Graduate level

    2.3 Discipline development

     2.3.1 Inner Mongolia University

     2.3.2 Inner Mongolia Normal University

    2.4 Scientific research

     2.4.1 Inner Mongolia University

     2.4.2 Inner Mongolia Normal University

     2.4.3 Inner Mongolia Social Science Academy

 Ⅳ Education of “Three Ethnic Minorities”

  B.7 A Report on the Development of Daur Ethnic Education

   1 Daur education before 1949

    1.1 Daur education before Qing Dynasty

    1.2 Daur education in Qing Dynasty

    1.3 Daur education before 1949

   2 Status quo of Daur education：a case study of Morin Dawa Daur Autonomous Banner

    2.1 Preschool education

    2.2 Elementary and secondary education

    2.3 Higher education

   3 Challenges in ethnic education

    3.1 The large gaps existing in ethnic schools of pasturing areas and the ones of cities

    3.2 Teachers’ low capacity in inheriting the ethnic culture

    3.3 Ethnic education in remote areas lacking of both government attention and sound Development

    3.4 Lacking specialised evaluation system for ethnic culture curriculums

    3.5 Obsolete educational concepts kept in some ethnic people’s mind

   4 Policy proposal

    4.1 Further lncreasing the awareness of inheriting ethnic culture

    4.2 Actively exploring appropriate education model satisfied with the ethnic features

    4.3 Optimizing the educational resource allocation

  B.8 A Report on the Development of Evenki Ethnic Education

   1 Education of Ewenki before the founding of the People’s Republic of China

    1.1 Ancient education

    1.2 Education after Qing Dynasty

   2 Status quo of Ewenki education：a case study of Ewenki Autonomous Banner

    2.1 Preschool Education

    2.2 Primary school education

    2.3 Secondary school education

    2.4 Vocational education

    2.5 Higher education

   3 Challenges in ethnic education

    3.1 Lack of qualified teachers

    3.2 Lack of the guidance of policy

    3.3 The prospect of speaking and inheriting Ewenki language is not optimistic

   4 Policy proposal

    4.1 The mechanism of teacher recruitment should be set up and improved

    4.2 Ewenki government should make correspondent regulations and policies，and take the education of inheriting Ewenki culture as an important task in the teaching of both primary and secondary schools

    4.3 The characteristics of ethnic school education should be emphasised

    4.4 Bilingual teaching model of Mongolian and Ewenki should be carried out

  B.9 A Report on the Development of Oroqen Ethnic Education

   1 Oroqen education before the founding of the People’s Republic of China

    1.1 Ancient Oroqen education

    1.2 Oroqen education in Qing Dynasty

   2 Status quo of Oroqen education：a case study of Oroqen Autonomous Banner

    2.1 Preschool education

    2.2 Primary and middle school education

    2.3 Higher education

   3 Challenges in ethnic education

    3.1 The ethnic schools are suffering from unbalanced allocation of teachers and severe shortage of teachers of ethnic culture education

    3.2 It is difficult to inherit Oroqen culture

    3.3 Some parents hold backward education concepts，family education is missing in their families

    3.4 Poverty strictly restricts the development of ethnic education

   4 Policy proposal

    4.1 The government should establish and perfect the mechanism of training Oroqen ethnic education teachers

    4.2 Ethnic education policies should be enacted to encourage teachers to work in the remote hunting areas

    4.3 Special supporting measures should be implemented for ethnic minorities

    4.4 The ethnic family education should be improved，and special efforts should be made to strengthen family education of Oroqen students

 Ⅴ Education with Special Features

  B.10 The History，Current State，and Prospects for Inner Mongolian Ethnic Fine Arts Education

   1 The history of ethnic fine arts education in Inner Mongolia

    1.1 Folk fine arts and its inheritance

    1.2 The development of religious fine arts

    1.3 The development of fine arts colleges and universities

     1.3.1 The Fine Arts College of Inner Mongolia Normal University（IMNU）

     1.3.2 Inner Mongolia Art University（IMAU）

     1.3.3 The International Modern Design Art College of IMNU

     1.3.4 The College of Ethnic Art of IMNU

     1.3.5 The Fine Arts College of Inner Mongolia University for Nationalities（IMUN）

     1.3.6 The art design discipline of Inner Mongolia Agricultural University（IMAU）

   2 The analysis on the current state

    2.1 Fine arts colleges and universities in IMAR and the setting of disciplines

    2.2 The new curriculum of ethnic fine arts in primary and secondary schools

   3 Achievements and experience

    3.1 The construction of ethnic education teaching faculty

    3.2 The structure of ethnic fine arts education（Mongolian as the medium of classroom instructions）

    3.3 The construction of textbooks in Mongolian

    3.4 Problems to solve and future development

     3.4.1 Attention on adjusting the contents of textbooks

     3.4.2 More emphasis on the professionalism of the curriculum

     3.4.3 The teaching faculty construction as the primary task of fine arts education in ethnic areas

  B.11 The History，Current State，and Prospects for Inner Mongolian Ethnic Music and Dance Education

   1 Achievements of ethnic traditional music education

    1.1 At the autonomous region level

    1.2 At the local level

     1.2.1 Hinggan League introducing traditional ethnic art forms into classrooms

     1.2.2 Hulunbeir City attaching great importance to ethnic cultural and artistic activities in primary and secondary schools

     1.2.3 Xilingol League Bureau of Education attaching great importance to the cultural and artistic school education with ethnic features over the years

    1.3 At the school level

     1.3.1 Primary and secondary schools

     1.3.2 Colleges and universities

   2 Problems in ethnic traditional music and dance education

    2.1 The ethnic music education is embodied in the aesthetic education

    2.2 People’s understandings towards the ethnic traditional music education are insufficient and inaccurate

    2.3 The investment allocated to ethnic music education is unbalanced

    2.4 The construction of ethnic music and dance teaching team should be strengthened

    2.5 The ethnic music and dance education and research mechanism is still unsound

    2.6 The contents and activities of ethnic music education are not systematic and profound

   3 The government issuing top-level policies to promote ethnic traditional music and dance education

    3.1 Building confidence in ethnic traditional music education

    3.2 Establishing a sound ethnic music educational management mechanism

    3.3 Integrating resources and fully implementing the ethnic music education

    3.4 Increasing investments in ethnic music education

    3.5 Enhancing the ethnic music teaching teams

    3.6 Carrying out ethnic traditional music education and scientific research vigorously

    3.7 Implementing various forms of ethnic traditional music practical activities

  B.12 The History，Current State，and Prospects for Inner Mongolian Ethnic Physical Education

   1 The history and evolution of Inner Mongolian ethnic physical education

    1.1 The history and evolution of Inner Mongolian ethnic physical education

     1.1.1 The starting period of ethnic physical education

     1.1.2 The wandering period of ethnic physical education

     1.1.3 The recovery，adjustment and improvement period of ethnic physical education

     1.1.4 Deepening reform and rapid development of ethnic physical education

   2 The current state of Inner Mongolian ethnic physical education

    2.1 Higher physical education

     2.1.1 Number of schools

     2.1.2 School conditions

     2.1.3 Major setting and training objectives

     2.1.4 Graduate education

     2.1.5 Development of teaching in Mongolian language—School of Physical Education of Inner Mongolia Normal University

     2.1.6 Faculty

     2.1.7 Enrolment and employment

    2.2 Mongolian sports

   3 The problems of Inner Mongolian ethnic physical education and the solutions

    3.1 Ethnic physical education lacks distinct ethnic features and its functions need further development

    3.2 The foundation of ethnic physical education is weak and the school conditions need further development

    3.3 Students are not trained to adapt to a variety of situations and the curriculum should be optimised

    3.4 Teachers are not of high quality and their teaching abilities need further improvement

    3.5 The brands of ethnic physical education are not well-known and appealing and need extensive attention of the society

    3.6 There is no common standard for ethnic sports and the further exploration is needed

   4 The development and opportunities of Inner Mongolian ethnic physical education

    4.1 The party’s ethnic education policy provides a new vitality for the development of ethnic physical education

    4.2 International cooperation of “the Belt and Road iniciative” provides a new impetus for the development of ethnic physical education

    4.3 The improvement of people’s living standards provides a broad prospect for the development of ethnic sports

    4.4 The national football development strategy provides new opportunities for the development of ethnic physical education

   5 Suggestions on the development of Inner Mongolian ethnic physical education

    5.1 To understand the status of ethnic physical education in Inner Mongolia form dialectical level，and to provide qualified personnel for ethnic education

     5.1.1 Clarifying the special significance of ethnic physical education needs the understanding of the movement process of universal dialectic

     5.1.2 Clarifying the special significance of ethnic physical education should be based on the rethinking of history

     5.1.3 Clarifying the special significance of ethnic physical education needs to return to the human existence itself

    5.2 To further clarify the purpose of Inner Mongolian ethnic physical education and to contribute to the great rejuvenation of the Chinese nation

     5.2.1 The cultivation of people of all-round development in morality intelligence，physique and aesthetic is also the foothold of ethnic physical education

     5.2.2 Vigorous development of ethnic sports is the premise of running the education of people’s satisfaction

     5.2.3 The development of ethnic physical education is a contribution to the great rejuvenation of the Chinese nation

 Ⅵ Case Studies

  B.13 An Investigative Report on Ethnic Primary Schools in Inner Mongolia

   1 Overview of the school

   2 Course of development

   3 Characteristics of the school

    3.1 The standing point of the school characteristics construction：experimental education of featured classes

    3.2 The growth line of the school characteristics construction：culture immersion education

     3.2.1 The nationalization of campus material culture

     3.2.2 The nationalization of campus system culture

     3.2.3 The nationalization of campus recreational and sports activities

     3.2.4 The nationalization of teaching practices

    3.3 The driving force of expanding the influence of the school characteristics construction：establishing collaborative alliance schools

   4 Problems and reflections

    4.1 Existing problems

     4.1.1 Deficient in ideas and concepts of running the school

     4.1.2 Insufficient investment in education

     4.1.3 Low level of school teachers’ academic credentials

     4.1.4 Intense pressure in the management of boarding students

    4.2 Reflections on further development

  B.14 An Investigative Report on Ethnic Middle Schools in Inner Mongolia

   1 Overview of the school

   2 Research achievements in educational reform

   3 Honors and awards

   4 Sixty-year course of development

    4.1 Predecessors pioneering arduously and running the school frugally at the preliminary stage of school construction

    4.2 Experiencing serious disturbance and running the school in difficulties in cultural revolution

    4.3 Resuming the development of ethnic education and striding firmly towards the construction of a first-class school

    4.4 Working tenaciously to rejuvenate the school guided by science，by seizing opportunities and by overcoming difficulties

   5 Graduates and alumni

   6 Reflections on the sixty-year development

  B.15 A Report on the Development of Xilingol Vocational College

   1 Basic situation of the college

    1.1 School-operation orientation，talents training objectives and service orientation

    1.2 College scale and the distribution of student source

    1.3 Major construction and characteristics

    1.4 Construction of faculty and staff

    1.5 Basic school-running conditions

    1.6 Funds and efficiency of school-running

     1.6.1 The total income of school funds and its composition from 2014 to 2016

     1.6.2 Total expenditure and composition of college funds from 2014 to 2016

     1.6.3 Average cultivation cost per student

    1.7 Practical teaching conditions

    1.8 Enrolment and employment

     1.8.1 Enrolment from 2014 to 2016

     1.8.2　Employment from 2014 to 2016

   2 The major school-running experience and achievements

    2.1 Strong support from governments at different levels and the leadership of the College forging ahead

    2.2 Exerting its own advantages and adhering to featured schooling-running

     2.2.1 Adhering to bilingual teaching mode and expanding the vocational education development

     2.2.2 Promoting the ethnic traditional culture and serving the social and economic development

      2.2.2.1 Construct specialty groups with ethnic characteristics

      2.2.2.2 Construct ethnic culture service platform

      2.2.2.3 Carry out special researches on ethnic culture and local economy

    2.3 Paying special attention to quality project construction and improving the comprehensive school-running capacity

     2.3.1 Implement the “Three Projects” construction，consolidate connotation and enhance the foundation

     2.3.2 Implement the strategy of revitalising school with talents and improve the school-running soft power

     2.3.3 Improve the experimental training conditions and strengthen the practical teaching

     2.3.4 Innovate the co-running mechanism of the College and enterprises and attach importance to cultivating students’ professional skills

    2.4 Adhering to multi-level and multi-channel school-running mode and fostering multi-specification talents

     2.4.1 The large-scale development of secondary and higher vocational education has been achieved

     2.4.2 Joint school-running has made great achievements

     2.4.3 Adult continuing education is advancing steadily

     2.4.4 Non-diploma education work is well promoted

     2.4.5 International student education has realised the transformation from sending students out to enrolling students

     2.4.6 Educational resources are open to the public

    2.5 Carrying out the farmers and herdsmen training and serving “Agriculture，Rural areas and Farmers and Animal husbandry，Herdsmen and Pastoral area”

     2.5.1 Enhance the regional cooperation and push forward the vocational education development for the rural and pastoral areas

     2.5.2 Enhance the science and technology promotion and serve the production and life of the farmers and herdsmen

   3 Analysis of major problems in school management and solutions

    3.1 Problems with major arrangement

    3.2 Problems in faculty structure

    3.3 Problems in college-enterprise cooperation

   4 Development prospects and strategies

    4.1 Achieving the target of “Second Promotion”

     4.1.1 The overall objectives of “Second Promotion”

     4.1.2 Focal points in “Second Promotion”

      4.1.2.1 The major-industry combination

      4.1.2.2 Public service

      4.1.2.3 Information technology construction

    4.2 Key strategies for future development

     4.2.1 Exploring the grouping-up mode of school management，adjusting to the development trend of modern higher vocational education

     4.2.2 Enhancing self-improving ability，achieving sustainable development

      4.2.2.1 Achieving the unity of the improvement of the overall development level and the interior structure optimization

      4.2.2.2 Achieving the unity of managing the college with its distinct features and giving full play to its own advantages

      4.2.2.3 Achieving the unity of large-scale development and strengthening the quality development

     4.2.3 Adhering to open school-running，cultivating application-oriented talents in line with social demand

 Ⅶ Appendix

  B.16 A Chronicle of Ethnic Education Events in the Inner Mongolia Autonomous Region（1947-2016）

   1947

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 Abstract

 Introduction