Closer to demand brings a greater "sense of gain"-- A heated discussion on "26 measures" among teachers and students in Taiwan in mainland China

| gov.cn

Beijing, 15 Nov (Xinhua)-- the "26 measures" have a wider scope and a wider scope, which is another embodiment of sharing development opportunities with Taiwan compatriots and implementing family ties on both sides of the strait. We can all really feel that the mainland's measures to benefit the people in Taiwan are becoming more and more specific and closer to the core needs of the Taiwan people. " Lin Chengduo, director of the Department of Economics at Renmin University of China and a young teacher in Taiwan, told Xinhua.

On the basis of last year's "31 measures," the mainland recently promulgated "some measures to further promote cross-strait economic and cultural exchanges and cooperation" (abbreviated as "26 measures"). When interviewed, Taiwan teachers and students who teach and study in the mainland said they were "full of feelings."

Specifically, Article 21 proposes that "Taiwan compatriots engaged in professional and technical work in mainland universities, scientific research institutions, public hospitals, and high-tech enterprises may equally participate in the evaluation of professional titles in the corresponding series and levels," Lin Chengduo said. The "31 articles" have already mentioned measures to benefit the people in Taiwan, such as Taiwan professionals' participation in project declaration, talent projects, and declaration fund projects. The "26 articles" in the "upgraded version" are "complementary and seamless." This will bring more "sense of gain" to Taiwan's young people who are working in the mainland and are willing to come to the mainland for development.

Lin Chengduo, who came to Beijing in 1998 to study, admitted that when he was studying, he "felt that after graduation he would go to work in Taiwan-funded enterprises. He never thought he would be able to work in first-class universities and institutions in the mainland." From "31 measures" to "26 measures", he personally experienced "heavy care".

Lin Chengduo said it was not easy for him to apply for a general program of the National Social Science Foundation in 2015 and was lucky enough to be awarded the project. The contents of the "31 measures" relating to the declaration of fund projects "give the green light" for Taiwan researchers working in the mainland to further apply for major projects. As key projects are often related to the declaration of professional titles, the contents of the "26 measures" related to the evaluation of professional titles have solved the "last mile" for the development of Taiwan talents in universities and scientific research institutions on the mainland.

Zhang Baorong, a professor at the Taiwan Research Institute of Xiamen University, told reporters that according to incomplete statistics, more than 2,000 Taiwanese teachers are currently teaching in colleges and universities on the mainland. In recent years, the mainland has issued a lot of policies for Taiwan teachers who come to work in the mainland, and employers in colleges and universities have also adopted flexible and flexible measures one after another. It has better solved the problems of employment, salary, promotion, identification of scientific research achievements, overseas study visits, and so on, so as to enhance the adaptability and stability of Taiwanese teachers and promote their professional development in the mainland.

With regard to Article 21, which mentions that "the projects it participates in and the results achieved in Taiwan are equally regarded as professional work achievements, and the number of years of technical work in Taiwan is equally regarded as the number of years of professional and technical work," Lin Chengduo said. This plays a role in promoting the enthusiasm of employment and promoting the flow of talents. The scientific research projects and achievements of Taiwan talents who are interested in landing and development in Taiwan can be directly recognized by mainland employers and will avoid lengthy certification procedures.

Zhang Baorong said: clearly incorporating the scientific research projects and working years obtained by Taiwan teachers in Taiwan into the scope of recognition can better help Taiwan teachers to achieve continuity in subject professional development. To shorten its transitional period in scientific research and teaching in colleges and universities in the mainland.

Article 24 states that "Taiwan students may apply to their mainland colleges and universities for various types of financial assistance in accordance with the relevant regulations on the basis of residence permits for Taiwan residents. Taiwan teachers and students who teach and study in colleges and universities on the mainland may apply for the same qualifications as public students on the basis of residence permits for Taiwan residents. " Lin Chengduo said that overseas exchange or learning experience is an important criterion for talent selection in some units. In the past, Taiwanese teachers and students were unable to apply through the channels of the National overseas study Fund Commission, and had to go through on-campus exchange programs. There may be some problems of on-campus communication projects, such as self-financing, short time and low institutional selectivity. The "26 measures" have completely solved this problem, so that teachers and students in Taiwan can enjoy the same treatment in this respect, and this is the most "real gold and silver" care of a family on both sides of the strait.

"I've already won one scholarship this year, and I can apply for more in the future." When it comes to the "26 measures," Wang Ruoqi, from Hsinchu, Taiwan, is very happy.

Out of great interest in the history of the Qin and Han dynasties, Wang Ruoqi came to the mainland to "touch the archaeological scene" and is currently a sophomore majoring in archaeology at the School of History of Zhengzhou University.

She was quite "impressed" by the proposal in Article 23 to "further expand the scope of institutions that recruit students from Taiwan and increase the proportion of institutions in the central and western regions and non-subordinate institutions." "I had considered applying for an archaeology major at Northwestern University, but at that time Northwestern University was not yet open to enrolling Taiwanese students." Wang Ruoqi said, "in the future, Taiwan students will not have such regrets." (reporters Li Hanfang, Chen Hongyi, Shuang Rui, Liu Gaoyang)

Closer to demand brings a greater "sense of gain"-- A heated discussion on "26 measures" among teachers and students in Taiwan in mainland China

| gov.cn

Beijing, 15 Nov (Xinhua)-- the "26 measures" have a wider scope and a wider scope, which is another embodiment of sharing development opportunities with Taiwan compatriots and implementing family ties on both sides of the strait. We can all really feel that the mainland's measures to benefit the people in Taiwan are becoming more and more specific and closer to the core needs of the Taiwan people. " Lin Chengduo, director of the Department of Economics at Renmin University of China and a young teacher in Taiwan, told Xinhua.

On the basis of last year's "31 measures," the mainland recently promulgated "some measures to further promote cross-strait economic and cultural exchanges and cooperation" (abbreviated as "26 measures"). When interviewed, Taiwan teachers and students who teach and study in the mainland said they were "full of feelings."

Specifically, Article 21 proposes that "Taiwan compatriots engaged in professional and technical work in mainland universities, scientific research institutions, public hospitals, and high-tech enterprises may equally participate in the evaluation of professional titles in the corresponding series and levels," Lin Chengduo said. The "31 articles" have already mentioned measures to benefit the people in Taiwan, such as Taiwan professionals' participation in project declaration, talent projects, and declaration fund projects. The "26 articles" in the "upgraded version" are "complementary and seamless." This will bring more "sense of gain" to Taiwan's young people who are working in the mainland and are willing to come to the mainland for development.

Lin Chengduo, who came to Beijing in 1998 to study, admitted that when he was studying, he "felt that after graduation he would go to work in Taiwan-funded enterprises. He never thought he would be able to work in first-class universities and institutions in the mainland." From "31 measures" to "26 measures", he personally experienced "heavy care".

Lin Chengduo said it was not easy for him to apply for a general program of the National Social Science Foundation in 2015 and was lucky enough to be awarded the project. The contents of the "31 measures" relating to the declaration of fund projects "give the green light" for Taiwan researchers working in the mainland to further apply for major projects. As key projects are often related to the declaration of professional titles, the contents of the "26 measures" related to the evaluation of professional titles have solved the "last mile" for the development of Taiwan talents in universities and scientific research institutions on the mainland.

Zhang Baorong, a professor at the Taiwan Research Institute of Xiamen University, told reporters that according to incomplete statistics, more than 2,000 Taiwanese teachers are currently teaching in colleges and universities on the mainland. In recent years, the mainland has issued a lot of policies for Taiwan teachers who come to work in the mainland, and employers in colleges and universities have also adopted flexible and flexible measures one after another. It has better solved the problems of employment, salary, promotion, identification of scientific research achievements, overseas study visits, and so on, so as to enhance the adaptability and stability of Taiwanese teachers and promote their professional development in the mainland.

With regard to Article 21, which mentions that "the projects it participates in and the results achieved in Taiwan are equally regarded as professional work achievements, and the number of years of technical work in Taiwan is equally regarded as the number of years of professional and technical work," Lin Chengduo said. This plays a role in promoting the enthusiasm of employment and promoting the flow of talents. The scientific research projects and achievements of Taiwan talents who are interested in landing and development in Taiwan can be directly recognized by mainland employers and will avoid lengthy certification procedures.

Zhang Baorong said: clearly incorporating the scientific research projects and working years obtained by Taiwan teachers in Taiwan into the scope of recognition can better help Taiwan teachers to achieve continuity in subject professional development. To shorten its transitional period in scientific research and teaching in colleges and universities in the mainland.

Article 24 states that "Taiwan students may apply to their mainland colleges and universities for various types of financial assistance in accordance with the relevant regulations on the basis of residence permits for Taiwan residents. Taiwan teachers and students who teach and study in colleges and universities on the mainland may apply for the same qualifications as public students on the basis of residence permits for Taiwan residents. " Lin Chengduo said that overseas exchange or learning experience is an important criterion for talent selection in some units. In the past, Taiwanese teachers and students were unable to apply through the channels of the National overseas study Fund Commission, and had to go through on-campus exchange programs. There may be some problems of on-campus communication projects, such as self-financing, short time and low institutional selectivity. The "26 measures" have completely solved this problem, so that teachers and students in Taiwan can enjoy the same treatment in this respect, and this is the most "real gold and silver" care of a family on both sides of the strait.

"I've already won one scholarship this year, and I can apply for more in the future." When it comes to the "26 measures," Wang Ruoqi, from Hsinchu, Taiwan, is very happy.

Out of great interest in the history of the Qin and Han dynasties, Wang Ruoqi came to the mainland to "touch the archaeological scene" and is currently a sophomore majoring in archaeology at the School of History of Zhengzhou University.

She was quite "impressed" by the proposal in Article 23 to "further expand the scope of institutions that recruit students from Taiwan and increase the proportion of institutions in the central and western regions and non-subordinate institutions." "I had considered applying for an archaeology major at Northwestern University, but at that time Northwestern University was not yet open to enrolling Taiwanese students." Wang Ruoqi said, "in the future, Taiwan students will not have such regrets." (reporters Li Hanfang, Chen Hongyi, Shuang Rui, Liu Gaoyang)



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