Research On The Issue Of Development Of Non-agricultural Specialty In Local Agricultural Colleges And Universities

The specialty is the basic unit of higher colleges and universities, and also is the joint between colleges and universities. Historically, the specialty in Chinese has undergone five periods: sprout period, foundation period, setback period, development period, and adjustment and expansion period. At the same time, the specialty in agricultural colleges and universities has also gone through three phases: the formation of the agricultural specialty, the change and evolution of the specialty (appearance of non-agricultural specialty) and the integration and development of the specialty.At the beginning of the build of the agricultural colleges and universities, the specialty in local agricultural colleges and university was all agricultural specialty. Along with social progress and economic development, local agricultural colleges and universities have begun to recruit the non-agricultural students and set up new specialty. Especially in 1990's along with the increasing development of Chinese higher education and the comprehensive development of agricultural colleges and universities, disciplines specialty increasingly have developed and non-agricultural specialty unceasingly has emerged in local agricultural colleges and universities. Nevertheless, because of the insufficient inborn, because of improper control of the relation "the unity and diversity of something", its development process in exist of some problems are increasingly convex to appear, such as financial aids, faculty building, disciplines development, scientific research and non-agricultural graduates employment.Based on the comprehensive analysis of the issue of the non-agricultural specialty in local agricultural colleges and universities, the main body of a book concludes some tactic studies to guarantee a high profession health of the non-agricultural colleges and universities to develop continuously. Namely, adjusting the specialty with marked orientation and social demand; developing non-agricultural specialty with core ability theory; developing cooperation; using rationally educational resources to improve economic benefit in running non-agricultural specialty.