The latest news of teachers' salary reform, how much is the living allowance for rural teachers?

20 16 latest news of teachers' salary reform: implementing the living allowance policy for rural teachers. The State Council recently issued "Several Opinions on Promoting the Reform and Development of the Integration of Urban and Rural Compulsory Education in Counties" (hereinafter referred to as "Opinions"), demanding to narrow the gap between urban and rural education, promote education equity, and promote the reform and development of the integration of urban and rural compulsory education in counties as a whole in accordance with the goal of building a well-off society in an all-round way.

According to the Opinions, by 2020, the barriers of urban-rural dual structure will be basically eliminated, and compulsory education and urbanization development will be basically coordinated; The layout of urban and rural schools is more reasonable, the large class size has been basically eliminated, the standardization of schools has made remarkable progress, the allocation of teachers in urban and rural areas is basically balanced, the treatment of rural teachers has been steadily improved, the attractiveness of posts has been greatly enhanced, the quality of rural education has been significantly improved, and the consolidation rate of nine-year compulsory education has reached 95%, basically realizing the balanced development of compulsory education in counties and the equalization of basic public education services in urban and rural areas. China Gold Network July 12

The "Opinions" clarify that the layout plan of urban compulsory education schools should be compiled according to the urbanization plan and the size of permanent residents, so as to ensure the construction land of urban schools and sufficient degree supply. Implement the plan to eliminate large classes, and basically eliminate large classes with more than 66 students by 20 18, and basically eliminate large classes with more than 56 students by 2020. Reform the guarantee mechanism for rural teachers' treatment, implement the preferential policies for rural teachers' income distribution, implement and improve the living allowance policies for rural teachers in concentrated contiguous destitute areas and remote and hard areas, and ensure that the average wage income level of compulsory education teachers in the county is not lower than that of local civil servants.

Implement the living allowance system for rural teachers.

In the aspect of balancing educational resources, the measures are as follows: establishing a long-term supplementary mechanism for rural teachers, establishing an annual supplementary mechanism for teachers according to the principle of "total balance, returning one to make up one", and recruiting, adjusting and supplementing rural school teachers in time; Implement the "public welfare post plan", "three supports and one support plan" and "internship plan for normal students" in rural primary and secondary schools, and carry out "famous teachers" to send teachers to the countryside and give lectures on tour to meet the educational and teaching needs of rural schools; Promote the flow of backbone teachers from urban schools to rural schools, implement the management reform of "county-managed school employment" for primary and secondary school teachers, improve the rotation system of principals and teachers, and adopt various ways and means such as regular exchange, cross-school competition, group running, integrated management of school districts, school alliance, counterpart support, and teachers' shift in township central schools to guide outstanding principals and backbone teachers to flow to rural schools, and gradually realize the institutionalization and normalization of teachers' and principals' exchanges in the region; Improve the ability and quality of rural teachers in an all-round way, implement the "Quality Improvement Project for Rural Teachers", incorporate rural teacher training into the basic public service system, innovate the teacher training mode, ensure the investment of training funds, enhance the pertinence and effectiveness of training, and realize the full coverage of rural teacher training.

In terms of improving the treatment of rural teachers, the measures introduced include: implementing the salary and treatment policy of rural teachers according to laws and regulations, implementing the living allowance system and the rural teachers' assistance plan, effectively improving the housing conditions of rural teachers and enhancing the attractiveness of rural teachers; Strengthen the management of rural teachers' staffing, dynamically adjust the staffing of rural primary schools and teaching points in accordance with the relevant regulations and the combination of student-teacher ratio and head teacher ratio, focusing on solving the problems of beautiful sound and body, shortage of information technology and foreign language teachers and insufficient staffing of some schools in rural schools, and ensuring that rural schools offer all courses prescribed by the state; Professional title (post) evaluation and employment policy is inclined to rural schools. On the basis of maintaining the overall balance of the post structure ratio of teachers in urban and rural schools in the whole region, the setting of middle and senior professional and technical posts is inclined to rural schools, and the highest post structure ratio in the province is implemented. Appropriate relaxation of rural teachers' professional and technical positions (titles) evaluation and employment conditions.

In addition, an honor system for rural teachers will be established. Improve the social status of rural teachers. For rural teachers who have adhered to rural schools all the year round and made outstanding achievements, the indicators are listed separately in the model and outstanding commendation of the district education system, and priority is given to the commendation of superiors; And attract social forces to establish special funds, give material rewards, and vigorously create a social atmosphere that cares for and supports rural teachers.

The coverage of subsidies in most provinces has been greatly improved.

At present, 2/kloc-0 provinces (autonomous regions and municipalities) and Xinjiang production and construction corps (hereinafter referred to as 22 provinces) with concentrated contiguous counties in extremely poor areas have all issued provincial implementation plans. In 20 14, out of 699 contiguous poverty-stricken counties in 22 provinces, 604 counties in 2/kloc-0 provinces implemented living allowance for rural teachers, covering 86% of counties, an increase of 55% over 20 13; There are 67,000 subsidized schools and 949,000 rural teachers. Hebei, Inner Mongolia, Heilongjiang, Anhui, Jiangxi, Hubei, Hunan, Guangxi, Chongqing, Sichuan, Tibet, Gansu, Qinghai, Ningxia, Xinjiang, Corps and other 16 provinces have achieved full coverage of contiguous poverty-stricken areas and counties.

The central and local governments have increased capital investment, and the subsidy standards have gradually increased.

In 20 14, 604 counties invested 3.32 billion yuan in rural teachers' living allowance, an increase of 2.32 billion yuan or 23.2% over 20 13. The central government issued a comprehensive bonus of 2.28 billion yuan, an increase of 65.438+78 billion yuan over 2065.438+03. The per capita monthly allowance is 307 yuan, an increase of 49 yuan compared with 20 13, of which 13% comes from 500 yuan and above, and 46% comes from 300-500 yuan. From the perspective of provincial policies, Hunan, Sichuan, Yunnan, Tibet, Xinjiang, Corps and other places have higher standards. For example, Hunan is divided into three grades: 700 yuan, 500 yuan and 300 yuan according to the location of the school; Sichuan requires no less than 400 yuan, and encourages qualified places to raise subsidy standards; Yunnan implements the standards of 500 yuan in a unified way; Tibet is mainly divided into three grades from 300 yuan to 950 yuan according to geographical categories; Xinjiang is basically divided into seven grades according to the categories of hard and remote areas, from 200 yuan to 800 yuan; Corps average 600 yuan, according to the degree of hardship, remoteness and other factors.

The scope of implementation in several provinces has been continuously expanded, and the driving effect has initially appeared.

Many provinces not only pay attention to contiguous poverty-stricken counties, but also further expand the scope of implementation to relatively difficult remote areas such as poverty-stricken counties in the province, so that more rural teachers can benefit from it. For example, in addition to rural schools in contiguous poverty-stricken areas, Guangxi subsidies also include teaching points in other areas; Jiangxi's subsidy targets are rural primary schools in mountainous areas, reservoir areas and lake areas of the province; Yunnan, Tibet, Qinghai, Ningxia, Xinjiang and other provinces are subsidized by all towns and schools below the provincial level. In addition, under the guidance of the central policy, Jiangsu, Shandong, Guangdong and other provinces without contiguous poverty-stricken areas and counties have also introduced relevant policies to subsidize rural teachers in light of local conditions. For example, on 20 13, Guangdong began to implement the post allowance system for teachers in compulsory education schools in mountainous areas and rural remote areas. In 20 14 years, the standard will be further raised to not less than 700 yuan/month per capita, and the provincial finance will bear 50%-80% of the funds.

In some areas, urban teachers compete to teach in rural schools.

Some implementing counties have formulated higher subsidy standards according to local conditions, such as Jinzhai County in Anhui, luxi county County in Hunan, Fenghuang County, Mabian County in Sichuan and Suijiang County in Yunnan. The highest subsidy standard reaches or exceeds 654.38+10,000 yuan, of which Mabian County has a maximum of 2,000 yuan. Due to the high subsidy standard, the professional attraction of rural teachers in these areas has been significantly enhanced, and there has been a gratifying situation in which urban teachers compete to teach in rural schools.

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