What should rural education do?

First, further promote the development of rural compulsory education. At present, China's rural compulsory education has stood at a new historical starting point, which has initially solved the problem of rural children's "learning", but it also faces some new situations and problems, especially the education of left-behind children, children of migrant workers, and the problem of a few children dropping out of school due to school merger. This is a phased product of the acceleration of China's industrialization and urbanization and the outward transfer of rural surplus labor force, and it is also a prominent problem we will face for a long time to come, which must be highly valued.

The first is the education of left-behind children in rural areas. There are more than 20 million left-behind children in rural areas, and their biggest problem is the lack of family ties. "Boarding system", "trusteeship paternalism" and "family communication platform" are all effective measures. However, at present, the government-led pension service system is not perfect, and the work in various places is uneven; New problems such as the "reverse guardianship" of left-behind children to the elderly and the need for special attention for left-behind girls are constantly emerging. The focus of future work is to take the government as the leading factor and increase the care service for left-behind children in rural areas. Rural boarding schools should be equipped with life and psychological teachers and necessary management personnel to meet the needs of left-behind children in rural areas. Encourage care activities such as "surrogate parents", "caring mothers" and "trusteeship centers". Strengthen the mental health education of left-behind children and enrich their extracurricular and off-campus life. In short, efforts should be made to create a good environment for the healthy growth of left-behind children.

The second is the education of children of floating population. In order to solve the problem of migrant workers' children's difficulty in attending school, the state has issued a series of policies, which clearly put forward the policy of giving priority to the management of importing countries and giving priority to full-time public primary and secondary schools, that is, the "two-oriented" policy, which requires equal treatment of local students in terms of fees and subsidies, and guarantees their equal right to receive compulsory education. In the past two years, the central government has invested about 5 billion yuan in special funds every year to supplement the public funds of schools that receive migrant children of migrant workers and improve the conditions for running schools. However, it should be noted that the task of ensuring the children of migrant workers to "study hard" is still very arduous, and all sectors of society are highly concerned about it. The next step is to realize the "two-oriented" and "full coverage" of compulsory education for children of floating population. It is necessary to gradually improve the public financial guarantee mechanism for compulsory education for migrant children of migrant workers, and the government in the importing area is responsible for it. Standardize and support private schools that mainly accept migrant children of migrant workers. Pay close attention to the study and formulation of measures for migrant children of migrant workers to take entrance examinations in their places of residence after receiving compulsory education. Strengthen the guidance and education of migrant children in psychology, culture and customs. So that they can better integrate into the study and life of the input place.

The third is to run boarding schools and village teaching points well. We have been paying attention to boarding schools for some years, and the effect is very good in practice, which is conducive to the centralized use of educational resources and the guarantee of teaching quality. This work should be done not only frequently, but also according to local conditions. Generally speaking, we should gradually increase investment, appropriately expand the scale and raise the level as soon as possible. We should also have a correct understanding of the problem of village teaching points. Our goal is to make every child go to school. If children drop out of school because of the merger of schools and the long journey to school, it runs counter to our policy. There are some primary schools all over the world, and some even have only a few students. If rural people and rural children really need it, some village teaching points should be well maintained and run well. This matter is particularly important in mountainous areas, remote areas and pastoral areas.

Second, continue to vigorously develop rural ordinary high school education and secondary vocational education. At present, the gap between rural high school education and urban education in China is obvious, and there are many difficulties and problems: many rural high schools are short of school conditions and teaching resources, and the phenomenon of large class size and super-large class size is still common, and experimental equipment, books and information facilities obviously cannot catch up with cities; The funds for running a school are tight, and the phenomenon that "eating depends on finance, operation depends on fees, and construction depends on borrowing" is still widespread, and a perfect fund investment mechanism has not yet been established; The mode of running a school is similar, the tendency of exam-oriented education is more serious, the problems of "one thousand schools on one side" and one-sided pursuit of enrollment rate are outstanding, and the burden on students and learning pressure are great. We must vigorously strengthen the rural ordinary high school education. First, support rural areas, especially those in the central and western regions and ethnic areas where the nine-year compulsory education started late, further expand the scale of running ordinary high schools, improve the popularization level, and meet the needs of junior high school graduates to receive high school education. At the same time, comprehensively improve the conditions for running rural ordinary high schools, so that they can fully meet the basic school-running standards set by the state and narrow the gap with urban schools. The second is to improve the investment mechanism with financial input as the main part and other channels to raise funds as the supplement, formulate the basic standards for the average funding for ordinary high school students and the average financial allocation for students, and gradually increase the proportion of financial budget allocation to rural ordinary high school education funds. It is necessary to bring ordinary high school debts into the scope of local government debts and make overall plans to study and solve them. The third is to promote the diversified and characteristic development of rural high school education, change the past tendency of paying too much attention to further studies, improve the diversity and selectivity of courses, and meet the development needs of students with different potentials.

Vocational education is an education for all people and employment. Learning a skill and increasing employability is not only an urgent requirement of many rural children, but also a realistic choice, so it is particularly important to vigorously develop rural vocational education. At present, the conditions for running rural vocational education are weak, the resources are insufficient, the number of teachers in rural vocational education and agriculture-related majors is seriously short, and the state's policy of reducing tuition fees for secondary vocational schools needs to be improved. Many students in ethnic areas and students from poor families still have difficulties in receiving secondary vocational education. Five things should be done well in this regard: First, the tuition-free scope of secondary vocational education should be extended to all rural students as soon as possible, and more junior high school graduates should be encouraged and guided to receive secondary and above vocational education. The second is to build a number of rural vocational schools and agriculture-related majors. The state will, according to needs, use treasury bonds to support the reconstruction and expansion of qualified rural vocational schools. The third is to improve the modern vocational education system, so that the scale, specialty setting, curriculum system, evaluation and assessment of vocational education can adapt to economic and social development. Fourth, vigorously promote the "work-study combination" and "school-enterprise cooperation" mode of running schools, increase policy support, and attract more graduates to join modern agriculture and new rural construction. Fifth, strengthen rural vocational education and the training of new teachers in agriculture-related majors, and take various effective measures to attract and ensure more outstanding graduates to teach in rural vocational schools and agriculture-related majors.

Third, accelerate the development of rural preschool education. Preschool stage is the most important enlightenment period in life. International experience shows that fair opportunities for preschool education mean a fair starting point in life, which is conducive to eliminating poverty, narrowing the social gap and promoting social equity. Therefore, vigorously developing preschool education, especially rural preschool education, so that every child has a good start in life is a major project related to educational equity, social stability and improvement of people's livelihood, and also a major issue related to the future national quality and comprehensive national strength. However, at present, rural preschool education resources are seriously insufficient, financial investment is insufficient, kindergarten conditions are poor, and teachers are not perfect. It is more difficult to enter the park in rural areas than in cities. Rural preschool education is the weakest link in the whole educational development in China. Not long ago, the State Council issued "Several Opinions on the Current Development of Preschool Education", which clarified the relevant policies to support the development of preschool education and started the implementation of the rural preschool education promotion project. The state will set up special funds for the development of preschool education. During the "Twelfth Five-Year Plan" period, the central government will increase capital investment on a large scale, which will drive local governments to increase investment and vigorously develop rural preschool education. The key is to adhere to the principles of public welfare and inclusiveness, increase financial input and share it reasonably with families, accelerate the construction of a public service system for rural preschool education with wide coverage, basic guarantee and quality, and build a team of preschool teachers to meet the needs of rural preschool education development, so that rural children, especially left-behind children, have the opportunity to receive good preschool education and grow up healthily and happily.

Third, focus on improving the quality of rural education.

Improving the quality of education is a major issue and difficult problem for all levels of education. The quality of rural education not only directly determines the overall quality of China's basic education, but also is an important aspect to realize the fairness of education for all. At present, the reform and development of rural education are generally lagging behind, and the overall quality of education is not high. Mainly manifested in: the concept of education is relatively backward, and it is difficult to promote the curriculum reform aimed at quality education; The allocation of educational resources is generally short, which is difficult to support the needs of curriculum teaching reform and the national curriculum is difficult to be fully implemented; Teaching reform lags behind, teachers' teaching concepts and methods are relatively old, and the tendency of exam-oriented education is very serious. All these have affected the all-round development of students and the improvement of their comprehensive quality, as well as the cultivation of innovative spirit and practical ability. It is particularly urgent to improve the quality of rural education.

Improving the quality of rural education depends not only on improving school conditions, but also on promoting education and teaching reform. Comparatively speaking, the task of education and teaching reform is more arduous. Our existing talent training model, school-running model and school-running system have a long history, and there are complex subjective and objective reasons. It is not easy to change them, and there is no ready-made way to go. However, it is impossible to improve the quality of education without reform. I want to discuss three issues with you: first, vigorously promote the reform of school curriculum teaching. In this regard, both urban schools and rural schools have a lot of work to do. How to change it? It is necessary to establish the educational concept of "all-round development", "everyone becomes a talent" and "diversified talents", adhere to the fundamental requirements of educating people, adhere to the basic direction of putting moral education first, paying attention to ability and all-round development, teach students in accordance with their aptitude, respect and encourage students' personality development and specialty training, that is, to engage in "quality education" instead of "exam-oriented education" and "national education" under the fierce competition for further education, and cultivate diversified talents in the whole society. Society needs all kinds of talents, and everyone should be a useful talent. It is necessary to innovate teaching methods, pay attention to heuristic education, combine learning, thinking, knowing and doing, and guide students to learn to be human, learn to learn and learn to do things. The second is to reform the education evaluation system and examination system. The influence of education evaluation system and examination system is everywhere, guiding the development direction of education like a baton. In order to effectively promote quality education, it is necessary to establish a set of educational evaluation system and examination system suitable for quality education. The third is to advocate educators to run schools. Principals of primary and secondary schools are the "leaders" in running schools. In the past, Zhang Boling and others were primary school principals among educators. Now some people regard the "principal" as an "official" and pay attention to the level of treatment. This tendency must be changed. Only by cultivating primary and secondary school principals into real educators can our educational cause have great hope.

Fourth, increase investment in rural education.

Investment is the key problem that restricts the development of rural education at present. In the coming period, the state will continue to increase investment in social undertakings, focusing on rural social undertakings, with rural education as the top priority. In terms of rural education investment, we need to deal with three problems: First, increase the total investment substantially. According to the requirements of the Outline of the National Medium-and Long-Term Education Reform and Development Plan, the national fiscal education expenditure will account for 4% of GDP by 20 12, and more funds will be guaranteed to support the development of education. At the same time, it is necessary to optimize the investment structure and focus on weak links such as rural education, vocational education, preschool education and special education. It is necessary to gradually narrow the gap between urban and rural school conditions, the per capita funding gap between urban and rural compulsory education students, and the income and treatment gap between urban and rural teachers. Continue to improve the national student aid system. For children with family difficulties, we should help them through various channels to prevent a child from dropping out of school because of poverty. The state will allocate funds to provide nutritional subsidies for rural primary and secondary school students in poverty-stricken areas in the central and western regions so that children can eat well. Where conditions permit, it is necessary to establish a school bus system, equip with the best vehicles and drivers, implement the best management, and build a safe "green passage" for children. The second is to improve the input mechanism, optimize the allocation of resources and improve the input performance. To run education well, especially rural education, we should not only be willing to spend money, but also find ways to spend it well. Unless the investment mechanism is solved, no amount of money will be enough. In recent years, we have carried out many educational projects with obvious results, but there are also some problems of redundant construction and waste of resources. Some places have just built beautiful new primary and secondary school buildings, but the number of students is gone or insufficient. To improve the education investment system, the general direction is that the central government gradually reduces all kinds of special education transfer payments, increases general education transfer payments, and gives local governments, especially grass-roots governments, greater autonomy in controlling education funds. Of course, the investment in education is still in the big plate of education and cannot be used for other purposes. It is necessary to integrate some existing special funds and use them as a whole to improve the efficiency of fund use. The third is to strengthen urban and rural planning. We should give full consideration to new situations and changes such as the rapid development of urbanization and the children of migrant workers going to cities to study, optimize the allocation of educational resources and the layout of schools, and improve the efficiency of resource utilization. The school layout and class size should be based on the local economic development, urbanization process and geographical distribution, adjust measures to local conditions, seek truth from facts, set up reasonably, and do not engage in "one size fits all". It is impossible for rural children to run more than ten miles to school every day, and it is also necessary to prevent schools in county towns and central towns from "making a fuss" and "large classes" for hundreds of people. In short, it is necessary to integrate the educational resources between urban and rural areas, adjust the layout of schools, gradually narrow the differences in resource allocation between urban and rural schools, and promote the rational flow of educational resources between urban and rural areas. Especially in the compulsory education stage, we should actively promote urban-rural integration and balanced development.

Verb (abbreviation of verb) innovates rural education management system

To develop rural education, we must first solve the deep-seated problems of the system and mechanism. We should focus on transforming government functions and simplifying administration and decentralization, deepen the reform of education management system, and improve the level of public education services. First, further improve the "county-oriented" rural compulsory education management system. It should be noted that compulsory education in rural areas has changed from "running schools and managing them at different levels" to the management system of "under the leadership of the State Council, local governments are responsible at different levels and counties are the mainstay", which is a major progress. However, due to the uneven economic development in various places, some local counties have financial difficulties, and the education funds in the budget cannot be allocated in time, which makes it difficult for rural schools to operate normally. In order to improve the education management system, the Outline of the National Medium and Long-term Education Reform and Development Plan points out an important direction, that is, to strengthen the overall planning of education by provincial governments. For counties with financial difficulties where compulsory education cannot meet the unified standards of the province, the provincial finance is responsible for financial subsidies and comprehensive balance. The central government gives appropriate support to the underdeveloped areas in the central and western regions. Where conditions permit, we can take the lead and accelerate the exploration and establishment of a new "province-oriented" rural compulsory education management system. The second is to effectively increase the vitality of running schools. It is necessary to gradually change the single mode of school management by the administrative department of education, and comprehensively use measures such as legislation, policy guidance, planning, funds and information services to reduce unnecessary direct intervention. The third is to improve the management of educational institutions. The management of educational institutions is the basic management system to ensure the quality of education and rationally allocate teachers' resources. At present, some rural primary schools in some places reflect the shortage of teachers, and some courses such as style, science and information technology cannot be offered because there are no teachers. These problems are actually problems of establishment management. For a long time, educational institutions have been determined according to the ratio of students to teachers. In the context of the rapid decline of students in some rural areas and the low completion rate, the staffing management should also emancipate the mind, seek truth from facts, reform and innovate, and explore more scientific and reasonable staffing management methods in accordance with the principle of "total control, urban and rural planning, structural adjustment, increase and decrease". You can compare the ratio of students to teachers with the ratio of classes. In a word, the establishment management should ensure the normal teaching activities in rural schools, and the teaching content should not be cut corners because of the shortage of teachers. The fourth is to support the development of rural private education. This can not only increase the supply of rural educational resources and reduce the pressure on the government, but also help to introduce competition mechanism and improve the quality of running schools. At present, the development of rural private education in China is particularly lagging behind, and there are some institutional obstacles. Judging from the practice of all countries in the world, it is impossible for the government to cover all education. For example, in rural preschool education, high school education, secondary vocational education and other fields, private education is actually promising and even has its own advantages. Governments at all levels should create a good and relaxed environment for the development of urban and rural private education, implement relevant national laws and regulations, and protect the rights and interests of private education in terms of establishment, enrollment, certification, financial subsidies, and school autonomy. , so that private schools and public schools treat each other equally before laws and policies, forming a new situation in which public and private education develop together. Private education should also be run by educators, truly committed to education, not for profit.

Sixth, cultivate high-quality rural teachers.

Teachers are the foundation of education. Only a good teacher can have a good education. There are more than 9 million rural teachers in China. They have been working in a hard and harsh environment for a long time, working conscientiously, regardless of fame and fortune, and being unknown, which has made indelible contributions to the development of rural education in China. In some remote villages, teachers are not only the backbone of education, but also responsible for spreading advanced culture and technology and improving farmers' labor skills and entrepreneurial ability. As Mr. Tao Xingzhi said, schools are the center of rural areas, and teachers are the souls of schools and rural areas. In short, the rise and fall of the whole village, in general, the fate of the whole nation is in the hands of primary school teachers.

The CPC Central Committee and the State Council have been paying close attention to the growth of rural teachers. In recent years, we have done several important things in strengthening the construction of rural teachers around promoting educational equity. First, the policy of free education for normal students was introduced in six normal universities directly under the Ministry of Education, and 46,000 normal students were enrolled for four years. The first batch of 65,438+/kloc-0,000 graduates all teach in primary and secondary schools, and more than 90% teach in primary and secondary schools in the central and western regions. The second is to start the implementation of the "National Primary and Secondary School Teacher Training Plan". In 20 10, the central government allocated 550 million yuan to train primary and secondary school teachers150,000, of which rural teachers accounted for 95.6%. The third is to implement the "special post plan" to encourage college graduates to teach in rural areas. Since 2006, nearly 300,000 special post teachers have been recruited to teach in more than 30,000 rural schools in 22 provinces and autonomous regions in the central and western regions, and the retention rate of special post teachers has reached 87% for two consecutive years after their service expires. The fourth is to take the lead in implementing the performance pay system in compulsory education schools. According to the survey, after the implementation of performance pay, the salary of rural teachers increased by 34%, which was significantly higher than that of urban teachers. The fifth is to implement the construction of teachers' turnover dormitory in rural schools in remote and hard areas. Since 20 10, the central government has invested 2 billion yuan to build 40,000 sets of circulating dormitories. Through the implementation of these major measures, the situation of rural teachers has been greatly improved.

We should also see that the construction of rural teachers is still a prominent problem affecting the development of rural education, the overall quality of teachers still needs to be improved, teachers' income and treatment need to be improved, and teachers' management mechanism needs to be improved. Therefore, it is necessary to further study and improve relevant policies and measures: First, improve the education of free normal students, further clarify the policy orientation, focus on cultivating a large number of backbone teachers for rural schools, and support the professional growth and long-term development of free normal students who teach in rural schools. Second, we should strengthen the training of rural primary and secondary school teachers. The funds of the "National Training Plan" are mainly used for the training of rural teachers, especially those in weak disciplines such as music, sports and fine arts. Third, improve the normal supplementary mechanism of rural teachers, and take various measures to supplement a large number of college graduates for rural schools while improving the "special post plan". The fourth is to establish a regular rotation exchange system for teachers and promote the regular rotation exchange between teachers and principals of compulsory education schools in the county. Fifth, encourage all localities to establish and improve the system of urban teachers supporting rural education, and take it as an important basis for the promotion of professional titles and positions, and do a good job in the educational practice of normal students in rural schools and replace the off-the-job training of rural teachers. Sixth, improve the system of teachers' entry and exit, strictly follow the establishment of qualified new teachers, gradually promote the reform of teacher qualification examination and regular registration system on the basis of pilot projects, improve the normal exit mechanism of rural teachers, and solve the prominent contradiction of overstaffed people and overstaffed people. Seventh, improve the incentive mechanism. The State Council is about to make arrangements to carry out the pilot reform of primary and secondary school teachers' professional titles in some parts of the country, and raise the highest professional titles of primary and secondary school teachers from deputy senior and intermediate to full senior. This is the recognition of the value of the majority of primary and secondary school teachers, and it is also an important measure to encourage more highly educated and high-quality talents to engage in primary and secondary education.

The key to building a high-quality team of rural teachers lies in party committees and governments at all levels. Governments at all levels must take the construction of rural teachers as a top priority, do everything possible to improve the working, learning and living conditions of rural teachers, and let the vast number of rural teachers stay, develop and be respected. It is necessary to ensure that the average salary level of teachers is not lower than that of national civil servants according to law, and gradually improve it. It is necessary to care about the physical and mental health of rural teachers, implement and improve social security systems such as medical care and old-age care for rural teachers, speed up the construction of rural teachers' revolving dormitories, and develop affordable housing for rural primary and secondary school teachers in places where conditions permit. For teachers who have been working in rural grassroots and hard and remote areas for a long time, it is necessary to implement the necessary tilt in terms of salary and professional title evaluation, and raise the subsidy standard for Tianjin. It is necessary to vigorously publicize the advanced deeds of the education front, so that respecting teachers and attaching importance to teaching become a common practice.

In the final analysis, the development of rural education depends on the enthusiasm and dedication of rural teachers. The work of rural teachers is both ordinary and noble, and those who devote themselves to this cause are people with noble moral sentiments and people who are beneficial to society. I hope all teachers will cherish the most glorious career under the sun. Here I want to give you some hope:

First, be selfless. Rural education is a good thing to benefit farmers, which is not only sacred and glorious, but also promising. People's teachers should regard shaping people's souls and devoting themselves to education as their lifelong beliefs, and regard work as a lifelong struggle, not a temporary one. Every rural teacher should carry forward the spirit of "holding a heart without taking away half a blade of grass", regard himself as a bright light, be willing to sow the seeds of knowledge in unknown corners, and achieve extraordinary career in ordinary posts.

Second, be full of love. Education is the resonance of love and the echo of heart to heart. Love is the soul of a teacher. Only by loving students can teachers educate students well. On the fertile soil of education, it is the teacher's love that lights up the lamp and lights up the students' hearts. To be an excellent rural teacher, we must first love the countryside, farmers, rural education and rural children. "Cultivate love with love". It is more important to cultivate children to have a pure, upright and kind heart from an early age than to instill specific knowledge. Every teacher should treat students as friends and relatives, do everything for students, pay attention to the growth of each student, and dedicate selfless love and tolerance to students. Rural teachers should pay special attention to caring for, caring for and helping students with family difficulties, learning difficulties and physical diseases, and do not give up every student and prevent rural children from losing at the starting line of life.

Third, we should improve our quality. "Teachers are role models." Everything a teacher says and does is an example for students to learn. The quality of teachers directly determines the final effect of education. Especially in rural areas, children's educational resources are relatively limited, and the sources of knowledge and information are not as diverse as those in cities. Teachers are even more "perfect idols in children's hearts", and their influence on young minds is irreplaceable by any textbook, any moral proverbs and any reward and punishment system. This requires all rural teachers to persist in lifelong learning, constantly update their knowledge, absorb all good things from books, the masses and life, and contribute to the flowers of the motherland. We should not only pay attention to words and deeds, but also pay attention to words and deeds, so as to be both virtuous and artistic, to be a teacher and to be "both beautiful and cautious", to educate and influence students' conduct with our exemplary conduct, to cultivate and purify students' hearts and win the respect of the whole society.

Fourth, we should teach and educate people. Teachers should never forget that they are engineers of the human soul. Teachers should not only teach students to seek knowledge, but also teach them to be human beings. For rural children, going to college and jumping out of the farm is often their dream and the expectation of the whole family, but it should not be the only purpose of education. The purpose of education is to cultivate people with all-round development in morality, intelligence, physique and beauty and people who are useful to society. In rural education, we should encourage students to be close to nature, the masses and life, and encourage them to love their hometown, farmers and relatives, so as to be willing to undertake the important task of building a new socialist countryside.

Running rural education well is a project of people's livelihood and people's hearts, and it is the road of hope and light in rural areas. We should shoulder this great and glorious historical responsibility, and through unremitting efforts, all rural children can learn academically, accept the baptism of modern civilization and make new contributions to the great rejuvenation of the Chinese nation!