The local government has set up the Pujiu office, but it is still unknown whether the implementation is tough. According to the survey, Hepujiu's office has not been recognized by local residents, and many residents simply don't know its existence. But it is also likely to be a superficial article or form made by the local government to cater to the national nine-year compulsory education policy. The state and Xinjiang Province should attach importance to compulsory education in these backward and poor counties. On the one hand, they should force government officials to attach importance to education, so that the evaluation and promotion of officials can be linked to the local education level. If the education level of the state, city and county units in the province is evaluated at the bottom every year, the local top leaders can be fined, demoted and dismissed. Excellent units can increase the allocation of educational funds, and local officials can get various spiritual or material rewards. On the other hand, they can strengthen the education awareness training for government officials. They can concentrate on training in backward states, cities and counties in the province every six months and visit advanced units of compulsory education in the province and the mainland.
2. The government will increase investment in bilingual schools, focus on building and supporting several bilingual schools, improve the quality of students in bilingual schools, explore various employment channels, and improve the employment rate of bilingual graduates.
To solve all the problems in this county, first of all, the state and Xinjiang province and this county should increase investment in bilingual education in this county, focusing on establishing and cultivating several bilingual schools in each state, city and county where ethnic minorities account for the vast majority, and cultivating a group of teachers with high management and teaching level. In terms of policies and funds, they are inclined to these schools. The education expenses of students are completely free, and appropriate subsidies are given to bilingual students with family difficulties. Increase the subjects of bilingual teaching, enrich the teaching content, and make the teaching content deep, precise and practical. The state-owned enterprises, governments and institutions in this province can focus on bilingual graduates and set up employment guidance and training institutions for bilingual graduates. The government can recommend bilingual graduates to all employers. If the county is rich in tourism resources, mainly natural scenery and ethnic customs, the government can encourage bilingual students who graduate from colleges and universities every year to use their unique advantages to start businesses and set up performance groups, souvenir shops, restaurants and accommodations with ethnic characteristics in the tourist area.
3. Establish teacher training institutions and introduce talents.
There is still a certain gap between the compulsory education teachers in this county and the national standards, and the cultural level of teachers in various towns and villages is uneven, and the teaching quality is not high. The government should set up a teacher training institution in this county to introduce teachers from the mainland with high salaries and preferential conditions. Let newly graduated college students receive on-the-job training before taking up their posts. Paying attention to the use of local talents, we can put high school graduates who fail in the college entrance examination every year, but have both ability and political integrity, first carry out teacher training, obtain teacher qualification certificates and then work with certificates, and assign them to primary schools. This not only makes rational use of local talents, improves the quality of the population, but also saves high external teacher fees for schools in this county every year, which can be used for other school construction.
4. Establish a provincial-based management mechanism.
Before 200 1, China implemented a system of running schools at different levels and managing them at different levels. Due to the differences in history, region and economic structure, the economic development in different regions is extremely unbalanced. The system of running schools at different levels and managing them at different levels makes compulsory education closely related to regional economic development, which directly leads to the imbalance in the distribution of educational resources between regions and between urban and rural areas, and then leads to the imbalance in the development of compulsory education. The county-based compulsory education management system implemented in 200 1 ensures the timely and full payment of teachers' salaries, is conducive to the adjustment of school layout and the optimal allocation of educational resources within the county, promotes the equalization of compulsory education development within the county, and plays a very important role in the development of compulsory education in primary and secondary schools. However, this system still hasn't changed the foundation on which the education management mechanism is built, because in a county, the rural economic gap is generally not very big, and the education gap dominated by counties is mainly reflected between urban and rural areas. Because of the interdependence between economic gap and education gap, this mechanism still has great differences in education in different regions of a province, and county-level finance determined by economic gap is powerless to adjust the education gap between urban and rural areas. For economically backward areas, part of education expenditure accounts for 30% of fiscal expenditure. On the other hand, due to the weak nature of the economy in ethnic minority areas, the transfer payment of special education funds to the state or province is often misappropriated, which is the fundamental reason. In fact, within a province, the differences between towns and villages are generally great; However, within the jurisdiction of a county, the differences between towns and villages are generally small. Therefore, it is difficult for county-level overall planning to effectively adjust the educational differences between urban and rural areas. In addition, the county-based management system has brought great pressure to poor counties. In order to complete the task of compulsory education, they climbed the hill in debt and basically completed the task under extremely difficult circumstances. Most of the talents trained for the country in poverty-stricken areas do not serve in poverty-stricken areas (only 1% of the talents exported from counties return). This county-based management system is actually a burden passed on by the state. Therefore, in order to ensure the balanced development of education in a wider scope, it is necessary to establish a provincial-level education management mechanism in the short term. For the backward minority areas in the west, the principle of central and provincial financial allocation is implemented, which supports the development of compulsory education in minority areas, implements free compulsory education in rural areas, and gives boarding school students subsidies for living difficulties. This is a long-term measure to fundamentally solve the poverty and backwardness of ethnic minorities, and it is also a compensation for cultivating talents in poor and backward areas.
5. The state has increased its investment in compulsory education in the western region, focusing on the construction of supporting facilities for school teaching software and hardware.
The root of educational difficulties in this county is the lack of educational funds. While increasing investment in compulsory education in poverty-stricken provinces, cities and counties, the state should establish a mechanism of fund allocation and actual supervision, truly allocate education funds to schools in poverty-stricken counties and townships, supervise schools to use all the special funds for building school teaching hardware and software facilities, and set up an expert evaluation team to evaluate the campus construction standards of various schools.
6. Strengthen distance education and teaching cooperation with mainland schools.
According to the information we have, in recent years, the national education policies directly promulgated by the state mainly focus on higher education in Tibet and Xinjiang, counterpart support policies, national language and writing policies and national education policies. There are relatively few policies specifically for basic education in ethnic minority areas in China, and most of them are in the overall outline of the development of ethnic education. After the Cultural Revolution, * * * held three national conferences on ethnic education, and formulated a series of principles and policies to develop ethnic education in coordination with the national education reform.
Because many ethnic minorities in China are located in remote and poverty-stricken areas, the educational conditions are very limited, the educational resources are in serious shortage, the teaching staff is unstable and the foundation is poor, and there is a big educational gap between ethnic groups and sexes. Because of its own advantages, distance education has broken through the obstacles of traditional education, which is of great significance for promoting educational equality among nationalities, genders and regions. However, it is not enough to implement distance education in remote ethnic minority areas, but also need corresponding new policies, such as teachers' incentive and training policies, teaching evaluation policies, and policies that are conducive to promoting the common development of residents in this community. The formulation of these policies needs in-depth and systematic investigation and study according to the characteristics of ethnic minority areas and local reality, so as to form empowerment policies that are conducive to endogenous development, promote equal educational opportunities and reflect the subjectivity of local teachers and students. Therefore, such policy research is of great practical significance for us to promote the development of distance education in minority areas, and it is also an important supplement to the lack of policy theory of distance education in China.
Before liberation, distance education in China was mainly secondary education. From the founding of New China to the early 1990s, distance education in China was mainly based on higher education and vocational and technical education. It was not until the middle and late 1990s that the project of developing distance education in basic education began to be put on the agenda from the technical and operational levels, and the government began to pay more attention to distance education in basic education from the policy level, especially in rural areas, western regions and ethnic minority areas, and the corresponding theoretical research was gradually enriched.
At present, there are 530,000 rural primary and secondary schools (including rural primary school teaching points) below the county level, accounting for 88% of the total number of primary and secondary schools; The number of students in school is 6.5438+62 million, accounting for 865.438+0% of the total number of primary school students (People's Daily Overseas Edition). These regions, especially the central and western regions, are quite different from developed regions in terms of teaching conditions, educational resources, teacher level and teaching quality. In order to transport high-quality educational resources to these areas and let children in rural areas and central and western regions enjoy the same educational opportunities and conditions, distance education has become one of the most basic choices.
On the one hand, the establishment of distance education can make full use of electronic equipment in schools and make full use of idle resources; On the other hand, it can improve the teaching quality, open the horizons of teachers and students, and also improve the teaching level of teachers.
Xinjiang is a big education province and Yili is a big city, but its financial resources are limited. In 2007, the general budget revenue was only 654.38+56.7 million yuan, and Gong Liu County was a poverty alleviation county in Yili Prefecture. Economic backwardness is an important reason that restricts the development of education. The most important and fundamental way to change the poverty and backwardness in minority areas and realize national unity and prosperity is to improve the cultural quality of minority population and their ability to participate in employment competition. Good compulsory education is of great significance to the improvement of national quality and the development of national economy.