The first is "reconfiguration". Rational allocation of resources is the fundamental measure to promote the balanced development of compulsory education. Compulsory education is government education. Education administrative departments at all levels should fully understand the important role of promoting the balanced development of compulsory education in building a harmonious socialist society from the perspective of practicing Theory of Three Represents and implementing Scientific Outlook on Development, regard this work as an important task to realize the development of compulsory education after the "two basics", study and put forward the objectives, tasks, implementation steps and policy measures to promote the balanced development of compulsory education in this region, and incorporate them into the overall plan of local education reform and development. We should conscientiously implement the working policy of "consolidating, deepening, improving and developing", further focus on running every school well and paying attention to the healthy growth of every child in compulsory education, effectively curb the widening educational gap between urban and rural areas, between regions and between schools, especially increase the investment in compulsory education, actively improve the running conditions of rural schools and weak schools in cities and towns, and gradually realize the balanced development of compulsory education. We should promote the balanced allocation of educational resources in the region from the aspects of hardware and software, and strive to run every school well. Promote the standardization of schools, cancel the setting of key schools and key classes, unify the standards of public funds and per capita education funds, and intensify the transformation of weak schools. Implement the exchange system between teachers and principals in the region and strengthen the construction of teachers in weak schools. Strengthen the construction of educational informatization and build a platform for sharing high-quality educational resources.

The second is to "narrow the gap". Take active measures to gradually narrow the gap between school conditions, concentrate on speeding up the transformation process of weak schools, and reduce the number of weak schools in the region as soon as possible. It is necessary to give full play to the radiation and leading role of public schools with high-quality educational resources, and promote the transformation of weak schools by integrating, reorganizing and sharing educational resources with weak schools. It is necessary to adapt to the new situation of accelerating urbanization, adjusting rural organizational system and population changes in various places, rationally allocate public education resources, and appropriately adjust and cancel a number of weak schools with insufficient students, poor school conditions and low education quality when building, expanding and rebuilding schools, so as to solve the problem of large class sizes in towns, counties and surrounding schools with concentrated population. Optimizing school layout, improving school conditions and supporting weak schools are effective measures to accelerate the balanced development of basic education. 1999, Shanghai officially launched the "Shanghai Primary and Secondary School Standardization Construction Project". In three years, 520 weak schools were merged and more than 300 primary and secondary schools were rebuilt according to the new standards. School facilities and other school conditions have been greatly improved, and the differences between schools have narrowed. Jiangsu province began to adjust the layout of newly-built primary and secondary schools from 200 1, combining the adjustment of school layout with the transformation of weak schools to narrow the gap between schools.

The third is "guaranteed investment". Insufficient total funds for compulsory education and unbalanced regional development are two problems that countries all over the world have encountered to varying degrees in the historical process of popularizing compulsory education. The government plays a leading role in the input of compulsory education, and establishing a standardized financial transfer payment system for compulsory education is a common practice in all countries to solve these two problems. Japan and South Korea, which are adjacent to China, are two typical examples of economic rise after World War II. Their governments all attach great importance to education investment and make universal compulsory education funds the focus of investment. Therefore, it is necessary to effectively implement the requirements of the "three growth" of education funds and that the new education funds should be mainly used in rural areas, adopt a preferential policy for the transformation of weak schools in terms of funding input, and give priority to supporting the transformation of weak schools in the urban education surcharge. It is necessary to strengthen the overall planning of all kinds of education funds, do everything possible to increase investment in rural schools and weak schools in cities and towns, and effectively improve the conditions for running schools in rural schools and weak schools in cities and towns.

The fourth is "improving quality". After everyone goes to school, people's concern about educational equity is mainly reflected in the quality of education. Promoting balanced development should be based on improving quality and pay more attention to the connotation development of education. Comprehensively implement the Party's educational policy, promote quality education, deepen the reform of teaching content, curriculum system and teaching methods, and promote the all-round development of students' morality, intelligence, physique and aesthetics. Effectively reduce the burden of students' schoolwork, free students from the pressure of exam-oriented education, study lively, and grow up healthily and happily.

It should also be noted that promoting the balanced development of compulsory education is not egalitarianism, nor is it a school-running model with one thousand schools. While vigorously helping weak schools, high-quality schools are encouraged to continue to run their own level and characteristics.