I. Education Fund

In terms of education funds, the education funds for basic education in the east are one to two times that in the central and western regions on average, and the gap between public education funds is the largest among all indicators. For a long time, education investment has been "city-centered" without exception. China's investment in education was originally small, and it always hovered below 4% of the gross national product, far below the world average of 5. 1%. However, there are many irrationalities in the distribution of limited investment. In 2006, rural areas, which account for more than 60% of the total population in China, received only 23% of the total investment in education.

Second, income groups enjoy unbalanced educational resources.

The phenomenon that powerful groups occupy high-quality educational resources is getting worse. In key middle schools, cadres, intellectuals and children from high-income families account for more than 70% of the total number of students, and also account for the vast majority in higher education. The proportion of farmers' children decreases with the improvement of university level.

Third, the quality of teachers.

Across the country, the average difference in academic qualifications between primary and secondary school teachers in the east and the west is about 30 percentage points. In 2006, 47.49% of primary school teachers in rural areas had college education, which was 365,438+0 percentage points lower than that in cities. The number of junior high school teachers with bachelor's degree or above in China is 24.34% in rural areas, which is about 38 percentage points lower than that in cities. On the whole, rural teachers have some problems, such as older age, aging knowledge structure and narrow knowledge.

Fourthly, the age structure of teachers.

From the age structure, there are fewer young teachers in rural primary schools. In 2006, there were 499,000 substitute teachers in China, mainly distributed in rural primary schools, of which 75.9% were distributed in rural primary schools in the central and western regions. Compared with urban primary schools, the working and living environment of rural primary school teachers is very poor and the conditions are quite difficult. Old teachers are constantly retiring, and new teachers are unwilling to teach in rural primary schools with difficult conditions, resulting in a shortage of rural primary school teachers.

Verb (abbreviation of verb) population education

The proportion of rural population with low academic qualifications is much higher than that of urban population with high academic qualifications. In cities, the proportion of people with high school education, technical secondary school education, junior college education, undergraduate education and postgraduate education is 3.5 times, 16.5 times, 55.5 times, 28 1.55 times and 323 times that of rural areas respectively.