1, the problem of primary and secondary school students dropping out of school has not been well solved.

The survey shows that the proportion of rural primary and secondary school students dropping out of school is on the rise in recent years. Dongkou county reflects that the dropout rate of primary and secondary school students in some places is on the rise, especially junior high school students. The dropout rate of primary school students is about 1%, and that of junior high school students is about 8%. The number of reported cases in rural middle schools in Baojing County in 2004 was 15082, and it actually reached 13940 in the spring of 2005. The dropout rate from autumn to spring in 2004 was 7.57%, 2 percentage points higher than that from autumn to spring in 2003. The dropout rate of rural primary and secondary schools in Zhijiang County is relatively low, with 0.3% for primary schools and 3.3% for junior high school students, but the dropout rate of some remote schools is relatively high. For example, at the end of 2004, there were 44 1 students in Lengshuixi Township Central Primary School in Zhijiang County, while in the spring of 2005, only 435 students dropped out of school, accounting for 1.36%. At the end of 2004, there were 362 students in this township middle school. In the spring of 2005, there were only 330 students, and 32 students dropped out of school, with a dropout rate of 8.8%. Among them, only six students dropped out of class 8 1 in the third grade of this school, and the dropout rate was 17. 1%. According to the teacher of the school, from the first grade of junior high school to the graduation of junior high school, nearly 30% students dropped out of school in three years, with an average of 10% students dropping out of school every year.

The main reasons for these students dropping out of school are:

The first is the asymmetry between farmers' education investment and income expectation. The motivation for farmers to invest in education lies in enhancing the skills of workers and realizing better income-increasing expectations. Nowadays, education is really exam-oriented education, and there is only one way for students to go to college. At present, the enrollment rate of senior high schools and universities is still very low, while junior high schools and senior high schools seriously neglect to apply what they have learned. Graduates have no labor skills, which is of little help to job selection and employment. After finishing junior high school and high school, I still go home to farm or go out to work. Simple and homogeneous labor in agricultural production, income illiteracy is not much different from primary school, junior high school, senior high school students and people with higher education; Those who go out to work with high school education or below have the same lowest income level. Only 200 to 300 students in a county can be admitted to universities every year, which makes ordinary students with poor grades lose their life goals and parents lose hope. "I can't afford to go to college, it's no use!" The new "reading uselessness" is spreading among students and parents.

The second is the asymmetry between farmers' education expenditure and income level. According to the survey, in 2004, the per capita tuition and miscellaneous fees of farmers in the province were 194.56 yuan, which was the largest expenditure except food and housing consumption. For families with students, the tuition and fees for a junior high school student is 1.200 yuan, and the expenses for senior high school students (including tuition and fees and boarding living expenses) are 4,000-6,000 yuan, which is not commensurate with the annual income level of most farmers. In 2004, the per capita net income of farmers in the whole province was only 2838 yuan, while the per capita net income of farmers in poor counties such as Baojing and Zhijiang was only 1.508 yuan and 224 1 yuan respectively. A middle-income family can hardly afford a high school student. If there are two high school students or a college student, most families will bear heavy debts. In our random survey of 25 college students' families in 9 villages, 20 families have difficulties in family life because of students' study, so 10 families become poor households. Reading is one of the heaviest burdens for farmers in poor areas, and it is also one of the poorest factors for farmers. Students who drop out of school in rural areas because they can't pay tuition fees account for about 50% of the drop-out rate, especially in primary schools. For example, Yang Yang, a student in Longkouping Village, Lengshuixi Township, Zhijiang County, usually got good grades, but because of his father's death, his family lost labor and family difficulties, he had to drop out of school and go home in the second day of junior high school. Another example is Peng, a villager from Shunxipu, Gongping Town, Zhijiang County. In 2004, his tuition and fees were 4,335 yuan, accounting for 43.5% of his family's net income. Peng Hua, a villager in this village, spent 439 yuan on tuition and miscellaneous fees in 2004, accounting for 13% of the household's net income. Tang, a villager in Caojiaping Village, Luojiu Town, spent 1242 yuan on tuition and miscellaneous fees in 2004, accounting for 17.5% of the family net income. Zhang, a villager in Xiaojiatian Village, Tuqiao Township, spent 1.396 yuan on tuition and miscellaneous fees in 2004, accounting for 2 1% of the family net income. Due to the heavy burden of tuition and fees, some farmers can't afford the heavy tuition and fees and have to let their children drop out of school.

The third is the asymmetry between teaching quality, teaching effect and students' expectations. The biggest expectation for students to study is to successfully complete their studies and increase their talents. Due to the scarcity of school resources and the difference in the distribution of educational resources, it is difficult for rural students to have good learning conditions. In 2003, there were 3,426 junior high school graduates in Baojing County, and there were 1.205 senior high school students, accounting for only 35.6438+07% of junior high school graduates. Rural junior high school students rise even lower. At the beginning of 2004, the relevant departments conducted the "Sunshine Project" labor training, and 72 junior high school students in the county participated in the training. After being stopped by the county government, some parents and students couldn't figure it out. They asked: it is hopeless to go to high school, and it is even harder to go to college. What's wrong with going to work directly after attending the training?

Fourth, although the social assistance for poor students has increased year by year, it is still not enough. Last year, the county's "two reductions and one supplement" funds reached one million yuan. It can only solve the tuition and book fees of some poor students, but it can't basically solve the living expenses. For some families, students' living expenses are not a small expense, especially in the rural areas of our county, where the two-child family planning system is implemented. Most families have two children to study at the same time, which puts great pressure on families in need. The great differences in students' life at school have led some students to have a strong sense of inferiority and leave school. According to the headmaster of Shuitianhe Middle School, 50% of the poor students in the school are poor, and 33% of the tuition and book fees are reduced. Because the living allowance is not in place and cannot be implemented, it is difficult for some students to solve their diet. For example, an orphan in Class 63, Grade 2, was given 2 yuan a week by poor relatives, and brought sauerkraut or soy sauce to soak in rice at school. Such students need great determination and perseverance to complete their studies. About 30 students drop out of school every semester because of urging fees before holidays.

Fifth, the proportion of "left-behind children" dropping out of school is large. Because parents have been working outside for many years, many children have been caring for each other for generations, unable to get normal family education, and have developed bad habits such as arrogance and laissez-faire. The school can't manage it, and no one at home can manage it. Some children form gangs at school, influence each other, skip classes and make trouble together. Finally, I became tired of learning and dropped out of school. The "left-behind children" students in Shuitianhe Middle School in Baojing County account for 30%, which is one of the groups that drop out of school the most. In addition, these students are unwilling to study because their parents work outside the home, and more often work outside with their parents.

Sixth, some students drop out of school because they are tired of learning. Students who are tired of learning are mainly students with poor academic performance. They study hard at school, have no desire to study, and prefer to work at home. For example, Wu Qingyu, a classmate of Wang Jichong's group in Tongyouping Village, Lengshuixi Township, Zhijiang County, whose parents have already prepared all the tuition and miscellaneous fees for the last period of 2005, asked him to sign up for school. He refused to live or die, preferring to do farm work at home. It is understood that about 20% of the students who drop out of school are tired of learning.

2. Insufficient investment in rural compulsory education has intensified.

After the reform of rural taxes and fees, the gap of compulsory education investment is getting bigger and bigger, and the gap in the whole province has reached 900 million yuan, and there is no effective way to make up for this gap. The education debt of rural primary and secondary schools in the province reached 2.53 billion yuan, accounting for 79.7% of the province's education debt. For example, Baojing County, a national poverty-stricken county, is still in the stage of ensuring wages and has no ability to guarantee public funds for education. The implementation of the "one fee system", according to the proportion of 5: 2: 3 subsidies, the county finance can not be implemented, the gap is 265,438+10,000 yuan. "Two exemptions and one subsidy", the county-level burden of living expenses subsidies has not yet been put in place. Since the "two basics" attack, the county's debt has reached190,000 yuan, which makes the operation of primary and secondary schools in the county very difficult. Another example is that there are 6,835 faculty members in Xinning County, including 65,438 retirees+0,501,and the personnel expenditure is 85.5 million yuan. Among them, the basic salary needs 7.65438+0.654.38+0.2 million yuan, and the policy subsidies and benefits need 6.5438+0.43 million yuan. In 2004, the local finance actually allocated 63.8 million yuan, even the basic salary could not be guaranteed, and the policy subsidies and welfare funds were all solved by the school itself. In addition, due to the poverty of students' families, it is even difficult for some rural schools to charge normal tuition and miscellaneous fees. For example, Shuitianhe Middle School in Baojing County, the normal cost of about 20,000 yuan per semester can't be collected. The funds are so tight that teachers have to pay their own training fees, which infringes on the interests of teachers. In addition, the scale of running schools in rural areas is small, the cost of education is much higher than that in cities and towns, and the cost of travel and infrastructure construction is much higher than that in cities and towns. Even the water and electricity bills are higher than those in towns. In 2004, the average water and electricity charges of primary and secondary schools in Baojing County reached 1.205 yuan and 0.80 yuan respectively.

3. The phenomenon of unreasonable charges in rural primary and secondary schools still exists.

Due to the serious shortage of financial input, we have to try our best to get money in order to maintain the operation of the school. According to the investigation on the charges of rural primary and secondary schools in Zhijiang County in autumn of 2004 and spring of 2005, there is still the phenomenon of unreasonable charges in rural primary and secondary schools in Zhijiang County. The main problems are: First, the school fees are not standardized. For example, in addition to tuition fees, some rural primary and secondary schools also charge class fees, information technology fees, final examination papers and boarding fees for boarders. And the teacher incentive funds and textbook selection fees have been included in the school fees. Some primary and secondary schools do not charge bills or bill elements are incomplete. Second, the canteen management is not standardized, which increases the burden on students in disguise. For example, villagers in Lengshuixi Township, Zhijiang County complained that the students' meals in the school cafeteria are "four or two meters, four or two meals, and they are not full. What should I do? " It has seriously affected the physical and mental health of students, and the canteen actually sells the rice in the trolley to the market. Third, there are many items and a large amount of fees. The survey found that students paid a lot of fees on their behalf this year, and the sum of all kinds of fees on their behalf greatly exceeded the mandatory part of the one-fee system, and some even reached several times. The items generally collected this year include: the epidemic prevention fee for each student in 5 yuan, the teacher incentive fund for each student in 2 yuan, and the pure water fee of 25-35 yuan for each student. Medical insurance for students' illness hospitalization in 20 yuan 15 yuan, bicycle storage fee 100 to 180 yuan breakfast, newspapers and magazines, milk, etc. Fourth, the payment of "voluntary" projects makes it difficult for parents and students to volunteer. According to our survey, the "voluntary" payment rate of these voluntary payment items is surprisingly high, but the explanations of schools and parents are completely different. Many parents of students reported that breakfast, purified water, teaching AIDS, insurance and epidemic prevention fees were not paid voluntarily at all. Some schools stipulate that students who are unwilling to pay the above-mentioned items can only be exempted after the head teacher signs, and most parents and students are unwilling and forced to pay, considering that the relationship between teachers and students is more difficult in the future. Some schools simply accept everything. A parent in Nanxian said that rural students have poor economic conditions, but the school insists that students pay 30 yuan of pure water fee, which is equivalent to half a year's electricity bill. If they don't pay, they are also afraid that their children will be wronged at school. This kind of school practice is simply unacceptable. Parents of students in some schools report that no matter where you live, no matter whether students like it or not, they have to pay for breakfast this semester. Many schools choose various newspapers and teaching materials for students at the beginning of school. You just have to pay for these books. Now teachers don't assign homework on the blackboard every day, but do homework on the "basic training" they buy. A junior high school student has about 30 yuan every period. Fifth, students subscribe to a lot of textbooks without courses, which increases their economic burden and wastes social resources. For example, in the second grade of a middle school in a county, these books are not taught by the school, nor by the students themselves. Some students sent these books directly to the junk shop soon after they got their hands on them, and each student wasted 10 to 30 yuan. Sixth, the burden of various card fees and school uniforms is very heavy. For example, the meal card of a middle school should be 15 yuan, and the school emblem should be 2 yuan, which is easy to break; Students need to use a bank card to pay fees, and 10 yuan is required to apply for a permit. 40 yuan's bank charges are paid every year for six semesters in junior high school, which is a big expense for students from rural areas. Some parents say that paying by bank card is more expensive than paying directly for three years. This practice is beneficial to both the school bank and the parents of students. A poor quality school uniform costs tens of dollars.

4. Different degrees of dangerous houses threaten the life safety of students and faculty.

At present, there are 95 dangerous buildings (all made of brick and wood) in 64 schools in Zhijiang County, covering an area of 29,848 square meters, including toilets, classrooms, dormitories, canteens and auditoriums. Among them: Grade C dangerous building 17048 m2, accounting for 57% of the total dangerous building area; D-class dangerous building12,800 square meters, accounting for 43% of the dangerous building area. Large and serious dangerous houses mainly exist in schools in remote areas. For example, the dangerous building area of Muyexi Middle School is 565 square meters, which is Grade C; The dangerous building of Tuqiao Central Primary School covers an area of 400 square meters, which is a Class C dangerous building; The dangerous school building in Shang Ping covers an area of 48 1 m2, which is a Class C dangerous building; The dangerous building of Biyong Central Primary School covers an area of 405 square meters, which is a Class C dangerous building; The dangerous building of Mid-Levels School covers an area of 686 square meters, which is a Class C dangerous building; There is a small dangerous building with an area of 598 square meters in Xiangjiayuan village of Lengshuixi, which is a C-class dangerous building. The school near the county seat also has Yanqiao Central Primary School, with a dangerous building area of 562 square meters, which is a D-class dangerous building; Shuikuan Middle School has a dangerous building area of 459 square meters, which is a Class C dangerous building; 5. The dangerous school in langxi covers an area of 604 square meters, which is a D-class dangerous building. These dangerous houses are brick and wood houses built in the sixties and seventies. At present, there are nearly 15000 students in dangerous buildings in schools, which seriously threatens the life safety of students and faculty. There are still 26,000 square meters of dangerous buildings in primary and secondary schools in Xinning County, with Grade D dangerous buildings10.2 million square meters. Some village primary schools still rent private houses for classes, and old dangerous houses have not been eliminated, but new dangerous houses have been increasing. In 2004, the area of dangerous buildings was increased by 14 18 square meters. After the reform of taxes and fees, the capital chain of dangerous building renovation is broken, and the poor conditions and weak foundation of schools in poor counties make the task of dangerous building renovation more and more arduous.

5. The school infrastructure is weak.

By the end of 2004, the total fixed assets of primary and secondary schools in Baojing County were 64.3943 million yuan, and the per capita income was 1.4 1.737 yuan, of which the total value of books, instruments and equipment was 8.25 million yuan, and the per capita income was 1.82 yuan. In 2004, the area of dangerous houses in the county reached 25,720 square meters. The school infrastructure in the county is uneven, and some schools are simple. Shuitianhe Middle School was founded in 1958, and there is only one well-equipped classroom. Of the 560 students in the school, only 24 rooms were invaded. According to the standard, only 384 students can live, and there are 1 1 rooms. There is no library, reading room, physical and chemical laboratory, distance education room, language lab, music room, sports room, etc. There is only one basketball court, two table tennis tables and a 156m runway, which can accommodate 790 teachers and students. 750 sets, the breakage rate is 30%; The teaching AIDS are outdated, with 28 blackboards, 15 Chinese blackboards; The teachers' dormitory is a dangerous building.

6. Teachers in rural areas need to be improved.

According to statistics, only 26.68% and 37.3 1% of teachers in rural primary schools and middle schools in the province have junior college education, while 6 1. 12% and 98.39% in urban primary schools and middle schools respectively. Rural teachers are weak, especially in remote and poverty-stricken areas. Excellent teachers are seriously lost, the quality of education is declining, and the attractiveness of schools to students is declining. Shuitianhe Town Middle School in Baojing County is located in a poverty-stricken area, with poor school conditions, which is unattractive to teachers. In the past two years, 40 teachers were recruited, and 0/4 teachers were transferred, accounting for 35%. Two teachers were unable to substitute for classes due to illness, and nine teachers were transferred, with a difference of five. The whole school has also improved the use of seven teachers, including five in Chinese and five in mathematics, and three substitute teachers. There is no one in the whole school now. The headmaster said: there are not many teachers transferred to suburban schools, and most of them have poor professional ability and a weak sense of responsibility. How can such a team run a good school! How can students get a good education! The qualified rate of middle school teachers in Zhijiang county is only 86.8%, while the qualified rate of middle school teachers in rural areas is even lower. According to a survey of primary and secondary school teachers in a township, 60% of the teachers in this school have high school or technical secondary school education, 35% have junior college education, and only 5% have undergraduate education. In addition, 30% of the teachers are old-fashioned, and their teaching methods can hardly meet the requirements of modern teaching.

Second, to solve the current problems of compulsory education in rural areas, some suggestions

1. Raise awareness and ensure the source and motive force for the development of compulsory education.

Human capital is a more important capital than land, capital, labor and other material capital. The investment income of human capital is far greater than that of material capital. Therefore, capital accumulation should shift from material capital accumulation to human capital accumulation. Especially with the advent of the information age, the competition in 2 1 century mainly lies in the competition for talents. Talents are formed through human capital investment, and education is the most important form of human capital investment. Therefore, the sustained, stable and strong economic development ultimately depends on education, which in turn depends on the stock of human capital. All countries in the world attach great importance to education. The most fundamental experience of three successful economic catch-up in the world (the United States versus Britain, Japan versus the United States, and the Four Little Dragons of Asia versus Western Europe) is that it has promoted and accelerated the development of human resources, improved the quality of workers, accumulated a lot of human capital for economic development, and promoted rapid economic growth. Many developing countries have implemented 12 years of free compulsory education. To accelerate the pace of economic and social development in China, we must speed up the training of human resources and improve the quality of workers. We must increase investment in education, especially rural compulsory education, and implement 12 year compulsory education as soon as possible.

2. Further improve the school management system.

In accordance with the requirements of hierarchical management and county-based management in the State Council, we will focus on solving several outstanding basic, universal and comprehensive problems. First, it is necessary to establish an education management network with counties as the mainstay, clear responsibilities of townships and schools, and smooth government orders. After the revocation of township (town) educational institutions, it is necessary to scientifically divide county and township management responsibilities to prevent new management faults due to unclear responsibilities. Second, it is necessary to establish a benign operating mechanism for the transformation, maintenance and construction of primary and secondary schools with counties as the mainstay. The third is to establish a financial management system of county-level basic education that conforms to the laws and characteristics of education and adapts to various rural reforms, and formulate corresponding financial management measures for primary and secondary schools. In accordance with the requirements of education laws and regulations, unify educational affairs and financial rights, and explore the establishment of an education fund settlement center with the county as the center, the management of the education administrative department as the main part, and the supervision of the financial department as the supplement. Fourth, establish a restraint mechanism for the use of public funds in primary and secondary schools. Public funds per student are not up to the provincial standard, which shall be supplemented by the local financial department. Finance shall not use the miscellaneous fees collected by schools to balance the budget and pay teachers' salaries. The fifth is to standardize educational behavior. On the one hand, strengthen the construction of teachers. By vigorously carrying out teacher training, implementing the service system for urban teachers to teach in rural areas or weak schools and the appointment system for teachers, we will strengthen the construction of teachers' professional ethics, improve teachers' quality and establish a good image of being a teacher by example. On the other hand, standardize the behavior of education fees. Strictly implement the "one-fee system" charging method, publicize the charging standards and telephone numbers to the public, take the initiative to accept the supervision of students, parents and society, and increase the transparency of work. At the same time, strictly implement the supervision system of education fees, timely rectify the problems found, and effectively prevent arbitrary charges. The sixth is to optimize the educational development environment. Establish a school inspection access system, and put an end to the "three chaos" behavior of departments in education and the behavior of interfering with school autonomy. Strengthen the management of the surrounding environment of the school, regularly carry out comprehensive rectification actions of the school security environment, and create a safe and orderly learning environment.

3. Establish a stable funding guarantee mechanism.

The government is the main investor in the development of compulsory education. It is necessary to further clarify the responsibilities of the central government, provinces and counties in developing compulsory education. Financial departments at all levels should adjust the expenditure structure, give priority to the compulsory education budget, and ensure the timely payment of compulsory education funds:

First, it is suggested that the central and provincial finance should co-ordinate teachers' salaries, welfare, tuition and miscellaneous fees, and the municipal and county finance should be responsible for the purchase, construction and maintenance of school capital construction and teaching equipment. This is mainly based on the long-term development of education. Talent resources are the resources of the whole society, and rural labor resources provide human resources for industrialization and urbanization in addition to providing reserve forces for agricultural production. Therefore, the training and education of rural labor force should be coordinated by the central and provincial governments rather than by agriculture and farmers themselves.

Second, the fee does not leave the school, and the tax does not enter the school. The school tuition and fees income should be left to the school as public funds, which can not offset the education funds, nor can it be used to pay teachers' salaries or infrastructure. It is necessary to ensure that the school miscellaneous fees are earmarked. The department's inspection of schools should have a legal basis, and even fines should be used for education. In short, the guarantee fee will not leave the school. It is necessary to introduce preferential policies, reduce taxes and fees related to education and schools, and strive to keep taxes out of schools and create a relaxed environment for education.

The third is to implement the rural education poverty alleviation project, and further promote the construction of rural assistance in poverty-stricken areas and student assistance system for poor farmers' families. In order to solve the urgent shortage of funds for compulsory education in rural areas in poverty-stricken areas as soon as possible, before the reform of the education investment system, the areas that implemented the "one-fee system" can be divided into three parts according to the main expenditure items of education funds at this stage: school daily operation funds, students' textbook fees and staff salaries, and "county-level investment to ensure the operation of schools, and" provincial investment to ensure the distribution of free textbooks for students and central investment to ensure teachers' salaries "to ensure the poverty-stricken areas after the tax and fee reform.

Fourth, it is suggested that the central and provincial governments arrange special funds to help rural areas in poor areas solve the debt problem of "nine-year compulsory education" left over from history at one time. Or issue treasury bonds, which will be specially used to solve the debts in the Ninth Five-Year Plan. Other county, city and township governments with economic ability should bear the responsibility of debt transfer, make plans and take effective measures to repay within a time limit. Rural schools should not be allowed to continue to bear heavy historical burdens.

4. Focus on strengthening the construction of weak schools.

The construction of primary and secondary schools in Hunan has been greatly improved through the ninth five-year plan, but overall, the level is still relatively low. It is necessary to adjust the layout, optimize educational resources, increase support for the construction of weak schools in rural areas, and increase funds for the construction of primary and secondary schools in rural areas. Take various measures to support the construction of weak schools in rural areas, strive to standardize the conditions for running schools in rural primary and secondary schools in a few years, promote the balanced development of basic education, let farmers' children fully enjoy quality education, minimize the gap between rural and urban-rural education conditions, and achieve educational equity.