First, organize counterpart support and carry out education to help the poor. Encourage and organize mainland provinces and cities to implement counterpart support and cooperation in some provinces (regions) and some minority poverty-stricken counties. At the same time, encourage and organize counties and cities with developed economy and education in this province (region) to carry out counterpart support and cooperation with poverty-stricken counties of ethnic minorities in this province (region) in order to accelerate the development of ethnic education in poverty-stricken areas. 1993, the State Education Commission issued "Opinions on Implementing Poverty Alleviation through Education in National 143 Minority Poverty-stricken Counties", proposing that provinces and cities with relatively developed economic education should cooperate with 143 Minority Poverty-stricken Counties supported by the state at that time, and defining the cooperative relationship and the main tasks of poverty alleviation through education. In document 1997, the State Education Commission and the State Ethnic Affairs Commission stipulated that the main tasks of counterpart support for ethnic poverty-stricken areas are: (1) In terms of support, we should support poverty-stricken areas in terms of funds, materials, teaching instruments and equipment, books and materials, especially to help them improve the conditions and management methods for running schools in basic education, vocational education, literacy and adult technical training, and raise their level of running schools. (2) To provide advice and help for the comprehensive planning of county education and all kinds of educational development planning in poverty-stricken areas, and improve the efficiency of the allocation of educational resources. Actively transmit the experience and information of education reform and education management to poor areas, and promote the combination of education with the urgent needs of local people to get rid of poverty, popularize technology and build spiritual civilization. (3) Supporters can, according to their own advantages, cultivate and train teachers, educational administrative cadres, practical science and technology and enterprise managers for poor areas. (4) Supporters may, in accordance with the principles of complementary advantages, mutual benefit, long-term cooperation and common development, cooperate with poor areas to set up school-run industries with low investment, good efficiency and market competitiveness, carry out information exchange and technology transfer, help education in poor areas enhance their self-development ability, and play a guiding and exemplary role in economic development in poor areas.

The second is to implement the "National Compulsory Education Project in Poverty-stricken Areas". 1995-2000 During the period, the State Education Commission and the Ministry of Finance organized and implemented the "National Compulsory Education Project in Poverty-stricken Areas" with special funds from the central government and matching funds from local governments at all levels. First, this project invests financial resources in national poverty-stricken counties and gives due consideration to provincial poverty-stricken counties. The proportion of central funds invested in state-level poverty-stricken counties is not less than 70%; When selecting project counties, the number and population of national poverty-stricken counties shall not be less than 70% of the total number of project counties or the total population covered by the project. During the Ninth Five-Year Plan period, the national plan for popularizing compulsory education requires that nine-year compulsory education should be popularized in areas accounting for 85% of the total population, five to six years of primary education should be popularized in areas accounting for more than 95% of the total population, and three to four years of primary education should be popularized in other areas. According to the objectives and requirements of step-by-step implementation in the above three areas, the "project" first ensures the popularization of 6-year primary education in the project counties, and on this basis, takes into account the popularization of 9-year compulsory education in some areas. This "project" has been implemented in two regions and will be fully implemented in three regions from 65438 to 0998. These three regions include Inner Mongolia, Guangxi, Yunnan, Guizhou, Ningxia, Gansu, Qinghai, Xinjiang and Tibet. The central government will invest 2.2 billion yuan and local matching funds will exceed 5 billion yuan in the "National Compulsory Education Project in Poverty-stricken Areas" implemented by nine provinces and regions. The launch of this project will play an important role in promoting the popularization of compulsory education in poverty-stricken areas of ethnic minorities.

Third, use various channels to help poor minority counties develop basic education. For example, in order to improve the conditions for running primary and secondary schools in ethnic minority areas, the World Bank loan project has been implemented four times, covering five autonomous regions in Yunnan, Guizhou, Qinghai, Hubei, Hunan, Sichuan and Gansu provinces and nearly 200 poverty-stricken ethnic minority counties, and arranging foreign aid loans of nearly 200 million US dollars. There is also the "Hope Project" to support the development of basic education in minority areas. For example, in 1995, 136 Hope Primary Schools were built in Xiangxi Tujia and Miao Autonomous Prefecture of Hunan Province, which solved the problem of tens of thousands of poor minority children dropping out of school.