The second is to "narrow the gap". After the full realization of free compulsory education in urban and rural areas, the unbalanced development between urban and rural areas and between regions has become one of the main contradictions in compulsory education. To promote balanced development, we must vigorously strengthen the support for the development of compulsory education in rural areas and central and western regions. In terms of financial allocation, school construction, teacher allocation, etc., it is inclined to the countryside to form a pattern of integrated urban and rural development as soon as possible. Increase the central financial support, improve the counterpart support system, and promote the development of compulsory education in poor areas. Many places have actively explored this, such as Chengdu actively coordinating the development of urban and rural education and vigorously promoting the integration of urban and rural education; Guangdong Province launched the activity of "Thousands of Schools Help Thousands of Schools" and organized 1000 compulsory education schools in developed areas to help weak schools in underdeveloped areas, which achieved good results.
The third is "reconfiguration". Rational allocation of resources is the fundamental measure to promote the balanced development of compulsory education. Wuqi County, Shaanxi Province invested more than 500 million yuan to unify the school-building standards of the county and realize the equalization of school-running conditions; Tongling City, Anhui Province encourages teachers to take classes across schools and take part-time jobs, which promotes the sharing of high-level teachers' resources. 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 fourth is to "build a mechanism." The balanced development of compulsory education is a long-term process and a complex systematic project, and a long-term mechanism must be established. It is necessary to break the division between schools and between urban and rural areas and form a common development mechanism for urban and rural compulsory education. Conscientiously sum up the practices and experiences of school district management, group running, nine-year compulsory education in rural areas, directional distribution of enrollment indicators of demonstration high schools and key high schools to junior high schools, and innovate the operation mechanism of education management. Strengthen supervision and evaluation and establish an evaluation and incentive mechanism for the balanced development of compulsory education.
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.