The investment in basic education is still insufficient, unbalanced and inefficient.
Poverty-stricken areas have a weak economic foundation and financial constraints, and most of them are "eating" finances. The financial allocation for education is mainly used for compilation, and it is difficult to achieve "three growth" and "three proportions" of education funds. For the public funds in education funds, some places are almost zero, and it is not uncommon for education funds to be confiscated or misappropriated at will.
The number of schools is insufficient, the conditions for running schools are poor and the quality of running schools is relatively low.
The shortage of education funds leads to fewer schools, poor school conditions and backward teaching facilities in poor areas. The construction of learning facilities in poverty-stricken areas is seriously lagging behind, which is not only manifested in outdated facilities, but also in some facilities with potential safety hazards. At the same time, some experimental instruments, books and other teaching supplies are seriously inadequate, and most schools have no financial support for the acquisition and renewal of school buildings, books and experimental instruments and equipment.
Due to the serious shortage of funds for compulsory education, the area of dilapidated buildings in primary and secondary schools in China was about 6,543,800+3,000 square meters at the end of the 20th century, concentrated in rural areas in the central and western regions. Although the proportion of dangerous buildings in the total number of primary and secondary schools in China is less than 1%, it is higher in rural areas in underdeveloped areas in the central and western regions. The area of dangerous buildings in Ningxia middle schools is 5.32%, and that in primary schools is 4.6%. The dangerous building area of middle schools in Xinjiang is 4.05%, and that of primary schools is 3%. Dangerous buildings in Qinghai middle schools account for 3. 16%, and dangerous buildings in primary schools account for 4.33%. In some poor counties, the area of dangerous houses is as high as 10%~ 15%.
By the end of 20 14, there were a total of dangerous buildings1255,000 square meters in China, which was 90% lower than that of130,000 square meters at the end of the 20th century. The proportion of dangerous buildings in the total area of primary and secondary schools in China has dropped to 0. 16%. In the economically underdeveloped poverty-stricken areas in the central and western regions, the proportion of dilapidated buildings in primary and secondary schools in Yunnan Province is 0.94%, that in Hainan Province is 0.62%, and that in Xinjiang is 0.59%.
When "money" can't solve the education problem in poverty-stricken areas, what is the key to relying on education to get rid of poverty?
"The national policy in the compulsory education stage ensures that even children in poor areas will not drop out of school because of tuition fees, so why do many children in poor areas still choose not to go to school now? I think one of the most important reasons is that these children are realistic about the future.
In a sense, the education we provide cannot meet the needs of children in poor areas. "Children in poor areas may not be able to go to college, or they may not be able to go to a good university. What they really need is to master a professional skill. But school education may still be carried out by imparting knowledge. Our education should consider how the children in these poor areas will adapt to the labor market and economic and social development in the future. Our remote areas, ethnic areas and poverty-stricken areas are not considered enough, which makes children in these areas feel that' going to school is useless'. " Fan Xianzuo pointed out that this puts forward requirements for our education. We should consider how education can help these children.