Tibet is an important frontier ethnic area in China, which has a very important strategic position in safeguarding national unity, national unity and border stability. Due to historical and natural constraints, Tibet's economic and social development is still at a low level in the country, and it belongs to a large contiguous poverty-stricken area in the country. Looking at the difficulties faced by Tibet's development, the fundamental reason is that the development of education is seriously lagging behind, which has become a key factor restricting Tibet's overall development. At present, under the great situation that the people of the whole country study and implement the spirit of the 17th National Congress of the Communist Party of China, hold high the great banner of Socialism with Chinese characteristics, and build a well-off society in an all-round way, in the new round of development, Tibetan education is faced with the demand of its own sustained and healthy development and enhanced service functions, as well as the strategic requirements of economic and social development for education. The sustained and healthy development of education in Tibet needs to make full use of existing educational resources on the basis of existing development, set out from reality, determine strategic priorities, take countermeasures, and actively and effectively carry out new explorations. Education in Tibet has formed a good foundation for development, but it still faces some outstanding difficulties. Since the peaceful liberation of Tibet, especially since the reform and opening up, with the great attention of the CPC Central Committee and the special support of the sister provinces and cities in the mainland, and with the joint efforts of the whole society, education in Tibet has been developing continuously and has made great progress. The popularization of education at all levels has been significantly improved, and a sound education system has taken shape; The conditions for running schools at all levels and of all types have been significantly improved, and the standardization construction has been steadily advanced; The number of teachers has doubled and the education level has improved significantly; The increasing investment in education has made outstanding contributions to Tibet's economic and social development, accumulated valuable experience and laid a good foundation for the sustained and healthy development of education in Tibet. Although the educational development in Tibet has made brilliant achievements in recent years, at the same time, due to various external difficulties and constraints and the influence of various factors, there are still some outstanding difficulties and problems in educational development. First, Tibet has harsh natural conditions and high cost of running a school. Tibet is located on the roof of the world, with a vast territory and abundant resources and a sparse population. The plateau lacks oxygen, the climate changes greatly, and the temperature difference between day and night is obvious. The mountains are few and the houses are scattered. Schools located above 5000 meters above sea level are facing a more unfavorable natural environment. The construction and operation cost of schools is high, and the construction and operation cost of most schools in agricultural and pastoral areas is equivalent to 3-5 times that of ordinary schools in the mainland. Second, Tibet has a poor economic foundation and a low level of industrial development. Generally speaking, there is a gap in the level of economic and social development in Tibet, with low fiscal revenue and limited financial resources at all levels. It is difficult for Tibetan farmers and herdsmen to increase their income. The per capita net income of Tibet has been at a low level, only about 60% of the national average. This kind of financial resources and people's income make it difficult for Tibet to spend enough money to develop education. Influenced by factors such as industrial structure and economic growth mode, the employment channels are relatively single, the development of secondary and tertiary industries in Tibet is slow, and the proportion of non-state-owned enterprises is too small, resulting in the situation that talents are mainly concentrated in state-owned institutions or state-owned enterprises. Other industries attract a small proportion of highly educated talents. Third, the overall level of human resources in Tibet is low. Generally speaking, it is difficult to gather a large number of highly educated talents in Tibet, it is difficult to attract and retain all kinds of professionals in most areas, and high-end talents are extremely scarce. Fourthly, the backward educational concept in some parts of Tibet restricts the consolidation and development of education in Tibet, especially compulsory education. Fifth, there are still many difficulties and problems in the popularization, consolidation and improvement of compulsory education. Sixth, high school has become a bottleneck to promote the coordinated and healthy development of compulsory education and the whole education. In 2007, the Maoist rate in senior high school education only reached 42.96%, less than half of that in junior high school (90.79%). With the rapid development of nine-year compulsory education in Tibet, the contradiction of insufficient educational capacity in senior high schools is becoming more and more prominent, which will obviously affect the development of compulsory education. Seventh, vocational education and general education lack organic integration. Apart from holding adult education and training in a limited number of ordinary universities and technical secondary schools, Tibet lacks adult education and training resources and has not yet formed a training and continuing education system that meets the needs of local human resources development. Eighth, the structural problems of higher education personnel training are more obvious. Seize the opportunity and proceed from reality to promote the new development of educational science. Focusing on the objectives and tasks of Tibet's economic and social development during the 11th Five-Year Plan period, and facing the present situation and great historical mission of Tibet's education development, Tibet's education development must take Scientific Outlook on Development as the guide, seize the opportunity, proceed from the regional reality, and strive to achieve several breakthroughs in accordance with the main ideas of Tibet's education development in the new period. And through the implementation of a series of countermeasures, we will promote the sustained, rapid and scientific development of Tibet's education during the Eleventh Five-Year Plan period and make due contributions to Tibet's prosperity and development, building a harmonious society and winning new victories in building a well-off society in an all-round way. (1) "Five Essentials" should be established for the development of education in Tibet during the 11th Five-Year Plan and the next period. 1. We should further establish the strategic priority of education in Tibet's development. We should conscientiously study and implement the spirit of the 17th National Congress of the Communist Party of China, thoroughly implement Scientific Outlook on Development, take building a harmonious society as the goal, regard the development of education as the basic project and strategic task for Tibet to achieve economic and social development, and lead and support Tibet's industrial restructuring and economic development through the rapid, coordinated and moderately advanced development of education, so as to promote Tibet's cultural development and the construction of a harmonious society. 2. To proceed from reality, formulate educational development plans and strategies. We should fully consider the regional conditions in Tibet, the actual situation, historical basis and unique environment of Tibet's educational development, persist in seeking truth from facts, proceed from reality and adjust measures to local conditions, and scientifically plan and formulate the overall and specific objectives, strategic priorities and countermeasures for Tibet's educational development. 3. Strive to achieve balanced and coordinated development of all kinds of education in Tibet. Proceeding from the overall situation of education development, while unswervingly ensuring the top priority of compulsory education, especially rural compulsory education, we should make overall plans to promote the balanced and coordinated development of education at other stages, effectively solve the problem of narrow export of compulsory education development, and form an "overpass" of all levels and types of education within the framework of large education and large system. 4. Efforts must be made to promote education to play a socio-economic role. It is necessary to scientifically choose the new development strategy and approach of Tibet's education, reform and innovate the contents, methods and personnel training specifications of Tibet's education at all levels, be close to economic and social development and the actual needs of the people, and strive to change the "two skins" situation of education and economic and social development.