With the implementation of the contract responsibility system, the rural economy has made great achievements and development, which has quickly alleviated the widespread poverty problem in rural areas. Meanwhile, great changes have taken place in rural education. With the popularization of compulsory education, the illiteracy rate in rural areas has decreased rapidly, and the per capita education level has generally improved. However, in today's economic transformation period, there are also some problems in the development of rural compulsory education. The education gap between urban and rural areas is still relatively large, and the education gap between regions is also relatively large, and the investment in education funds is insufficient. These are all serious problems faced by rural compulsory education.

This paper aims to analyze the achievements and existing problems of rural compulsory education, as well as the causes of these problems, and on this basis, put forward corresponding countermeasures.

First, the status quo of rural compulsory education policy implementation

Before the Cultural Revolution, the development of rural basic education in China was slow. During the Cultural Revolution, rural education in China was basically at a standstill due to serious damage. Since the reform and opening up, China has carried out a fundamental reform of the rural education system, and rural compulsory education has made great achievements. Especially in 1986, the central government promulgated the Compulsory Education Law, which clarified the compulsory education system in the form of law. According to the Compulsory Education Law, rural compulsory education includes two stages, namely, primary education and junior high school education. The former is equivalent to six years of primary education, while the latter is equivalent to three years of junior high school education. Together, the two are usually called nine-year compulsory education.

After more than 20 years of development, China's compulsory education has made great achievements. Among the developing China countries with nine populous countries in the world, China is the only country that has achieved nine-year compulsory education. By the end of 200 1, the population coverage rate of nine-year compulsory education in China has reached more than 90%, and the development of compulsory education has greatly improved the backwardness of rural education.

1, rural compulsory education achievements:

First of all, the responsibilities of governments at all levels in education reform are clarified. The State Council is mainly responsible for formulating the policies and major policies of compulsory education, and the provincial government is mainly responsible for the macro-management of compulsory education in this province and undertakes the necessary financial expenditures. The county government is mainly responsible for formulating the education development plan of the county, and is responsible for undertaking the basic education funds within its jurisdiction. Township governments are responsible for establishing educational management institutions and raising funds for education in their own townships. In addition, the village is a grass-roots autonomous organization. In the specific implementation process of compulsory education, it is mainly responsible for solving some practical problems, such as improving students' learning conditions, improving teachers' treatment, managing school property and supervising school work.

The second is to ensure that the government's investment in education is mainly financial investment, supplemented by other channels. For example, the education law stipulates that the average education expenditure of students in school must be gradually increased, and the financial investment in education must be higher than other regular financial investments. The Teachers Law also clearly stipulates that the average salary of teachers cannot be lower than that of national civil servants.

The third is to clearly divide the popularization stage of compulsory education. The development of compulsory education in China can be roughly divided into three areas, one is developed areas in coastal provinces and a few developed areas in the mainland, where compulsory education has been basically popularized. The second category is towns and rural areas with medium development level. In these areas, compulsory education in primary schools is basically universal, but compulsory education in junior high schools is not good enough. The third category is some economically backward areas. The popularization of compulsory education in these areas is not done well, and the state should give strong support.

2. Existing problems.

Although rural compulsory education has made great achievements, there are still some problems, mainly in the following aspects:

First, there are some differences between rural compulsory education and urban compulsory education.

Judging from the teaching staff, there is little difference in the qualified rate of primary school teachers between urban and rural areas, but the proportion of primary school teachers with college education or above in urban areas exceeds that in rural areas. There is also a big gap between junior high school teachers. The average qualified rate of rural junior high school teachers is lower than that of urban junior high school teachers. There are twice as many junior high school teachers with bachelor degree or above in cities as in rural areas. In addition, the number of teachers varies greatly from region to region. The quality of teaching in the eastern region is better, and the qualification rate of teachers' academic qualifications is higher, which can basically be compared with that in cities. In some extremely remote places in the northwest, due to economic backwardness, the monthly salary of teachers is only a few hundred yuan. Therefore, students can only hire some private teachers, who often hold several positions and teach many courses at the same time, resulting in the quality of teaching can not be guaranteed.

In addition, judging from the number of students undertaken by teachers. The number of full-time primary school teachers in urban and rural areas shows a downward trend, which is conducive to teachers' more targeted teaching and improving teaching quality. However, in junior high school education, the number of full-time middle school teachers in rural areas is higher than that in urban junior high schools, which is not conducive to the improvement of middle school teaching quality.

Second, the investment in education funds is insufficient.

At present, the investment of government departments in education is far lower than that of developed countries, and the investment in rural education can not meet the needs of rural education development. In China, more than 60% of the population lives in rural areas, and rural compulsory education should have become the focus of national education funds. However, with the adjustment of the direction of compulsory education, the current education funds are continuously invested in higher education, and the investment in compulsory education is also constantly tilted to cities, resulting in the shortage of funds for rural compulsory education.

In addition, with the implementation of the rural tax and fee reform system, rural teachers' salaries have been cancelled from education fund-raising and education surcharges, and township governments no longer directly bear the financial expenditure of compulsory education. This burden basically falls on the county government, which makes it difficult for county governments in some areas to pay teachers' normal wages, thus failing to maintain the normal operation of schools. In order to pay teachers' salaries in time, some schools charge students various fees in disguise, which will cause many new problems and is not conducive to the development of education.

Second, the analysis of rural compulsory education

The emergence of the above situation has seriously affected the healthy development of rural compulsory education. The root cause of these lies in economic problems. At present, China's rural economy is backward, and the fundamental reason is the system and system. System and investment have always been a big problem that puzzles rural compulsory education in China.

1. There are differences between urban and rural economic development.

Since the implementation of market economy in China, the economy has achieved rapid development, but the economic difference between urban and rural areas is still large. It can be said that the development of cities is at the expense of rural economy to some extent. Due to the economic development of the city, farmers who have a little ability go to work in the city, leaving some old, weak and sick. Although migrant workers can earn money to go back to the countryside to subsidize their lives, it has little effect on promoting rural economic development. Due to the underdeveloped economy and the low social status of farmers, compulsory education in rural areas naturally cannot develop well. Recently, China has paid necessary attention to the issues concerning agriculture, countryside and farmers.

2. Problems brought about by the system reform

The State Council once stipulated compulsory education in rural areas: "Under the leadership of the State Council, the local government is responsible for the county-based system." "Running schools at different levels and managing them at different levels" once made the rural economic system reform achieve initial results, but with the gradual improvement of the market economic system, great changes have taken place in the national income distribution pattern and the financial strength of local governments. The state only bears the expenses of compulsory education in cities, while the expenses of compulsory education in rural areas are generally borne by county-level governments. Therefore, the financial capacity of the county government has become the key to determine the quality of rural compulsory education. After two tax and fee reforms, the county government has been unable to bear heavy financial responsibilities. In this case, rural teachers can only go out to work one after another because of the lack of wage income sources, thus causing a vicious circle in which the quality of rural education is getting worse. Compulsory education in rural areas is a strategic task with weak foundation and great difficulty. It is not enough to rely solely on the strength of the county government, but needs the care and support of the whole society from top to bottom.

3. The influence of various social factors.

Some rural grassroots leaders have not yet clearly understood the strategic position of compulsory education, regard popularizing nine-year compulsory education as a burden, adopt a coping and perfunctory attitude towards it, and even use fraudulent means to improve the education popularization rate survey. After passing the inspection, there will be a feeling of relaxation, and the degree of attention and investment in compulsory education is obviously insufficient. This will greatly hinder the development of rural compulsory education.

In addition, after the reform of educational industrialization, a large number of students cannot find jobs after graduation every year. Many rural families are unwilling to face such risks and are willing to let their children work as soon as possible. Moreover, due to the adjustment of township enterprises, natural disasters and the reform of tax and fee system, the economic growth of rural families is not large, and some even show a downward trend. Some parents have a low level of education and are short-sighted. They think it is their private affair to let their children study. These parents only care about immediate interests and don't let their children receive formal education. This is also an important reason for the backwardness of rural education.

Third, the development of rural compulsory education countermeasures

2 1 century talents are the most important, so education is the primary issue to improve national competitiveness. If we don't combine rural economy with education, it is impossible to realize rural modernization, let alone the rapid development of China. Therefore, it is a severe challenge for us to vigorously solve the problems existing in rural compulsory education.

1 change ideas and raise awareness of the importance of education.

Many developed countries in the world attach great importance to education. Historically, the United States has surpassed Britain, Japan has surpassed the United States, and the four little dragons in Asia have surpassed Western Europe. The fundamental reason is that they attach great importance to education and the development of human resources.

Compared with physical capital such as labor and land, human capital is more important and has greater investment income. With the advent of the information age, competition is mainly reflected in the competition of talents, and talents depend largely on the level of education. It can be said that today's education is tomorrow's economy. At present, many countries have implemented 12 year compulsory education. In order to accelerate the pace of economic development in China, it is necessary to speed up the investment in human capital, improve the quality of workers, and implement 12-year compulsory education as soon as possible. In addition, the education department should seriously publicize the compulsory education law in rural areas. Especially for economically backward areas, we should try our best to prevent students from dropping out of school.

2. Promote the development of economy and education in rural areas.

The key to solving the problem of rural compulsory education lies in developing rural economy, and government departments should formulate various policies conducive to rural economic development. At present, the rural economy in China is still underdeveloped, and the education problem has not received due attention. In this case, it is necessary to reform the unbalanced education system between urban and rural areas, and the investment in education should be more inclined to rural areas. This also requires the government to take measures to guide and use urban resources to promote the economic and educational development in rural areas.

Urban poverty alleviation in rural areas should not be limited to projects and infrastructure construction, but should be transferred to knowledge poverty alleviation. Urban scientific research institutions can transform scientific research achievements into rural productive forces as soon as possible by participating in the reform of rural education system, and improve farmers' quality and enhance their ability to develop the economy by cultivating rural professional and technical personnel. Fundamentally promote rural modernization.

Governments at all levels should also make full use of the advantages of educational resources, regularly train and send qualified teachers to rural areas, and developed areas should do a good job in providing educational support to poor areas. In addition, there are many rural migrants in China. For the children of these migrants, compulsory education is sometimes just empty talk. Cities should make full use of their own educational resources, help the education of migrant workers' children, and make every child have books to read as much as possible.

3. Establish a stable funding mechanism.

Compulsory education needs sufficient funds as a support, and government departments are the main body of capital investment. In the process of compulsory education development, the responsibilities of government departments at all levels should be further clarified. Financial departments at all levels should also adjust the expenditure structure, increase investment in education funds, and ensure that rural education funds can be paid in full and on time.

First, human resources are the common resources of the whole society. Rural human resources not only provide reserve forces for agricultural production, but also provide more human resources for urbanization and industrialization. Therefore, the cultivation of talents in rural areas cannot be undertaken by farmers themselves, but should be coordinated between urban and rural areas. The central and provincial financial departments should co-ordinate teachers' salaries, tuition and fees, etc. Ensure the smooth development of rural education.

Second, before the in-depth reform of the education investment system, government departments at all levels should take measures to burden education funds at different levels, so as to change the situation that county-level governments bear all the expenses in the past. The central government can guarantee the payment of teachers' salaries, the provincial government can guarantee the free distribution of teaching materials to students, and the county and township governments can guarantee the daily operation of schools. This can solve the dilemma of rural compulsory education in poor areas after the tax and fee reform.

Third, the central and provincial financial departments should allocate special funds to help poor areas solve the debt problem left over by popularizing nine-year compulsory education, and other county and township governments with economic ability should also bear part of the responsibility of debt transfer to avoid putting a heavy historical burden on rural schools in poor areas.

Fourth, all tuition and miscellaneous fees should be left to schools as public funds, not used for teachers' salaries or infrastructure construction. Relevant departments should strictly supervise this part of the expenses, and also reduce and exempt school-related taxes and fees to create a relaxed development environment for education.

4. Reform the personnel system and strengthen the construction of teaching staff.

The personnel system in rural schools is not reasonable enough. For example, teachers in some places are not overstaffed, but understaffed. The proportion of teachers over 50 years old is too large, and the school treatment is very low. Many excellent teachers are unwilling to engage in rural education. Faced with this situation, we should first increase our income and improve the treatment of teachers. Actively appeal to the society, strive for support from all walks of life, vigorously develop school-run enterprises and increase the income of rural teachers. Ensure that teachers are treated equally with local civil servants, and attach importance to teachers' physical health care and medical treatment. Secondly, it is necessary to increase the number of rural teachers and start the post allowance system for rural teachers. For relatively poor rural teachers, they can go to senior schools to take temporary jobs and accumulate teaching experience. In addition, while improving teachers' economic benefits, we should also intensify propaganda work, strengthen teachers' moral education, guide teachers' needs to a high-level spiritual level through appraisal and commendation, and promote teachers' love for their posts and dedication. Finally, teachers should be encouraged to pursue further studies with qualified academic qualifications, so as to improve the academic level of rural teachers. Teachers should also be encouraged to participate in various trainings organized by local organizations, so that rural teachers can quickly accept new knowledge, information and new teaching methods to meet the needs of social development.