Legal basis: Special Support Plan for High School Precision Poverty Alleviation in Gansu Province I. Objectives and Tasks
Efforts will be made to improve the running ability of ordinary high schools in poverty-stricken areas, improve the connotation and quality of ordinary high school education in poverty-stricken areas, and promote the popularization level of high school education in poverty-stricken areas. By 20 17, the training of high school teachers in poor areas will be basically included in the "national training" plan, and several rounds of training will be completed; The characteristics of schools in poverty-stricken areas, old revolutionary base areas and ethnic minority areas have further developed; Complete the pre-assessment of schools in poverty-stricken areas, old revolutionary base areas and ethnic minority areas that apply for the assessment of provincial model high schools; Formulate the implementation plan of "one-on-one assistance" in ordinary high schools and the activity plan of "sending education and training" in subject bases, and start the work of pairing assistance and "sending education and training"; Formulate and introduce the financial allocation standard for ordinary high school students, and further improve the education funding guarantee system for ordinary high schools. By 2020, the conditions for running ordinary high schools in 58 concentrated contiguous poverty-stricken counties and 17 poverty-stricken counties in the province will be significantly improved; Teachers' strength has been further strengthened, and teachers' curriculum execution has been significantly improved; The diversified and characteristic development of the school has achieved remarkable results; The gross enrollment rate of high schools in poverty-stricken areas reached 95%, ensuring that children in poverty-stricken areas and poor families can receive high-quality high school education, and achieving the goal of "difficult to go to school" to "expensive to go to school". The gross enrollment rate of high school education in ethnic areas is close to 90%, and a school-running model with ethnic and regional characteristics has initially formed.