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With a view to fulfilling the spirit of the 16th CPC National Congress, accelerating the development and deepening the reform of rural education, and promoting rural economic and social development and coordinated development of urban and rural areas, the decision on further strengthening rural education is hereby made as follows. I. IMPORTANT ROLE PLAYED BY RURAL EDUCATION ON THE BUILDING OF A WELL-OFF SOCIETY IN AN ALL-ROUND WAY AND TAKING RURAL EDUCATION AS THE TOP PRIORITY AMONG OTHER THINGS IN EDUCATION 1. Rural education serves as the foundation, the driving force and an important factor that influences the overall building of a well-off society in an all-round way. Well-developed rural education and soundly operated rural schools are a big issue that has a direct bearing on the basic interests of over 800 million farmers in China and on catering to the demand of so large a rural population for schooling. It is the key to improving the qualities of laborers, promoting the transition of agriculture from a traditional model to a modern one and solving the problems faced by agriculture, rural areas and farmers from the root. It is also an important channel for transferring surplus rural laborers, propelling industrialization and urbanization and transforming pressure of population into benefits of human resources. It is a significant step in enhancing the building of rural spiritual civilization, raising the ideological and ethical standards of farmers and promoting the coordinated economic and social development in rural areas. We must give priority to the development of rural education at strategic height such as acting on the important thought of the "Three Represents" and building a well-off society in an all-round way. 2. Rural education is of great significance in constructing a modern national education system with Chinese characteristics and in building a learning society. Rural education covers so large a territory and has so many contents that its standard is linked to the cultivation of talents at all levels and of all types, the development of the education cause as a whole, and the improvement of qualities of the Chinese nation. Being public service institutions at the grassroots level that spread all over the countryside, rural schools not only train students but also undertake the important task of disseminating advanced culture and science and technologies among farmers and improving their labor skills and business startup abilities. Well-developed rural education provide farmers and their children with opportunities to receive good education, thus is an important aspect in achieving educational equality and social justice as well as an essential requirement of socialist education. 3. In spite of a large population and undeveloped productive forces, China has in the main accomplished the historical mission in reaching the "two basic targets" of universal nine-year compulsory education and eradication of illiteracy among young and middle-aged people. The reform of management system for rural compulsory education has witnessed breakthroughs. Rural vocational education and adult education has experienced big development. As a result, a large quantity of high-quality laborers and rich human resources have been fostered for national economic and social development. However, the weakness of China's rural education as a whole has not been radically reserved; the gap between rural and urban education in China is widening; and the capability of education in serving rural economic and social development has yet to be enhanced. Under new situations, we should have a stronger sense of responsibility and urgency and give top priority to rural education among other things in education. While stressing development on the one hand, we should propel reform on the other, and promote the coordinate development of rural education at all levels and of all types, in an effort to better adapt to the need of building a well-off society in an all-round way. II. ACCELATION OF COMPLETE FULFILLING OF THE "TWO BASIC TARGETS" AND CONSOLIDATING AND IMPROVING THE ACCOMPLISHMENT / QUALITY OF UNIVERSAL COMPULSORY EDUCATION 4. Striving to complete the fulfilling of the "two basic targets" in the western regions within five years. At present, there are still 372 counties in the western regions that have yet to reach the "two basic targets". These counties are mainly located in former revolutionary base areas, areas inhabited by minority ethnic groups, remote and border areas, and poverty-stricken areas, where the mission of reaching the "two basic targets" is anything but easy. By the year 2007, the population coverage rate of universal nine-year compulsory education should reach 85% or above, and the illiteracy rate among young and middle-aged people should decline to 5% or below. Completion of this mission is of great significance for propelling development-oriented poverty relief, enhancing national unity, maintaining the stability of border areas and realizing the long-term peace and stability of the whole country. We should take the complete fulfilling of the "two basic targets" as an important task in the development of China's western regions and pay to it no less attention than to the construction of infrastructures and eco-environment. The relevant departments of the State Council and the people's governments of all provinces (autonomous regions, municipalities directly under the Central Government) in the western regions should formulate work planning, set up special funds, arrange for implementation and conduct a supervisory inspection every year, so as to ensure the fulfilling of the targets. While arrangement for and implementation of the targets are conducted, focuses should be given to strengthening the construction of houses for primary and middle schools and of junior middle boarding schools, expanding the enrollment of junior middle schools, improving the proficiency of teachers, fostering modern distance education and supporting students from poverty-stricken families. The Central Government will continue to arrange for special funds for the implementation of compulsory education projects in poverty-stricken areas and divert central funds in special support of the fulfilling of the "two basic targets". The new increase in both Central and local poverty relief funds should support the development of education for poverty-stricken rural areas. The counties in central regions where the "two basic targets" have yet to be reached should concentrate their efforts in reaching them. Intensified efforts should be made in popularizing compulsory education for female and disabled children. 5. The regions (the central and western regions in particular) where the "two basic targets" have been reached should consolidate accomplishment and improve quality. The governments at all levels should come up with good planning and disposition for consolidating and improving the fulfilling of the "two basic targets". We should keep on readjusting the distribution of primary and middle schools, strive to better the school running conditions, strengthen the construction of rural middle schools and of boarding schools in remote and border areas and areas inhabited by minority ethnic groups, improve the sanitary facilities of schools and dining and boarding conditions for students, and raise the standard of laboratory instruments as well as books. We should deepen the teaching reform in education and accelerate the reform of courses in accordance with actual rural conditions. We should improve the proficiency of teachers and schoolmasters and raise the management standard of schools in an all-round way. We should lower the dropout rate in rural middle schools, improve school-running standard and educational quality, and form a mechanism of sustained and sound development of rural compulsory education. The economically developed rural areas should reach the "two basic targets" of high standard and quality. We should strive to realize the ultimate popularization of compulsory education and the overall improvement of compulsory educational quality through unremitting efforts. 6. Developing senior middle education and early childhood education. In the five years to come, the rural areas in the economically developed regions should strive to popularize senior middle education, while the rural areas in other regions should accelerate the development of senior middle education. The state will continue to arrange for funds in special support of a number of well-grounded ordinary senior middle schools and vocational schools, so that such schools can improve their running conditions, raise educational quality and expand quality educational sources. The governments at all local levels should pay attention to and support the development of early childhood education in rural areas and make full use of the surplus resources to that end after readjusting the distribution of rural primary and middle schools. Development of non-government funded senior middle school and early childhood education is encouraged. 7. Establishing and improving the counterpart educational aid system. The state will continue to implement the "Project of Counterpart Aid from Schools in the Eastern Regions to Schools of Poverty-stricken Areas in the Western Regions" and the "Project of Counterpart Aid from Schools in Big or Middle Cities to Poverty-stricken Counties Within a Province (Autonomous Region, Municipality Directly under the Central Government)" and establish the system of counterpart aid from economically developed counties in the eastern regions to poverty-stricken counties in the western regions and from big and middle cities to poverty-stricken counties within a province (autonomous region, municipality directly under the Central Government). The Central Government will further increase its support to rural education in the areas where national self-governance is applied, and keep on running inland Tibetan middle schools (classes) and Xinjiang minority classes. III. ORIENTATION OF SERVICES TOWARDS "SANNONG" (NONGYE, NONGCUN AND NONGMIN; OR AGRICULTURE, RURAL AREAS AND FARMERS), DEVELOPING VOCATIONAL EDUCATION AND ADULT EDUCATION AND DEEPENING THE REFORM IN RURAL EDUCATION 8. The guiding principles for teaching reform in rural education are: to fully implement the Party's educational guidelines, to follow the orientation of services towards "Sannong", to enhance the pertinency and actual effect of school running, to satisfy the diversified demands of farmers for learning; to advance quality education in an all-round way, to keep abreast of actual rural situation, to stress on the cultivation of educatees' ideological and ethical standards, practical capabilities and job-seeking abilities; to plan as a whole basic education, vocational education and adult education, to effectively integrate educational resources, to bring into full play the comprehensive functions of rural schools, and to improve the economic effectiveness of school running. 9. Advancing courses and teaching reform in rural primary and middle schools. The selection of contents for rural primary and middle education, the writing of textbooks and the operation of teaching activities should keep abreast of actual rural situation and have rural characteristics while meeting the essential requirements of the state for basic education. Rural junior and senior middle schools should have more contents of vocational education as appropriate and keep on operating "Green Certificate" education. Such schools may set up practical techniques-based courses by creating conditions or utilizing the resources of vocational schools, and encourage students to obtain vocational qualification certificates while securing graduation certificates. 10. Developing employment-oriented rural vocational education. We should adopt diversified, flexible and open school-running modes, integrate education and teaching with production practices, social services and technologies, strengthen practice-based teaching and foster educatees' job-seeking capabilities. While operating formal education that offers academic qualifications, we should develop various types of vocational education in an effort to adapt to the restructuring of rural industries and promote the transferring of rural laborers to secondary and tertiary industries. We should adopt flexible systems in teaching and student records management to facilitate students' completion of studies in manners such as being work-study by turns, part-work-part-study, urban-rural sectional and before-and-in-service sectional. While integrating existing resources, we should focus on the building of core model vocational schools and training institutions at the prefectural (municipal) and county level. We should encourage social forces and attract foreign investment to operate vocational education and diversify school-running sources and investment. 11. Operating rural adult education by focusing on training of farmers, improving efficiency of agriculture and raising farmers' incomes. Trainings on practical techniques for farmers should be popularized to reach 100 million person-times per year. Trainings for mobility of rural laborers should be actively implemented to reach 20 million person-times per year, so as to prepare farmers with necessary skills for urban or non-agricultural employment and to help them obtain corresponding vocational qualifications or training certificates. Trainings should be market-oriented; cultivation of laborers on order should be encouraged and supported, with trainings being operated before their dispatching. We should gradually form an investment mechanism featuring government support, payment of employers, cost reduction or exemption for training institutions and moderate burden on farmers. We should continue to exert the important role of town (township) adult cultural and technical schools, agricultural radio & TV schools, as well as various institutions for promotion of and training on agricultural techniques. While actively operating cultural & technical education and trainings for farmers, rural primary or middle schools may have two concurrent titles or hold night classes in tandem with day classes, so as to become important bases for cultural, technical and educational activities at the rural grassroots level. 12. Strengthening the construction of labor practice sites in rural schools. Labor practice sites in rural schools are effective in integrating education with labor and applying the combination of agriculture, science and education and the coordination between basic education, vocational education and continuing education. Local governments should, based on the need of courses reform in rural schools, fully utilize various resources such as exiting rural demonstration sites and scientific and technological promotion bases, encourage experienced technical specialists to be instructors, full-time or part-time, and guide and support rural schools in conducting various labor practices and work-study programs. Relevant government departments and town and village authorities should, based on practical work and relevant provisions, provide schools with a slight amount of land for labor practices and work-study programs, with the specific implementation measures therefor being formulated by the Ministry of Education jointly with the Ministry of Agriculture and the Ministry of Land Resources. 13. Institutions of higher learning and research organizations should bring into full play their important role in promoting the integration of agriculture, science and education. They should take active efforts in developing rural practical techniques, promoting research achievements, supporting technological renovation and product upgrading in township enterprises and assisting cultivation of teachers for rural vocational schools and primary and middle schools, through forms such as designating counties in fixed contact, involving in the establishment of research and production alliances and of leading enterprises for rural industrialization, transferring technological achievements, etc. 14. Strengthening urban support and services for rural education and promote coordinated development of urban and rural education. Urban governments at all levels should ensure compulsory education to be received by children of farmers who come to cities for job opportunities, with administration being afforded by governments of the localities where farmers stay and responsibilities being borne chiefly by public-funded primary and middle schools. Urban vocational schools should expand the enrollment of students from rural areas and strive to reach an annual scale of 3.5 million acceptances. Urban vocational schools and trainings institutions of various types should vigorously operate trainings on vocational skills for farmers who come to cities for job opportunities. While continuously expanding counterpart enrollment, diversified forms should be adopted in promoting cooperative running of vocational schools between urban and rural areas and between eastern and western regions. Schools in urban areas and eastern regions should offer tuition reduction and exemption to students from rural poverty-stricken families and provide services for their employment, in a way to promote the transferring of new rural laborers. All large and medium-sized cities should fully exert their advantages in educational resources and strengthen assistance and services for rural education. IV. REQUIREMENTS OF THE COUNTY LEVEL-FOCUSED ADMINISTRATIVE SYSTEM, INCREASING INVESTMENT AND IMPROVING THE SAFEGUARD MECHANISM FOR FUNDINGĦĦ 15. Defining the responsibilities of governments at all levels in guaranteeing investment for rural compulsory education. Since the adoption of rural taxation and fee-charging reform, the Central Government has increased its efforts in transfer payment, effectively safeguarding the adjustment of the administrative system on rural compulsory education. At present, governments at all levels should further increase investment and make joint efforts in satisfying the basic demand of rural compulsory education. We should act on the administrative system on rural compulsory education featuring leadership of the State Council, responsibility of local governments, graded administration, and focuses on the county level. The county-level governments should take charge of coordination and administration in aspects such as local educational development planning, arrangement and use of funding, personnel affairs of schoolmasters and teachers, etc. The Central, provincial and prefectural (municipal) governments should increase transfer payment to enhance the capability of financially deficient counties in meeting expenses for compulsory education. In particular, the provincial-level governments should coordinate financial resources within their respective jurisdictions, make verification thereon on a county-by-county basis and increase transfer payment to financially deficient counties. County-level governments should increase investment to compulsory education, incorporate expenses for rural compulsory education into budget, file special reports to the county-level people's congresses or the standing committees thereof, and accept their supervision and inspection. Town and township governments should vigorously raise funds to improve school running conditions for rural primary and middle education. Governments at all levels should act on the requirement of the Central Government for using the new allocation of educational expenses mainly in rural areas. During the rural taxation and fee-charging reform, we should ensure the post-reform investment to rural compulsory education to be not less than pre-reform level. While securing the investment for rural compulsory education, we should increase the investment to vocational education, training of farmers and illiteracy eradication. 16. Establishing and improving the safeguard mechanism for salaries of teachers and other employees in primary and middle schools. The provincial-level governments should, in accordance with the provisions on personnel establishment for teachers and other employees in rural primary and middle schools and on national salary standards, conduct coordinated arrangement to ensure sufficient and timely payment of salaries and further implement the governor (chairperson, mayor) responsibility system. Funds allocated by the Central Government for transfer payment of salaries shall be subsidized to counties in full-amount. With quotas distributed to the counties at the beginning of each year, such funds shall be mainly used for payment of salaries in the counties that fail to meet the budget despite hard efforts. No province or prefecture (municipality) may retain such funds. All localities should intensify their efforts in settling the default on payment of salary to teachers and other employees in rural primary and middle schools. As from the promulgation of the present Decision, the General Office of the State Council will make notification, based on the province (autonomous region, municipality directly under the Central Government) where new default occurs, of payment of salary to teachers and employees in rural primary and middle schools. 17. Establishing and improving the safeguard mechanism for maintenance, renovation and construction of houses in rural primary and middle schools. We should seriously implement projects on renovation of shambling houses in rural primary and middle schools and eliminate shambling houses now existing. A system should be established for regular reconnaissance and appraisal of schoolhouses. Local governments should incorporate maintenance, renovation and construction of houses of rural primary and middle schools into the planning of social undertaking development and infrastructure construction and make the costs needed a component part of government budget. We should seriously implement the provision of the Opinions of the State Council on Comprehensive Promotion of the Experimental Scheme of Rural Taxation and Fee-charging Reform (No. 12 [2003] of State Council) which provides that "provincial-level financial departments should, based on the practical situation of the locality, arrange for some funds each year from special funding of transfer payment of rural taxation and fee-charging reform, which is to be used for renovation of shambling schoolhouses in the interest of teachers and students". The Central Government should continue to support the renovation of houses of primary and middle schools in the poverty-stricken areas of middle and western regions. Overall consideration should be given in dissolving the debts incurred by universal nine-year education in rural areas. No debtors and individuals may press for debts in any way against the normal teaching order of schools. 18. Securing public expenses for rural primary and middle schools. Provincial-level governments should, based on a down-to-earth principle and in accordance with the local economic and social development level and basic spending need for normal operation of schools, formulate and revise within this year the basic standard for public spending on average rural student receiving primary or middle education, standard for miscellaneous expenses and allocation standard for budgetary public spending on average student, and submit such standards to the Ministry of Finance and the Ministry of Education for the record. All charges of miscellaneous expenses should be used for public spending of schools. County-level governments should make allocations of public expenses in accordance with the standards formulated by provincial-level governments. For the key counties designated by the state for poverty relief and development and practicing the uniform fee-charging system as well as the counties that are financially deficient, provincial or prefecture-level governments should make up the gap of public expenses thereof. The basic standard for public expenses should be raised gradually with the need for development of rural compulsory education and the financial capabilities. Meanwhile, we should strengthen our efforts in dealing with arbitrary charging of educational fees and conduct serious investigation and punishment against those committing acts of arbitrary charging of fees or misappropriation of funds for primary or middle schools. V. ESTABLISHMENT AND IMPROVEMENT OF THE FINANCIAL SUPPORT SYSTEM FOR STUDENTS OF POVERTY-STRICKEN FAMILIES AND SAFEGUARD THE RIGHT OF RIGHT-AGE RURAL CHILDREN TO COMPULSORY EDUCATION 19. At present, care and financial support are urgently needed for right-age rural children of poverty-stricken families in receiving compulsory education. We should, based on the existing support methods, establish and improve the financial support system for rural students of poverty-stricken families to receive compulsory education. By 2007, all children of poor families throughout China should be dropout-proof, have access to free textbooks, subsidies for lodging expenses and be exempt from miscellaneous expenses during the stages of compulsory education. 20. The Central Treasury will keep on setting up grant-in-aid programs for primary and middle education in offering key support to rural students of poor families in the middle and western regions and gradually expanding the coverage of free textbooks. Governments at all levels should set up special funds to gradually help schools in exempting students of poor families from miscellaneous expenses and to provide necessary living subsidies to resident students of poor families. 21. Mobilizing and encouraging on a large scale government organs, social groups, business and non-profit organizations, and citizens to fund education. We should further implement preferential tax policies for institutional and individual contributors. Public donations to rural compulsory education via non-profit organizations and government organs will be fully tax-deductible. We should bring into full play the role of social groups in funding education and encourage schemes such as Project Hope and Spring Bud Program to keep on funding students of poor families. Central and local governments will honor and award those institutions and individuals that have made outstanding contributions in funding education. VI. ACCELERATION OF PERSONNEL REFORM IN RURAL PRIMARY AND MIDDLE SCHOOLS AND IMPROVE QUALITY OF TEACHERS 22. Strengthening administration of personnel establishment in rural primary and middle schools. We should strictly implement the state-promulgated standard on personnel establishment in primary and middle schools and strengthen our efforts in the verification thereof. While verifying the establishment, adequate consideration should be given to characteristics of rural primary and middle schools such as distribution in wide areas, scattered sources of students and a large number of teaching outlets, so as to satisfy the basic need of these areas for teachers. All areas shall resolutely straighten and reactivate the misappropriated establishment; a time limit for disengagement from school shall be given to a person in an established sequence that fails to stay on the post. An annual establishment reporting system and a regular adjustment system will be established. The relevant departments should strengthen their efforts in formulating and implementing personnel establishment standards for vocational schools and adult schools. 23. Implementing the qualification system for teachers by law and apply the system of appointment in an all-round way. We should tighten the certification conditions for teachers' qualifications; it is forbidden to appoint unqualified persons to be teachers. We should expand the sources of teachers and gradually raise the educational level of fresh teachers. A system featuring need-based post setup, open job invitation, fair competition, selection of the best, scientific appraisal and contract management will be applied in the appointment of teachers. All provinces (autonomous regions, municipalities directly under the Central Government) should formulate effective implementation rules and guide rural primary and middle schools in defining job requirements, fixing the number of posts and repositioning redundant personnel. We should vigorously explore the establishment of a regular appraisal and testing system for teachers' qualifications. We should take the professional ethical standards and the practical achievements in education and teaching as the primary basis for selecting and appointing teachers and determining their professional technical posts. We should be strict in educational law enforcement and strengthen the administration of teachers. Those in serious circumstances of violating professional ethics or neglecting duties will be mercilessly disqualified as teachers. 24. Tightening qualifications for and applying a system of appointment to schoolmasters. Schoolmasters of rural primary and middle schools shall have sound ideological and ethical qualities, strong organizing and management capabilities and high professional standards. To be a schoolmaster, one should have a teacher's professional title at the intermediate level or above and as a rule, work for at least five years in education or teaching. A process of open selection, fair competition and qualifying appointment should be employed as the major method for selecting schoolmasters. We should expand democracy, safeguard the right of teachers and other school employees to participate in and supervise the selection and appointment of schoolmasters, and strive to enlarge the participation of communities and students' parents. A fixed tenure system will be applied to schoolmasters; those failing to survive the appraisal or practicing negligence or dereliction of duties shall be dismissed or removed from office. 25. Vigorously guiding and encouraging teachers and other qualified personnel to teach in rural primary and middle schools. All localities should secure the allowances and subsidies designated by the state to primary or middle school teachers in rural, remote and poverty-stricken areas. A system of service term for rural teaching will be established for urban primary or middle school teachers. For promotion to be the rank of senior teachers, an urban primary or middle school teacher must have at least one year of teaching experience in rural primary or middle school(s). The proportion of posts for intermediate and senior teachers in rural primary and middle schools should be raised appropriately. Prefectural (municipal) and county administrative departments in charge of education should establish a system for regular exchange of teachers between urban and rural schools within their localities. The number of eastern teachers assigned to teach in the western regions should be increased; so should be the number of western teachers to receive trainings in the eastern regions. The state will continue to organize and implement the volunteer program for college graduates in aiding rural education. 26. Strengthening education and trainings for rural teachers and schoolmasters. We should build a lifelong education system for rural schoolteachers, implement a new round of trainings and continuing education for all teachers with focuses on new courses, new knowledge, new techniques and new methods. The system for qualification training on post assumption of rural primary and middle schoolmasters as well as regular training on improvement should be upheld. The training expenses for teachers and schoolmasters should be guaranteed. VII. MODERN DISTANCE EDUCATION PROJECT FOR RURAL PRIMARY AND MIDDLE SCHOOLS, PROMOTING SHARING OF QUALITY EDUCATIONAL RESOURCES BETWEEN URBAN AND RURAL AREAS AND IMPROVING RURAL EDUCATIONAL QUALITY AND BENEFITS 27. The modern distance education project for rural primary and middle schools should be propelled in accordance with the principles of overall planning, trial operation, focused breakthrough and step-by-step implementation. While continuing the trial operation in 2003, we should strive to, within five years, basically equip rural junior schools with computer classrooms, rural primary schools with satellite educational program receiving facilities and rural primary teaching sites with CD players and sets of educational CDs. While sourcing chiefly from local investment, the project should be funded through diverse channels. The Central Government should give appropriate support to the middle and western regions. 28. The modern distance education project should aim at improving educational qualities and benefits. The project should be integrated with development planning for various types of rural education and redistribution of primary and middle schools, with courses reform, strengthening of school management and continuing education for teachers, and with the integration of agriculture, science and technology, the coordination between basic education, vocational education and adult education and the education for rural Party members and cadres. 29. Accelerating development of rural modern distance educational resources. We should formulate construction planning of teaching resources for rural education and accelerate development and production of rural teaching and courses resources that conform to the spirit of courses reform and are adaptable to different regions and requirements. The state will give key support to the development and production of resources such as synchronous classroom facilities, educational CDs and satellite radio broadcasting in the middle and western regions. A system for collection, selection and certification of modern distance education resources will be established. VIII. STRENGTHENING LEADERSHIP AND MOBILIZING ALL SOCIAL FORCES TO CARE FOR AND SUPPORT RURAL EDUCATION 30. The people's governments at all levels should establish and improve the leadership responsibility system for rural education and do a good job on rural educational development and reform. On the basis of in-depth survey and research, the governments should formulate and implement the local planning for rural educational development and reform, strengthen coordination, study and solve outstanding problems in good time, give special attention to the safeguarding of rural educational expenses, take heed of voices of teachers and farmers, take initiatives to do practical work on education, uphold the rule of law, seriously implement laws and regulations on education, safeguard the lawful rights and interests of teachers and students and see to it that all rural educational policies are implemented. 31. Propelling the experimental reform on rural education and blazing a new path thereon. While summing up reform experience, all localities should further liberate their minds, take things as they are, keep pace with the times, boldly get rid of concepts and systems that are unfavorable to the development of rural education, and conduct reforms and exploration in areas such as rural school running system, operational mechanism, educational structure, teaching contents and methods, etc. The people's governments of all provinces (autonomous regions, and municipalities directly under the Central Government) should select some counties as experimental reform bases; the people's governments of all prefectures (municipalities) and counties should select one or two towns (townships) and some schools as experimental reform sites. A group of new school running models that are effective in serving "Sannong" should be developed through experimental reform, and new experience on education which is compatible with the socialist market economy, conforms to the law of education and bears rural characteristics be created. 32. The departments of agriculture, science and technology, education, etc. should bring their advantages into full play and coordinate with each other in propelling together the integration of agriculture, science and education. To form an effective work mechanism featuring coordination of government, division of work, cooperation and collective governance, a locality may, on the basis of practical need, establish the joint meeting system for the said integration. 33. Strengthening supervision of rural education. Supervisory focuses should be given to the county-based administrative system for rural compulsory education, the implementation of the objectives of safeguarding wages, safety and operation, and the circumstances concerning the fulfilling, consolidation and improvement of "two basic targets". We should establish a supervision and assessment mechanism for educational efforts made by county-level people's governments and take the result thereof as an important component of the appraisal on leaders' political achievements and an important basis for awards-giving or responsibility investigation. 34. Mobilizing on a large scale government organs, armies, business and non-profit institutions, social groups and the masses to support the development of rural education in diverse forms. The role of press and media in guiding public opinions should be exerted to give publicity to exemplary deeds of excellent rural teachers. Millions of rural teachers are working hard on the frontline of rural education and have made outstanding contributions to China's educational development and rural modernization. Special tribute are paid to those rural teachers who have long been working in former revolutionary base areas, areas inhabited by minority ethnic groups, remote and border areas, and poverty-stricken areas. As they have worked hard through difficulties and made selfless sacrifices for their profession, thus deserve the respect of the whole society. The people's governments at both central and local levels should commend regularly excellent rural teachers and educational workers who have made outstanding contributions and create in the whole society a good atmosphere of showing respect for teachers and education and caring for rural education. |
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