The Average Monthly Allowance For Rural Teachers In Some Areas Is Less Than 100 Yuan.

"The per capita monthly subsidy is less than 200 yuan in the county, accounting for 16%, some even less than 100 yuan, it is difficult to play a role in stabilizing and attracting talents to teach in rural schools."

Recently, the general office of the Ministry of Education announced the implementation of rural teachers' living allowance in poor areas in 2016, pointing out that the coverage of the policy needs to be further expanded. There are still some individual counties that have not been put into practice, and the subsidy standards need to be further improved.

The circular pointed out that in May 2016, the State Council

The Xinjiang Akesu area has been listed as a contiguous poverty-stricken area, so the number of counties in continuous poverty stricken areas has increased from 699 in 2015 to 708.

By the end of 2016, 684 counties had implemented subsidies for rural teachers, with a coverage rate of 97%, an increase of 15% over that of 2015.

In the 684 implementation counties, there were 83 thousand rural schools and 1 million 355 thousand rural teachers, including 1 million 295 thousand teachers from 81 thousand schools. The coverage rate of teachers in schools and rural areas was 98% and 96%, respectively, which was 2% and 4% higher than in 2015.

In 2016, the per capita monthly subsidy standard was 284 yuan, an increase of 22 yuan over 2015 and an increase of 8.3%.

In the implementation of the county, the per capita monthly subsidy standard reached or exceeded 400 yuan accounted for 25%, 200~400 yuan accounted for 59%, 200 yuan and below accounted for 16%.

The circular pointed out that there are still some problems in the implementation of rural teachers' living allowance in poor areas, including:

Policy coverage needs to be further expanded. There are still some counties that have not implemented the subsidy policy for rural teachers because of the budgetary reasons.

To be further improved, the subsidy standard of some counties is relatively low, of which 16% of the county's per capita monthly subsidy is below 200 yuan, and some even less than 100 yuan. It is difficult to play a role in stabilizing and attracting talents to teach in rural schools.

The management work needs to be further strengthened.

Not enough attention has been paid to the 6 provinces' implementation of the annual implementation plan and work plan, etc. The 7 provinces still failed to complete the data report on time, and 9 provinces failed to report the publicity and publicity of the policy according to the requirements.

The Ministry of education has asked all over the country to increase capital investment and gradually improve the subsidy standard, and gradually form an incentive mechanism that goes to the grass-roots level, the more arduous and the higher the treatment is, the more stable and attractive talents will be taught in rural schools for a long time.

Encourage youths to devote themselves to rural education, raise the standard of wage subsidies for special post teachers in a timely manner, get the qualification of teachers and teach in rural schools for a certain period of time, enjoy the tuition reimbursement and the national student loan compensation policy according to regulations, and encourage the retired teachers and senior teachers in urban areas to teach in rural schools.

The establishment of rural primary and secondary school staff should be checked in accordance with the standards of the city. It is strictly prohibited that there should be no supplement or long-term employment of qualified personnel under the condition of qualified teachers.

Professional titles (positions) should be tilted to rural schools, while rural teachers should not be awarded foreign language grades (except foreign language teachers) and rigid requirements for publishing papers.

We should comprehensively promote the reform of the management system of "county management and school" for compulsory education teachers, and take various ways and ways such as regular exchange, cross school competition, school district integration management, school alliance, counterpart support and teachers' teaching in Township Central schools and so on, and focus on leading excellent principals and bone cadres to flow to rural schools.

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