A brief answer to the principles of ethnic education?

First, the guiding ideology, objectives and tasks of ethnic education work

(A) the guiding ideology of ethnic education in the new period. Hold high the great banner of Deng Xiaoping Theory, under the guidance of Comrade Theory of Three Represents of Jiang Zemin, fully implement the Party's educational policy and ethnic policy, emancipate the mind, change ideas, give full play to the role of education in the western development and economic and social development in ethnic areas, enhance ethnic unity and safeguard national unity; According to the principle of "adjusting measures to local conditions, zoning planning, classified guidance and highlighting key points", the objectives and policy measures for the reform and development of ethnic education are determined; Establish the "top priority" position of basically popularizing nine-year compulsory education and basically eliminating illiteracy among young people (hereinafter referred to as "two basics") in the education of the whole nation, and promote the healthy and coordinated development of all kinds of education; Adhere to the combination of local self-reliance, strong support from the state, strong support from developed regions and relevant institutions of higher learning; Adhere to the unity of scale, structure, quality and benefit.

(2) The objectives and tasks of the development of ethnic education during the Tenth Five-Year Plan period and in 20 10. During the Tenth Five-Year Plan period, ethnic autonomous areas should, on the basis of consolidating the "two basics", increase the county-level administrative divisions that realize the "two basics" from 5 1% in 2006 to more than 70%, and basically popularize compulsory primary education in 95% areas; Ensure that ethnic education in areas where ethnic minorities live together gives priority or develops in step with local education; Ensure a substantial increase in the number of students in high schools. By 20 10, ethnic minority areas will fully realize the "two basics", further improve the conditions for running schools, and form a relatively complete ethnic education system with China characteristics that is full of vitality and meets the needs of informationization and modernization in 2 1 century.

Second, the basic principles and principles of ethnic education in the new period

(a) the reform and development of ethnic education should adhere to the principle of seeking truth from facts and proceeding from reality, and be tailored to different ethnic groups and regions in terms of development planning, reform steps, objectives and requirements, school forms, teaching language, curriculum and educational system arrangement; We should persist in the innovation of ideas, systems and mechanisms, constantly expand the opening and exchanges between ethnic groups and regions, and boldly absorb and draw lessons from the outstanding achievements of civilizations of different ethnic groups, regions and human society, so that China's ethnic education can not only maintain its own characteristics, but also have distinctive characteristics of the times.

(2) Adhere to the principle of separating religion from ethnic education, conscientiously implement the Constitution of People's Republic of China (PRC), the Law on Regional Ethnic Autonomy in People's Republic of China (PRC) and other legal provisions, and no organization or individual may use religion to interfere with ethnic education or preach religion in schools in any form; Encourage religious patriots to publicize the party's educational policy and strategy of rejuvenating the country through science and education among religious believers, mobilize school-age children to enter school, and mobilize the enthusiasm of religious believers to support national education. At the same time, it is necessary to further strengthen the atheism and materialism education for teachers and students of all ethnic groups, carry forward the scientific spirit, spread scientific ideas, advocate scientific methods, popularize scientific knowledge, establish a scientific world outlook, and constantly enhance the ability of teachers and students of all ethnic groups to consciously resist the influence of feudal superstitions and cults.

(3) Promoting the development of education in ethnic minority areas by focusing on self-reliance in ethnic minority areas, combining with state support and counterpart support for education in developed areas and relevant institutions of higher learning. Ethnic minority areas should attach great importance to education, carry forward the spirit of self-reliance and hard struggle, and vigorously develop education. Developed coastal areas and relevant institutions of higher learning should further enhance their overall awareness, pay close attention to counterpart support education as required, and make greater contributions to the overall revitalization of ethnic areas and the large-scale development of the western region.

(4) Make overall plans and give prominence to key points. In order to realize the coordinated development of education in ethnic minority areas and education in the eastern and central regions, while strengthening ethnic minority education in ethnic minority areas in the future, the focus of central financial support for education should be tilted to key areas for ethnic minority work, remote agricultural and pastoral areas, alpine mountainous areas, border areas and underdeveloped areas with small population. Vigorously support ethnic minorities and the western region to develop modern distance education, improve their ability to enjoy high-quality educational resources, and realize the leap-forward development of ethnic education.

Third, policies and measures to deepen reform and accelerate the development of ethnic education.

(1) Deepen education reform and enhance the vitality of running schools. Further deepen the reform of the school-running system and change the situation that the main body of ethnic education is single and the school-running system is not active. Encourage and support social forces to run schools, support social forces in the eastern and central regions to run schools in ethnic minorities and western regions, or run schools for ethnic minorities and western regions in the eastern and central regions; Encourage and guide people in ethnic areas to send their children to the eastern and central regions at their own expense. Reasonably adjust the layout structure of education at all levels and types, promote the optimal allocation of educational resources, and continuously improve the scale efficiency of education investment; Accelerate the reform of the school management system and improve the school management level.

(2) Accelerate the pace of "two basics" and promote the coordinated development of education at all levels. Conscientiously implement the rural compulsory education management system of "under the leadership of the State Council, the local government is responsible and the county is the mainstay". Highlight the primary position of "two basics", increase investment, concentrate the strength of all sectors of society, accelerate the process of "two basics", and strive to achieve the goal during the Tenth Five-Year Plan period. Special attention should be paid to the development of education for ethnic minorities with small population. Strive to improve the running and living conditions of boarding primary and secondary schools. Support ethnic minorities and western regions to run model high schools and develop high school education. Efforts should be made to run colleges and universities in ethnic minority areas, and the adjustment of layout structure, specialty structure, personnel system reform and logistics socialization reform should be accelerated. Attach importance to and strengthen preschool education, vocational education, adult education and special education, so as to make all kinds of education develop in a coordinated way.

(3) Further increase support for ethnic education. Do a good job in the enrollment of ethnic classes and ethnic preparatory classes in colleges and universities. Take the enrollment scale of the previous academic year as the base, and determine the enrollment scale of ethnic classes and ethnic preparatory classes in colleges and universities affiliated to national ministries and commissions and universities in the eastern and central regions in accordance with the average growth ratio of undergraduate enrollment in the previous year; The funds for preparatory students are allocated by the central and local governments according to the undergraduate standards and the actual enrollment situation of the year; Strengthen the construction of ethnic preparatory education base, deepen the reform of preparatory education and improve the quality of education. Implement the training plan for high-level backbone talents of ethnic minorities. Since 2003, a number of key institutions of higher learning for ethnic minorities and the western region have been selected, and special measures have been taken to train doctoral and master's talents of ethnic minorities. Give special policy support to the construction of degree authorization points in colleges and universities in ethnic areas and the scale of postgraduate enrollment. Funding for western provinces (autonomous regions and municipalities directly under the Central Government) to focus on the construction of an institution of higher learning with a key demonstration role, focusing on supporting the Central University for Nationalities. The work of international students sent by the state should also be tilted towards ethnic minorities and the western region.

(4) Increase investment in ethnic education. During the Tenth Five-Year Plan period to 20 10, "National Compulsory Education Project in Poverty-stricken Areas", "National Poverty Alleviation Education Project", "Western Vocational Education Development Project", "Higher Vocational and Technical Education Project", "Educational Informatization Project", "National Reconstruction Project of Dangerous Houses in Primary and Secondary Schools", "Special Grants for Poor Students in Primary and Secondary Schools" and "Construction Project of Extracurricular Activities Places for Teenagers" should be provided to ethnic minorities and the western region. For key counties in the national poverty alleviation and development work that have not popularized compulsory primary education, textbooks are provided free of charge to primary and secondary school students in agricultural and pastoral areas, and the use of affordable textbooks is promoted; Take special measures such as reducing miscellaneous fees, books, meals and living expenses to ensure that students from poor families go to school; The central government gives some subsidies to the living expenses of boarding primary and middle school students in agricultural and pastoral areas, mountainous areas and border areas through comprehensive transfer payments; The financial departments at all levels in ethnic minorities and the western region should also set up special funds for boarding primary and secondary school students' living allowance. Under the same conditions, poor minority students in colleges and universities have priority to enjoy the state funding policy to ensure that every college student does not stop studying because of financial difficulties. Governments at all levels in areas inhabited by ethnic minorities should set up special funds for ethnic education, formulate and implement relevant preferential policies, and support the development of ethnic education in areas inhabited by ethnic minorities; Ethnic minorities and local financial education expenditure in the western region should achieve "three growth"; Educational loans from international organizations and educational donations from overseas, Hong Kong, Macao and Taiwan are focused on ethnic minorities and the western region; Encourage social forces to run schools, support and mobilize social forces to participate in education "poverty alleviation" actions, and deduct taxpayers' donations to compulsory education in ethnic minorities and western agricultural and pastoral areas from taxable income; Newly-built and expanded schools in ethnic minorities and western regions, including private public welfare schools, provide land by means of allocation, and reduce or exempt urban and rural construction and other related taxes and fees; Continue to implement preferential tax policies for work-study programs, school-run industries and related industries that provide life services for schools; At the same time, appropriate use of finance, financial and other means to support the development of education in ethnic minorities and the western region. [ 1]

(5) Further strengthen support for ethnic education. In accordance with the requirements of the Notice of the General Office of the Central Committee and the General Office of the State Council on Promoting the Counterpart Support for Schools in the East and the West (13), we will conscientiously organize and implement the Counterpart Support Project for Schools in the Eastern Region and the Counterpart Support Project for Schools in Large and Medium-sized Cities in the West, so that the western ethnic minorities and poverty-stricken areas can use funds, equipment and teachers. Education counterpart support implements the target responsibility system to ensure that the target is achieved on schedule and improve the efficiency of counterpart support. Education counterpart support should help Tibet and Xinjiang strengthen the training and teaching of bilingual teachers, especially Chinese teachers. Further strengthen the work of Tibetan classes (schools) in the mainland and Xinjiang high school classes, and improve the management, evaluation and diversion measures of Tibetan classes (schools) in the mainland and Xinjiang high school classes in the mainland; Increase investment, improve the quality of education and teaching, and make its comprehensive conditions and management level meet the standards of similar local provincial schools; Adjust the enrollment structure of Tibetan classes (schools) in the mainland and appropriately expand the enrollment ratio of high schools and normal schools.

(6) Vigorously strengthen the construction of teachers. The construction of teaching staff should be regarded as the focus of developing ethnic education, and education investors should ensure the needs of the construction of teaching staff. The construction of teachers in ethnic minorities and western regions should pay attention to the cultivation and training of "bilingual" teachers and build a qualified "bilingual" teacher team. Further deepen the reform of the teacher education system, improve the teaching and scientific research level of teachers in normal universities, and strengthen the construction of county-level teacher training bases. At the same time, modern means such as distance education are adopted to improve the quality and efficiency of continuing education. Strengthen the training of principals and improve the management level of schools in ethnic areas. Broaden the sources of teachers and encourage graduates from non-normal colleges in the eastern and central regions to teach in ethnic minorities and western regions. Take special measures such as directional enrollment to strengthen the training of school teachers at all levels in agricultural and pastoral areas, alpine areas, mountainous areas and border areas. Strengthen teacher training, encourage teachers to participate in various business studies, and improve the level of teachers' academic degrees. It is necessary to create a good fashion of respecting teachers and attaching importance to teaching in the whole society, and effectively guarantee and continuously improve the treatment of teachers. [ 1]

(7) Vigorously promote bilingual teaching in ethnic primary and secondary schools. Correctly handle the relationship between minority language teaching and Chinese teaching, and deploy bilingual teaching in minority primary and secondary schools. A curriculum system for teaching minority languages and Chinese is gradually formed in ethnic primary and secondary schools, and foreign language courses should be offered in areas where conditions permit. The construction of bilingual teaching materials should be included in the local education development plan and given priority protection. According to the new Chinese teaching syllabus for full-time ethnic primary and secondary schools, Chinese textbooks suitable for ethnic minority students have been compiled. We should actively create conditions to gradually offer Chinese courses in ethnic primary and secondary schools with ethnic languages as teaching materials from the first grade of primary school. The state gives key support to the research, development and publication of bilingual teaching materials.

It is necessary to respect and guarantee the right of ethnic minorities to receive education in their own languages and strengthen the construction of national language teaching materials; Compile national language teaching materials with local characteristics, and constantly improve the quality of teaching materials. It is necessary to include the funds needed for the construction of national language teaching materials into the education budget, fund the compilation, examination and publication of national language teaching materials, and ensure the full supply of national language teaching materials. [ 1]

(eight) actively promote the modernization process of ethnic education means. Focus on supporting the construction of modern distance education network, establish county-level distance education teaching points and township-level TV and data viewing points, start the construction of campus network or local area network in qualified areas and schools, and train and train teachers and managers; Set up specialized institutions and strive to develop mathematics and physics courses, school management and Chinese teaching courseware and material database in minority languages. It is necessary to strengthen the construction of language teaching rooms or computer rooms in ethnic primary and secondary schools and accelerate the pace of popularizing information technology education. [ 1]

(9) Vigorously strengthen national unity education and moral education in schools. China is a multi-ethnic socialist country. It is the common responsibility of the people of all ethnic groups in China to strengthen national unity, safeguard the reunification of the motherland and oppose ethnic division. We should hold high the great banner of national unity and progress, and strengthen national unity education in all kinds of school education in a focused, hierarchical and targeted manner. We should take the education of maintaining and developing the new socialist ethnic relations of equality, unity and mutual assistance as an important part of patriotism education, civic moral education and quality education, strengthen the education of Marxist ethnic and religious views and the party's ethnic and religious policies, strengthen the historical education of people of all ethnic groups who fought bloody battles to realize the reunification of the Chinese nation, strengthen the education of people of all ethnic groups in the history of establishing and building a great socialist motherland under the leadership of the Communist Party of China, and further strengthen the "three separations" of teachers and students of all ethnic groups (the Han minority cannot live without the Han nationality; Ethnic minorities are inseparable), firmly establish the ideology of consciously safeguarding national unity and opposing ethnic division, enhance students' socialist legal concept and moral concept, improve scientific and cultural quality, and make contributions to safeguarding the unity and progress of all ethnic groups and the long-term stability of the country.

Fourth, strengthen leadership over ethnic education.

People's governments at all levels should earnestly strengthen their leadership over ethnic education. Put ethnic education on the important agenda of government work. It is necessary to speed up the legislative work of ethnic education and bring it into the legal track.

People's governments at all levels should attach importance to ethnic education, ensure investment in ethnic education, and do practical things for ethnic education. And bring it into the target responsibility system and performance evaluation of leading cadres at all levels. The administrative department of education shall designate specialized agencies and personnel to be specifically responsible for ethnic education. In ethnic education administrative departments at all levels, attention should be paid to the selection and use of ethnic minority cadres. Strengthen the scientific research of ethnic education, organize the exchange of ethnic education experience, and promote the international cooperation, exchange and opening up of ethnic education. Colleges, universities, social organizations and individuals that have made remarkable achievements and outstanding contributions in the reform and development of ethnic education, scientific research, counterpart support education, training of minority talents, and donation education should be vigorously commended and publicized.