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　　改(gai)革開放尤其是黨的(de)十八大(da)以來，民(min)族(zu)教(jiao)育事業快速發(fa)展(zhan)，取得了顯(xian)(xian)著成(cheng)績(ji)。民(min)族(zu)地區(qu)教(jiao)育規模不斷(duan)擴大(da)，辦(ban)學條(tiao)件明顯(xian)(xian)改(gai)善，教(jiao)師隊(dui)伍素質穩步提(ti)(ti)升，教(jiao)育教(jiao)學質量不斷(duan)提(ti)(ti)高，培養了一大(da)批少數民(min)族(zu)人才，為加(jia)快民(min)族(zu)地區(qu)經濟社會發(fa)展(zhan)、維(wei)護祖國統(tong)一、促進民(min)族(zu)團結作出了重要貢獻。

　　同時，由(you)于歷史(shi)、地理等(deng)原因，民(min)(min)(min)族教(jiao)育發展仍面臨一些特(te)殊困(kun)難(nan)和突(tu)出問題，整(zheng)體發展水平(ping)(ping)與(yu)全(quan)國平(ping)(ping)均(jun)水平(ping)(ping)相比差距仍然較大，是(shi)教(jiao)育扶(fu)(fu)貧(pin)的重(zhong)點區(qu)(qu)域(yu)。根據中(zhong)共中(zhong)央、國務院2011年印發的《中(zhong)國農村扶(fu)(fu)貧(pin)開發綱(gang)要(2011—2020年)》，國家在全(quan)國共劃分了(le)14個(ge)集中(zhong)連片特(te)困(kun)地區(qu)(qu)，共680個(ge)縣(xian)，是(shi)我(wo)國新階(jie)段扶(fu)(fu)貧(pin)攻堅的主(zhu)(zhu)戰場。在14個(ge)片區(qu)(qu)中(zhong)，有11個(ge)是(shi)少數民(min)(min)(min)族地區(qu)(qu)。當前(qian)，脫貧(pin)攻堅已進入收官(guan)沖(chong)刺的關鍵階(jie)段，全(quan)國上下正(zheng)聚焦“三(san)區(qu)(qu)三(san)州”等(deng)深度貧(pin)困(kun)地區(qu)(qu)，瞄準突(tu)出問題和薄弱環節，對(dui)52個(ge)未摘帽縣(xian)和1113個(ge)貧(pin)困(kun)村實施掛牌督戰，而“三(san)區(qu)(qu)三(san)州”和52個(ge)未摘帽縣(xian)主(zhu)(zhu)要在邊遠民(min)(min)(min)族貧(pin)困(kun)地區(qu)(qu)。因此，提(ti)高民(min)(min)(min)族地區(qu)(qu)的教(jiao)育教(jiao)學質量(liang)，為民(min)(min)(min)族地區(qu)(qu)培養更多合格(ge)人才(cai)，提(ti)升(sheng)少數民(min)(min)(min)族地區(qu)(qu)內生動力，是(shi)打贏(ying)教(jiao)育扶(fu)(fu)貧(pin)攻堅戰的關鍵。

　　教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)對(dui)口支(zhi)(zhi)(zhi)援(yuan)(yuan)扶貧是(shi)(shi)一(yi)(yi)項(xiang)具(ju)有中(zhong)(zhong)國(guo)(guo)特色的(de)(de)(de)政策模式(shi)，是(shi)(shi)深入貫徹中(zhong)(zhong)共中(zhong)(zhong)央、國(guo)(guo)務(wu)(wu)院“兩(liang)個(ge)(ge)大(da)局”戰略思(si)想、促進(jin)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)公平的(de)(de)(de)重(zhong)(zhong)(zhong)要(yao)舉措，是(shi)(shi)我國(guo)(guo)民(min)(min)(min)族(zu)(zu)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)一(yi)(yi)項(xiang)長期(qi)而緊(jin)迫(po)的(de)(de)(de)戰略工(gong)(gong)(gong)程。早在上個(ge)(ge)世(shi)紀50年(nian)(nian)代，我國(guo)(guo)就啟動(dong)了民(min)(min)(min)族(zu)(zu)地(di)區(qu)(qu)(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)對(dui)口支(zhi)(zhi)(zhi)援(yuan)(yuan)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)。1956年(nian)(nian)，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)部(bu)(bu)(bu)《關于內地(di)支(zhi)(zhi)(zhi)援(yuan)(yuan)邊(bian)疆地(di)區(qu)(qu)(qu)小學(xue)師(shi)資問(wen)題的(de)(de)(de)通知》就提出了師(shi)資支(zhi)(zhi)(zhi)援(yuan)(yuan)問(wen)題，這比其他對(dui)口支(zhi)(zhi)(zhi)援(yuan)(yuan)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)啟動(dong)相對(dui)更早。近(jin)年(nian)(nian)來，我國(guo)(guo)通過實施(shi)“特崗計劃”“師(shi)范(fan)生免(mian)費教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)”“國(guo)(guo)培計劃”以(yi)及對(dui)口支(zhi)(zhi)(zhi)援(yuan)(yuan)等(deng)一(yi)(yi)系列政策措施(shi)，為(wei)民(min)(min)(min)族(zu)(zu)地(di)區(qu)(qu)(qu)培養培訓了一(yi)(yi)大(da)批少數(shu)民(min)(min)(min)族(zu)(zu)師(shi)資，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊(dui)伍(wu)(wu)建(jian)設得到顯(xian)著加強(qiang)。2016年(nian)(nian)5月，國(guo)(guo)務(wu)(wu)院辦公廳印發(fa)了《關于加快中(zhong)(zhong)西(xi)(xi)部(bu)(bu)(bu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)發(fa)展(zhan)的(de)(de)(de)指導(dao)意見》，提出實施(shi)援(yuan)(yuan)藏援(yuan)(yuan)疆萬名(ming)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)支(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)計劃，作(zuo)(zuo)(zuo)為(wei)加強(qiang)西(xi)(xi)藏、新(xin)疆教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊(dui)伍(wu)(wu)建(jian)設的(de)(de)(de)創新(xin)之舉，同時也是(shi)(shi)一(yi)(yi)項(xiang)惠及西(xi)(xi)藏、新(xin)疆各族(zu)(zu)干部(bu)(bu)(bu)群眾的(de)(de)(de)重(zhong)(zhong)(zhong)大(da)民(min)(min)(min)心工(gong)(gong)(gong)程、民(min)(min)(min)生工(gong)(gong)(gong)程。2017年(nian)(nian)12月，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)部(bu)(bu)(bu)會同國(guo)(guo)家發(fa)展(zhan)改革(ge)委、財政部(bu)(bu)(bu)、人力資源和社(she)會保障部(bu)(bu)(bu)聯(lian)合(he)印發(fa)了《援(yuan)(yuan)藏援(yuan)(yuan)疆萬名(ming)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)支(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)計劃實施(shi)方案(an)》，支(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)承擔受援(yuan)(yuan)地(di)區(qu)(qu)(qu)學(xue)校學(xue)科(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)和班級管(guan)理任務(wu)(wu)，通過組(zu)織(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)研(yan)活動(dong)、業務(wu)(wu)培訓和教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)指導(dao)，從事學(xue)校管(guan)理等(deng)方式(shi)，充分發(fa)揮骨干帶(dai)頭示范(fan)作(zuo)(zuo)(zuo)用，全面推(tui)動(dong)民(min)(min)(min)族(zu)(zu)地(di)區(qu)(qu)(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)質(zhi)量和管(guan)理水(shui)平提高。2019年(nian)(nian)，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)部(bu)(bu)(bu)與脫貧攻(gong)(gong)堅任務(wu)(wu)較重(zhong)(zhong)(zhong)的(de)(de)(de)13個(ge)(ge)省區(qu)(qu)(qu)簽署了《打贏教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)脫貧攻(gong)(gong)堅戰合(he)作(zuo)(zuo)(zuo)備忘(wang)錄》，建(jian)立(li)了10個(ge)(ge)司局對(dui)口聯(lian)系13個(ge)(ge)省區(qu)(qu)(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)廳的(de)(de)(de)工(gong)(gong)(gong)作(zuo)(zuo)(zuo)機制，大(da)力協調(diao)對(dui)接(jie)力度，合(he)力推(tui)進(jin)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)脫貧攻(gong)(gong)堅工(gong)(gong)(gong)作(zuo)(zuo)(zuo)。今年(nian)(nian)5月，為(wei)加快形成西(xi)(xi)部(bu)(bu)(bu)大(da)開發(fa)新(xin)格局，推(tui)動(dong)西(xi)(xi)部(bu)(bu)(bu)地(di)區(qu)(qu)(qu)高質(zhi)量發(fa)展(zhan)，中(zhong)(zhong)共中(zhong)(zhong)央、國(guo)(guo)務(wu)(wu)院印發(fa)了《關于新(xin)時代推(tui)進(jin)西(xi)(xi)部(bu)(bu)(bu)大(da)開發(fa)形成新(xin)格局的(de)(de)(de)指導(dao)意見》，提出“持續推(tui)動(dong)東西(xi)(xi)部(bu)(bu)(bu)地(di)區(qu)(qu)(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)對(dui)口支(zhi)(zhi)(zhi)援(yuan)(yuan)”。

　　決戰決勝(sheng)脫貧攻堅，教育對口支援(yuan)還應(ying)繼續(xu)在以(yi)下幾方面鞏固與發展(zhan)：

　　優(you)化內(nei)地民(min)族(zu)班(ban)(ban)招生(sheng)考試(shi)的(de)制度與程序，不(bu)斷(duan)(duan)向(xiang)農(nong)牧(mu)民(min)子女(nv)傾(qing)斜。優(you)先向(xiang)新(xin)疆(jiang)(jiang)(jiang)南疆(jiang)(jiang)(jiang)四地州和(he)西藏的(de)農(nong)牧(mu)區分(fen)配內(nei)地民(min)族(zu)班(ban)(ban)招生(sheng)指標(biao)，兼顧西藏、新(xin)疆(jiang)(jiang)(jiang)教(jiao)育(yu)基礎與內(nei)地教(jiao)學的(de)有效銜接，穩步有序提(ti)升少數民(min)族(zu)農(nong)牧(mu)民(min)子女(nv)比(bi)例，不(bu)斷(duan)(duan)接近并(bing)達(da)到預期的(de)政(zheng)策目(mu)標(biao)。同(tong)(tong)時，創新(xin)財(cai)(cai)(cai)政(zheng)分(fen)配與供(gong)給形式(shi)(shi)，為進一步保證內(nei)地民(min)族(zu)班(ban)(ban)長(chang)期穩定的(de)發(fa)展，中央(yang)財(cai)(cai)(cai)政(zheng)根據辦班(ban)(ban)省份的(de)財(cai)(cai)(cai)政(zheng)情況(kuang)，給予不(bu)同(tong)(tong)比(bi)例和(he)不(bu)同(tong)(tong)撥(bo)付形式(shi)(shi)的(de)支(zhi)持，可以“以獎代補”方式(shi)(shi)進行財(cai)(cai)(cai)政(zheng)支(zhi)持。

　　促(cu)進(jin)(jin)民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)的課(ke)(ke)程化和(he)常(chang)態(tai)化。民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)是鑄牢中華民(min)(min)(min)(min)(min)族(zu)共同體意(yi)識教(jiao)(jiao)育(yu)(yu)(yu)、促(cu)進(jin)(jin)國家認同教(jiao)(jiao)育(yu)(yu)(yu)的重要(yao)課(ke)(ke)程載(zai)體，不僅(jin)要(yao)在內地班開(kai)足(zu)開(kai)齊民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)課(ke)(ke)程，還(huan)應深入推進(jin)(jin)民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)進(jin)(jin)學(xue)校(xiao)、進(jin)(jin)課(ke)(ke)堂、進(jin)(jin)頭腦，在各(ge)級各(ge)類學(xue)校(xiao)因地制宜開(kai)展各(ge)類認識和(he)促(cu)進(jin)(jin)民(min)(min)(min)(min)(min)族(zu)團結的活動，并且利用(yong)現(xian)代信息技(ji)術(shu)手段開(kai)發編譯民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)學(xue)資源，不斷豐富課(ke)(ke)程內容(rong)和(he)形式(shi)，實(shi)現(xian)民(min)(min)(min)(min)(min)族(zu)團結教(jiao)(jiao)育(yu)(yu)(yu)的常(chang)態(tai)化和(he)本土化。

　　注重中(zhong)職(zhi)(zhi)(zhi)教(jiao)(jiao)育(yu)(yu)的(de)實(shi)(shi)用(yong)性與技(ji)(ji)能(neng)(neng)性。在各個舉辦內(nei)(nei)地(di)(di)(di)中(zhong)職(zhi)(zhi)(zhi)班的(de)省份，應根據(ju)學(xue)(xue)校教(jiao)(jiao)育(yu)(yu)資源與教(jiao)(jiao)學(xue)(xue)特色(se)(se)，因地(di)(di)(di)制宜地(di)(di)(di)開展本土化(hua)、特色(se)(se)化(hua)的(de)實(shi)(shi)習實(shi)(shi)訓(xun)，切實(shi)(shi)加強內(nei)(nei)地(di)(di)(di)中(zhong)職(zhi)(zhi)(zhi)班學(xue)(xue)生(sheng)的(de)職(zhi)(zhi)(zhi)業(ye)技(ji)(ji)能(neng)(neng)和就業(ye)競(jing)爭力，讓內(nei)(nei)地(di)(di)(di)中(zhong)職(zhi)(zhi)(zhi)班學(xue)(xue)生(sheng)成為(wei)發(fa)展家鄉經濟(ji)的(de)技(ji)(ji)術骨干。同時，實(shi)(shi)施好職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)東西協作行動計劃，發(fa)揮東部優質高職(zhi)(zhi)(zhi)教(jiao)(jiao)育(yu)(yu)對民族(zu)地(di)(di)(di)區中(zhong)職(zhi)(zhi)(zhi)教(jiao)(jiao)育(yu)(yu)的(de)引領，為(wei)民族(zu)特困地(di)(di)(di)區教(jiao)(jiao)育(yu)(yu)脫貧培(pei)養留得住(zhu)的(de)技(ji)(ji)能(neng)(neng)人才(cai)。

　　創新萬名教(jiao)(jiao)(jiao)師(shi)對(dui)口支(zhi)教(jiao)(jiao)(jiao)計(ji)劃援(yuan)助(zhu)方式。首先，為(wei)充分發(fa)揮支(zhi)教(jiao)(jiao)(jiao)教(jiao)(jiao)(jiao)師(shi)作(zuo)用(yong)，同時優先考(kao)慮(lv)受援(yuan)地(di)(di)區和(he)(he)(he)學校對(dui)專任教(jiao)(jiao)(jiao)師(shi)和(he)(he)(he)教(jiao)(jiao)(jiao)育管(guan)理(li)人員的(de)(de)(de)實際需(xu)求，應(ying)在(zai)現有對(dui)口支(zhi)援(yuan)機制下，開展(zhan)受援(yuan)地(di)(di)教(jiao)(jiao)(jiao)師(shi)需(xu)求摸(mo)底調研，包括了解所需(xu)支(zhi)援(yuan)的(de)(de)(de)教(jiao)(jiao)(jiao)師(shi)數量、教(jiao)(jiao)(jiao)師(shi)所在(zai)學段、任教(jiao)(jiao)(jiao)學科等，盡可能(neng)讓科目教(jiao)(jiao)(jiao)師(shi)急需(xu)的(de)(de)(de)學校和(he)(he)(he)地(di)(di)區受益(yi)。其(qi)(qi)次，支(zhi)教(jiao)(jiao)(jiao)計(ji)劃應(ying)適當(dang)向西藏(zang)和(he)(he)(he)新疆地(di)(di)區初高(gao)中傾斜，理(li)科教(jiao)(jiao)(jiao)師(shi)較為(wei)薄弱的(de)(de)(de)中學是(shi)對(dui)口支(zhi)援(yuan)重點。再其(qi)(qi)次，出臺關于置換(huan)(huan)受援(yuan)地(di)(di)教(jiao)(jiao)(jiao)師(shi)培訓(xun)的(de)(de)(de)細則(ze)和(he)(he)(he)實施方案，進一步明確承擔置換(huan)(huan)教(jiao)(jiao)(jiao)師(shi)培訓(xun)的(de)(de)(de)具體(ti)單位，以及(ji)培訓(xun)內容、培訓(xun)方式、培訓(xun)具體(ti)考(kao)核辦(ban)法等，精準提升受援(yuan)地(di)(di)教(jiao)(jiao)(jiao)師(shi)發(fa)展(zhan)水(shui)平。

　　鼓勵和支(zhi)(zhi)持優質(zhi)民(min)(min)辦(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)參與教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)對口支(zhi)(zhi)援。今年4月，教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)辦(ban)(ban)公廳發布《關于進(jin)一步組織動(dong)員民(min)(min)辦(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)機構積極參與教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)脫(tuo)貧(pin)攻堅(jian)戰(zhan)的通知》，提出“實(shi)施結對幫扶行動(dong)計劃。支(zhi)(zhi)持各民(min)(min)辦(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)機構面(mian)向未摘帽(mao)52個貧(pin)困(kun)縣開(kai)(kai)展脫(tuo)貧(pin)攻堅(jian)結對幫扶活(huo)動(dong)”。通過對口援助(zhu)的橋(qiao)梁紐帶(dai)作用(yong)，聯系優質(zhi)民(min)(min)辦(ban)(ban)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)資源(yuan)開(kai)(kai)展幫扶共建，帶(dai)動(dong)貧(pin)困(kun)地(di)區中小學特色項目開(kai)(kai)展和教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)學質(zhi)量提升(sheng)，縮(suo)小教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)差距，是教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)扶貧(pin)的應(ying)有之義。

　　作者：吳霓，中國教科(ke)院(yuan)教育發展與改革(ge)研究(jiu)所所長、研究(jiu)員