What is the difference between the new compulsory education law and the old compulsory education law

Compulsory Education Law of the People's Republic of China.

Table of Contents, Chapter I.

The Compulsory Education Law of the People's Republic of China, amended and adopted on June 29, 2006, came into force on September 1, 2006, and the following parts are mainly amended:

1.Compulsory education will be changed from raising funds through multiple channels and relying on the people to run education mainly by relying on financial investment.

2.Compulsory education will gradually change from fee-based compulsory education to free compulsory education.

3.The compulsory education system has changed from "local responsibility and county-based" to "provincial-level first-class overall funding" and "county-based management".

4.Funding for compulsory education has shifted from being mixed with other funds in the budget to being a separate item. The separate listing of compulsory education funds can increase transparency and facilitate review and supervision.

5.** and provincial financial transfer payments to counties have changed from internal operations to open and transparent.

6.The first-class sharing system of capital investment at all levels has changed from unclear responsibilities to clear and unambiguous responsibilities.

7.The supervision of compulsory education has changed from the lack of accountability to the gradual establishment of accountability.

The implementation of the Compulsory Education Law is a major contribution to the development of China's education in the new century. The significance of life, from education, development, builders, suddenly, the promulgation of the compulsory education law, is also a new and important symbol of the construction of China's education legal system, the first five, education is related to the improvement of the quality of the entire nation and the rejuvenation of the whole nation. The development of education has a profound and far-reaching historical role for women.

At present and for a long time to come, the leading idea of implementing nine-year compulsory education is correct, and the starting point is good, but some of the current measures are worthy of everyone's attention. It is not allowed to punish students who violate the rules, not to take exams, not to repeat grades, not to expel students, not to disclose students' academic performance, not to rank, and so on.

Chapter 4 Teachers.

Article 28: Teachers enjoy the rights provided for by law, perform the obligations provided by law, and shall be role models for others and loyal to the people's educational cause.

Teachers should be respected by the whole society.

Article 29: Teachers shall treat students equally in education and teaching, pay attention to students' individual differences, teach students in accordance with their aptitude, and promote the full development of students.

Article 30: Teachers shall obtain the teaching qualifications provided for by the state.

The State is to establish a unified system for the positions of compulsory education teachers. Teaching positions are divided into junior, intermediate and senior positions.

Article 31: The people at all levels are to ensure teachers' salaries, benefits, and social insurance benefits, and improve teachers' working and living conditions; Improve the mechanism for guaranteeing the salary and funding of rural teachers.

The average salary level of teachers shall not be lower than the average salary level of local civil servants.

Special education teachers are entitled to a special post allowance. Teachers working in ethnic minority areas and remote and impoverished areas are entitled to subsidies and allowances for hardship and impoverished areas.

Article 32: The people at the county level or above shall strengthen efforts to train teachers, and employ measures to develop teacher education.

The people's education administrative departments at the county level shall balance the allocation of school teachers within their respective administrative regions, organize the training and mobility of principals and teachers, and strengthen the construction of weak schools.

Article 33: Teachers and graduates of schools of higher learning in urban schools are encouraged and supported by local people at all levels to engage in compulsory education work in rural areas and ethnic minority areas.

The State encourages graduates of institutions of higher learning to volunteer to teach in schools in rural areas and ethnic minority areas where there is a shortage of teachers. The people's education administrative departments at the county level shall determine their teaching qualifications in accordance with law, and their teaching time shall be included in the length of service.

The full text of the law can be found below: