When Ma Yun invited more than eighty famous entrepreneurs to talk about his rural education ideal, I was working in a poor village to help the poor. He worked with the working group to make a rural kid's ideological work and let him return to school. The child, a "outstanding student" trained in the rural low level education cycle in poor areas, failed to keep up with the progress of other students in the county school, resulting in the idea of dropping out.

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This is probably the ultimate common point of the two rural education model views of Ma Yun and Yu Minhong: which model is more suitable for rural reality? Which model can provide more quality educational public products for rural areas?

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There is no essential difference between the "horse pattern" and the "Yu pattern"

Concentrate resources to run a school, let the children lodge in the school, provide a better learning environment, with a safe school bus to carry on the children. In fact, this "boarding" model has been practiced in the last round of withdrawal points and in the school. Ma Yun's ideal is to enable these schools to have better conditions, have greater carrying capacity and have better teachers, and ultimately achieve better educational results through better resources.

Decentralized education, let the children try to "nearest school" (not "nearby", because the school far can be referred to the "nearest school"), day, let the small and beautiful rural schools"...... This is the mode of running a school. There are schools where there are villages. Yu Minhong's ideal is to let the children suffer from leaving home early, and use small and beautiful schools to disperse their children and the country.

In fact, whether it's "horse mode" or "Yu mode", its primary and final destination is to make the rural children as little as possible in the stage of compulsory education. To provide a good education mode is the most needed mode in the rural area. The core of Yu Minhong's two models is to improve the quality of education, which is the education mode that the countryside needs.

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The problem is that in many rural areas, there is no mode of doing well in schools, nor by Yu Minhong's decentralization of "small and beautiful" education. The low level of teaching quality is still continuing, whether it is a boarding school that is withdrawn and after the school, or in the scattered teaching point.

Rural education can not "stipulate" a school model

In fact, for the vast rural areas, it is not possible to use one or two models to "specify" how education should be done. Because even these two models, which are widely recognized today, have their own unsatisfactory places.

In this village we support as an example, from the town here, even the stores are not a country government, there are more than 10 kilometers of mountain road. Because of the difficult geographical environment and the dispersal of the villagers, no matter which location in the village is built, most children have to walk a long distance. Therefore, it is impossible to build a "small and beautiful" school here, and the two is that even after the establishment of the school, the children's running will not be reduced so much. Here, the whole country has a boarding school with complete functions, sufficient capacity and teaching and education, which may be more in line with the actual needs.

However, some villages that are relatively concentrated in their housing and children with more school-age children and towns away from towns may be more suitable for direct school construction, but not suitable for boarding schools.

From the Guizhou mountain area chosen by Ma Yun, the boarding system is more conducive to the safety of the children and the improvement of the quality of education. My hometown is in the North Bank of the Jinsha River, there is a small village, but the coverage of the area, in the dot and the school before several teaching points, one point is only one teacher teaching students, only a few people, but to teach all courses to the third grade. This kind of teaching point, the quality of its education, do not have to bother to guess at all. The mountainous area is limited to geography and traffic, and the scattered teaching points do not have the ability to provide a minimum of educational public products.