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It mainly targets poverty-stricken areas (the contiguous special poverty-stricken areas formerly identified by the state, the national key counties for poverty alleviation and development, the provincial key counties for poverty alleviation and development, and other deeply impoverished areas identified by various localities, and the difficult farms of the Xinjiang Production and Construction Corps), with an emphasis on the national key counties for rural revitalization, the “three districts and three prefectures” and other areas.

In the 2024-2025 school year, the country plans to select 15,952 teachers, including 6,655 junior high school teachers, 9,035 primary school teachers, and 262 kindergarten teachers. Each project province should optimize the allocation of quotas within the province, increase the intensity of cross-county and cross-prefecture-level city selection, fully mobilize the high-quality resources of provincial capitals and central cities, and strengthen support for the key counties under its jurisdiction for national rural revitalization. For details of the quotas for each project province (autonomous region, municipality) and the Xinjiang Production and Construction Corps, please see the attachment.

In principle, key teachers with professional and technical positions above the intermediate level are selected. The conditions can be appropriately relaxed for kindergarten teachers. School administrators should have strong organizational leadership skills and rich school management experience. The Mandarin level of the selected teachers must meet the national standards, and the national common language and characters are used for teaching. The teaching support is provided in the form of full-time work for 1 year. It is encouraged to extend the teaching time or stay in the position. The selection work is carried out according to the academic year.

College students' internship teaching and special positions for rural compulsory education teachers are not included in the selection scope. Short-term grassroots lecture tours and teaching, and teachers on probation are also not included in the selection scope.

It is encouraged to select teachers and education administrators in a "group" manner. Full-time teachers are mainly responsible for subject teaching and class management tasks, organize teaching and research activities, carry out professional training and teaching guidance; at the same time, give full play to the demonstration role of backbones, form a teaching team with local teachers, and drive the recipient schools to improve the overall teaching level and education and management capabilities of the school. Education administrators are mainly engaged in school management work, and promote the recipient schools to comprehensively improve the education, teaching and management level. The recipient schools should organize teachers, administrators and teaching teachers to pair up and learn.

The selected teachers are mainly deployed by provinces (autonomous regions, municipalities) and the Xinjiang Production and Construction Corps within their administrative regions, and high-quality teacher resources from provincial capitals, central cities, and non-supported counties are mobilized to support supported counties within the province. Provinces with a large number of counties in the "three regions" can appropriately relax the conditions for sending teachers, and adopt the method of cities supporting counties and counties supporting townships to solve the problem.

Provinces with relatively weak talent resources can solve the problem by consulting supporting provinces (autonomous regions and municipalities) through the mechanisms of supporting Xinjiang, Tibet and Qinghai, as well as through channels such as counterpart support and paired assistance.

The teachers sent to the "three districts" will retain their personnel relations in their original units during the teaching period, and will return to their original units after the teaching period expires. The original salary and welfare benefits remain unchanged, and monthly work allowances, transportation and travel expenses, and subsidies for purchasing accident insurance will be issued. Their teaching experience is regarded as the experience of urban teachers in rural education. If they meet the specified conditions, they should be implemented according to the existing preferential policies in terms of salary, position (title) promotion, calculation of grassroots work experience, etc. For outstanding personnel who have outstanding performance during the selection period and are welcomed by the grassroots, they will be commended and rewarded in accordance with the relevant national regulations on teacher rewards. The recipient county is responsible for the accommodation, work positions and daily management of the teachers who support the teaching, and should give full play to their leading and exemplary role, and truthfully evaluate the work of the teachers during the teaching period.

The dispatching party, the receiving party and the teaching teacher himself should sign a work agreement to clarify rights and responsibilities.

The funds for selecting teachers for compulsory education in the recipient counties shall be shared by the central and local governments at an annual per capita rate of 20,000 yuan. The central government shall bear the cost in the western provinces, the provincial and central governments shall bear the cost in a 1:1 ratio in the central provinces, and the provincial governments shall bear the cost on their own in the eastern provinces. The funds for selecting teachers shall be mainly used to provide work subsidies, travel expenses, and accident insurance premiums to the selected teachers. The funds for selecting teachers to be shared by the central government shall be settled on an actual basis. The funds for selecting teachers for other education stages shall be borne by the dispatching places.

This plan is an important measure to encourage and guide more outstanding teachers to contribute their talents and achievements to difficult and remote areas and grassroots frontlines, and to achieve the effective connection between consolidating and expanding the achievements of poverty alleviation and rural revitalization. All localities should fully recognize the importance of doing this work well, earnestly follow the scope of policy implementation, strictly control the selection conditions, improve the quality of selection, complete the selection plan, and ensure the safety of teachers in teaching.

All localities should understand the needs of the assisted counties, fully listen to the opinions of grassroots schools, take into account the different stages of education, and accurately select teachers who are urgently needed and meet the prescribed conditions in the assisted counties. The teacher shortage problem of the sending schools can be solved through various means such as internal adjustments, accepting interns, and arranging on-the-job training for teachers in the assisted areas.

All localities should strengthen policy publicity, timely summarize implementation experience, deeply explore outstanding examples among selected teachers, publicize the dedication and touching deeds of teaching teachers, highlight the implementation results of the project in strengthening the construction of the teacher team in the recipient areas, optimizing the teacher resource structure, and promoting rural revitalization, and further create a good working atmosphere.

The relevant provincial education administrative departments shall coordinate the planning and management of the project implementation in their respective regions together with the relevant local departments, and implement various preferential policies and support measures. The education administrative departments and schools in the recipient counties shall ensure the living and working conditions of the teachers supporting the education, and conduct assessment and evaluation truthfully.

Those who fail to implement management properly, especially those who have low completion rates of the selection plan, fail to implement the treatment guarantee policy, and engage in fraud in the assessment and evaluation, will be severely investigated and punished, and required to make immediate rectifications. Those who fail to make effective rectifications will be criticized in a circular.

In accordance with the requirements of the "Implementation Plan for the Special Teacher Program under the Talent Support Program for Remote Poor Areas, Border Ethnic Areas and Old Revolutionary Base Areas", local education administrative departments should conduct a comprehensive summary and integrated assessment of the implementation of the plan, and conduct research and deployment of follow-up work.