Abstract
How rural education can best serve rural development is the outstanding problem for the reform of education. As the Report of the Thirteenth Congress of the CPC points out, the countryside in our nation is still in an early stage of exploitation. Many natural resources are yet to be tapped. The potentialities are very great. The future of the development of agriculture, forestry, animal husbandry, sidelines, fisheries, as well as township enterprises is very bright. Since the Third Plenary Session of the party's Eleventh Congress, unprecedented changes have taken place across our vast countryside, and we have scored great achievements that have drawn the attention of the world. China is still in the primary stage of socialism, however, and its commodity economy is ill developed, with many areas of the countryside remaining underdeveloped. Thus, the exploitation of the countryside is at a particular historical stage and level of productivity. Further, exploitation of the countryside must be based on an improvement in the quality of labor and the promotion of science and technology. This poses a real problem.
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