On September 1, 2006 (July 9, 2006 in the lunar calendar), the new Compulsory Education Law came into effect. On September 1, 2006, the newly revised Compulsory Education Law, which was reviewed and approved at the 22nd meeting of the Standing Committee of the Tenth National People's Congress, came into effect. The law stipulates: "The state will fully incorporate compulsory education into the scope of financial guarantee, and the funds for compulsory education will be guaranteed by the State Council and local people's governments at all levels in accordance with the provisions of this law," completing the transformation from "People's Education People's Government Office" to "Compulsory Education Government Office". This is a new milestone in the development of education in our country, and the history of compulsory education in our country will also turn a new page. The original Compulsory Education Law of our country was promulgated on July 1, 1986. It has a history of more than 20 years. What are the characteristics of this time? A: The newly revised Compulsory Education Law emphasizes the compulsory, free and compulsory nature of compulsory education. Due to the national conditions of our country, the quasi-compulsory or semi-compulsory education that has been implemented for 20 years has finally returned to the true connotation of compulsory education. The purpose of the new Compulsory Education Law is to develop education in a balanced manner and realize educational equity. "The State Council and local people's governments at the county level shall rationally allocate educational resources, promote the balanced development of compulsory education, improve the operating conditions of weak schools, and take measures to ensure that compulsory education is implemented in rural areas and ethnic areas, and that school-age children and adolescents with financial difficulties and disabilities from families receive compulsory education. The state organizes and encourages economically developed areas to support the implementation of compulsory education in economically less developed areas. What is the significance of the Compulsory Education Law to the development of basic education in our country and the development of the country? A: The new Compulsory Education Law emphasizes that: First, it emphasizes that compulsory education is a "state obligation" and "must be guaranteed." Article 2 begins with a clear understanding of the responsibility and nature of compulsory education. "The state implements a nine-year compulsory education system," indicating that the responsibility subject of compulsory education is the state. It stipulates that "compulsory education is an education that all school-age children and adolescents must receive uniformly implemented by the state," and it is a "public welfare undertaking that the state must guarantee." It shows that compulsory education is not only a unified implementation of the state, but also a public welfare undertaking, and it should be guaranteed by the state's public finance. There is no doubt that compulsory education is a function of the state, and for the first time it is clearly stipulated that "compulsory education is implemented without tuition fees and miscellaneous fees." Second, it emphasizes "reasonable allocation" and "balanced development." "Reasonable allocation" of educational resources and promotion of "balanced development" of education, in the newly revised Compulsory Education Law, as a directional requirement and a basic requirement, it is given clear legal provisions, which must be done. Third, it emphasizes "quality-oriented education" and "all-round development." This is also a directional and basic requirement for the development of compulsory education and curriculum reform, and it is also the focus and main content of the work of education supervision and "supervision". It can be seen that our country's educational values have changed from efficiency in the early days of reform and opening up to fairness now. This reflects the different development values and different requirements for education at different stages of the country's development, as well as the requirements for education in various sectors of the social and national economy at different stages.