Abstract：Educational poverty alleviation is fair and pro-poor. Over the past 70 years, China’s educational poverty alleviation has gone through three stages of poverty alleviation education in new China, poverty alleviation through education in the new period and targeted poverty alleviation through education in the new era. The historical characteristics of educational poverty alleviation in pursuit of educational equity can be summarized as three historical leaps forward: education for all, balanced development of education and educational equity. Educational poverty alleviation is pro-poor, and this characteristics is becoming increasingly significant. Specifically speaking, poverty alleviation education in new China provides intellectual support for rural people who “get rich first”, poverty alleviation through education in the new period has greatly reduced poverty incidence, and targeted poverty alleviation through education in the new era has helped people get out of poverty, become better off and pursue sustainable development, and has thus achieved high-quality poverty alleviation. The successful experience of China’s educational poverty alleviation can be summarized as follows: defining focuses of educational poverty alleviation through institutional arrangements, adopting targeted poverty alleviation strategies for better results, in the meantime implementing diverse poverty alleviation measures to meet the needs of different groups in education, and attaching importance to model promotion. China’s educational poverty alleviation will change in four aspects, namely, change from poverty reduction period to that in a well-off society, change from economic function to ontological function, change from system improvement to governance advancement, change from traditional educational poverty alleviation to modern educational poverty alleviation.
2019, Vol. 36 
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