The Education Status of Rural Left-behind Children in Minority Areas: Take H Township of Chuxiong Yi Autonomous Prefecture in Yunnan Province as an Example

With the acceleration of urbanization and rapid economic development, a large number of young and middle-aged labor force has moved from rural areas to cities in order to seek higher income and good development opportunities. A large number of rural labor force inrush into cities, while speeding up the process of urbanization, it also brings endless social problems, left-behind children education is one of the important social problems. In recent years, the number of left-behind children in rural areas in ethnic minority areas has been increasing year by year. Due to their particularity, backward economy, poor life, closed traditional culture and insufficient educational resources, the education of left-behind children in rural areas in ethnic minority areas is more difficult to be effectively guaranteed. China is a multi-ethnic country, to solve the education problem of left-behind children in rural areas in minority areas is of great significance to improve the overall quality of the country and social harmony and stability. Based on the analysis of the education status of rural left-behind children in the minority areas, this paper finds out the existing problems and finds practical solutions.