内蒙古、新疆、西藏、青海、云南、贵州、四川……对口支援中的受援省区,往往也是边疆地区,少数民族聚居、杂居地区,教育发展相对滞后。教育对口支援对边疆地区、民族地区的教育改革发展起到了怎样的作用?带来了哪些变化?当下的教育对口支援出现了哪些新特点?有哪些地方需要改进?带着这些问题,本刊记者对教育部民族教育司司长毛力提·满苏尔进行了专访。记者:请您谈一谈为什么国家要实行 Inner Mongolia, Xinjiang, Tibet, Qinghai, Yunnan, Guizhou and Sichuan ... The aid-dependent provinces and regions in border areas are often also border areas where ethnic minorities live together and live in mixed areas. Education development lags behind. What role do education counterparts play in education reform and development in frontier areas and minority areas? What changes have been made? What are the new features of current education counterparts? What areas need to be improved? With these questions, our correspondents An interview was held with Minister Mao Liti Mansur, director of the Ministry of Education for Nationalities Education. Reporter: Please talk about why the country should implement it