In recent years, Bama Yao autonomous county in Hechi has established and improved the introduction and training mechanism for talent development, as well as accelerated the construction of the talent team in the education system, providing intellectual support for the development of Bama's education system.

Bama has strengthened its recruitment of teachers, enriching urgently needed professionals through public recruitment, special post programs, and the introduction of talents in short supply. It has issued the Interim Measures for Attracting and Inspiring Excellent Teaching Talents of Bama Yao Autonomous County to actively introduce special-grade teachers and subject leaders in and out of Guangxi with special treatment like high salary subsidies and enrollment.

In addition, an implementation plan was also issued to encourage outstanding teachers to teach in rural areas by granting new rural teachers with a full-time undergraduate degree and a preferential policy awarding over 20,000 yuan ($2833.83) per person.

Bama has strengthened the attractiveness of teacher positions by increasing teachers' pay and positions. Rural teachers can enjoy township work subsidies, while high-level and excellent talents can enjoy free accommodation at talent apartments or a one-time housing subsidy of 100,000 yuan. In addition, the county has strengthened the housing security of teachers. Since 2017, a total of 19.423 million yuan has been invested in the construction of 242 new teachers' public rental housing, while the renovation of teachers' dormitories have greatly improved the living conditions of teachers.

Bama has also carried out personnel training and talent exchanges. The county strengthened the cultivation of local teachers, cooperating with universities in Guangxi to directly train professionals in short supply. It also organized teachers to participate in training at all levels, effectively enhancing their education teaching concepts and abilities.

Moreover, local talents are encouraged to go out, learn and cooperate with developed regions, as well as achieve resource sharing and mutual flow. Communication between urban and rural teachers in the county has also been strengthened to optimize the structure of teachers in schools lacking in teaching resources or in rural areas.