This research project explores the effectiveness of the Ministry of Education's first launch of the "Teaching Access Program" in 2016. It is intended to address (a) the Tasks of the "Special Teacher of the General School" to implement the "Teaching Access Program" which problem do they have to faced it? (b) Has the stability of the teachers in the schools of remote areas improved due to the implementation of the "Teaching Access Program"? (c) Does the school teacher in the remote area actually translate the teaching experience passed by the teacher to the teacher to the classroom teaching? And is there a perception of the growth of professional development? Investigate and discuss the subject, and supplement the experience of foreign related systems to provide suggestions for improvement after the institutionalization of the "Teaching Access Program".?
