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Balancing educational development between urban and rural areas: A case study of Chengdu, China

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Abstract:

Balancing educational development between urban and rural areas: A case study of Chengdu, China

A binary social structure between urban and rural areas has been existent since 1950s in China. Educational resources were tremendously reallocated to urban areas so that children in rural areas enjoyed a much lower quality compulsory education than their counterparts in urban areas. Chengdu was approved as one of “national experimental districtss for coordinationg comprehensive reforms in urban and rural areas” in 2007. This study examines the progress of balancing educational development between urban and rural areas in Chengdu and analyzes the relevant policies and their effects.

Educational equality is a target for governmental policies. Each child should not lag behind in the stage of compulsory education. Not only does it mean they should stand at the same start line (accessible to equal educational resources) but also it means they should have the fairly equal educational process and results. Data is collected through interviews and field trips in the schools seleced in this study. Statistical analysis is used to examine the effects of recent years’ reform.

The study finds that the inequality of educational development in urban and rural areas in Chengdu has been relieved to a large extent; However, the government needs to take more policies (e.g. financial policies) to prioritize educational development in rural areas. This study is significant for better understanding Chinease education particularly in rural areas. It also proposes some recommendations for policy makers.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494095_index.html
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MLA Citation:

Yuan, Shengjun. "Balancing educational development between urban and rural areas: A case study of Chengdu, China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494095_index.html>

APA Citation:

Yuan, S. , 2011-05-01 "Balancing educational development between urban and rural areas: A case study of Chengdu, China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494095_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Balancing educational development between urban and rural areas: A case study of Chengdu, China

A binary social structure between urban and rural areas has been existent since 1950s in China. Educational resources were tremendously reallocated to urban areas so that children in rural areas enjoyed a much lower quality compulsory education than their counterparts in urban areas. Chengdu was approved as one of “national experimental districtss for coordinationg comprehensive reforms in urban and rural areas” in 2007. This study examines the progress of balancing educational development between urban and rural areas in Chengdu and analyzes the relevant policies and their effects.

Educational equality is a target for governmental policies. Each child should not lag behind in the stage of compulsory education. Not only does it mean they should stand at the same start line (accessible to equal educational resources) but also it means they should have the fairly equal educational process and results. Data is collected through interviews and field trips in the schools seleced in this study. Statistical analysis is used to examine the effects of recent years’ reform.

The study finds that the inequality of educational development in urban and rural areas in Chengdu has been relieved to a large extent; However, the government needs to take more policies (e.g. financial policies) to prioritize educational development in rural areas. This study is significant for better understanding Chinease education particularly in rural areas. It also proposes some recommendations for policy makers.


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