The Fairness of School Education in China and Its Countermeasures

Research Article
Open access

The Fairness of School Education in China and Its Countermeasures

Jintao Ge 1*
  • 1 Yorkville University    
  • *corresponding author 469531616@qq.com
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/22/20230233
LNEP Vol.22
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-123-0
ISBN (Online): 978-1-83558-124-7

Abstract

This paper studies the background of China’s educational equity and the problems and solutions of Chinese school education. Using the method of literature review, the research results of scholars at home and abroad are integrated, and the field is systematically sorted out and analyzed. The study found that the problems faced by Chinese education mainly include the inequality of regional education development and the inequality of urban and rural education. There are differences in the allocation of educational resources in different regions, resulting in insufficient education quality and opportunities in some regions, which in turn exacerbates the problem of educational inequality. Secondly, the inequality of urban and rural education is also a major problem of education fairness in our China. Due to the uneven distribution of urban and rural economic development and resources, rural education conditions are relatively poor, and students have limited learning opportunities and resources, resulting in a widening urban-rural education gap. country place. In response to these problems, this study proposes solutions to deepen reform and promote educational equity. Through literature review and analysis of the problems existing in our Chinese education, put forward corresponding solutions, and make corresponding efforts to promote educational equity.

Keywords:

China’s education equity, education problems, solutions, regional education development

Ge,J. (2023). The Fairness of School Education in China and Its Countermeasures. Lecture Notes in Education Psychology and Public Media,22,102-107.
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References

[1]. Cheng, H. (2009). Inequality in basic education in China: A comprehensive review. International Journal of Educational Policies,3(2), 81-106.

[2]. Klees, S. J., & Qargha, O. (2014). Equity in education: The case of UNICEF and the need for participative debate. Prospects,44, 321-333.

[3]. Yue, C., & Xu, X. (2019). Review of quantitative methods used in Chinese educational research, 1978–2018.ECNU Review of Education,2(4), 515-543.

[4]. Zheng, T., Zhou, M., & He, Y. (2022, September). Regional Inequality of Higher Educational Resources’ Distribution in China. InProceedings of the 2022 International Conference on Business and Policy Studies (pp. 790-800). Singapore: Springer Nature Singapore.

[5]. Ming, H. H. (2013). The education of migrant children and China’s future: The urban left behind. Routledge.

[6]. Houxiong, W. (2011). Access to higher education in China: Differences in opportunity. Frontiers of Education in China,6(2), 227-247.

[7]. Chuanyou, B. (2006). Policies for compulsory education disparity between urban and rural areas in China.Frontiers of Education in China,1(1), 40-55.

[8]. Li, J., & Xue, E. (2022). Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence fromChina.Sustainability,14(17), 10522.

[9]. Pan, L., & Ye, J. (2017). “Children of great development”: Difficulties in the education and development of rural left-behind children.Chinese Education & Society,50(4), 336-349.

[10]. Yuan, L., & Ding, Y. (2023). Poverty Alleviation Through Education: China’s Approach and Its Significance to the World. InThe Frontier of Education Reform and Development in China: Articles from Educational Research (pp. 339-365). Singapore: Springer Nature Singapore.

[11]. Tang, H., &Carr-Chellman, A. (2016). Massive Open Online Courses and educational equality in China: A qualitative inquiry.Journal of Educational Technology Development and Exchange (JETDE),9(1), 4.

Cite this article

Ge,J. (2023). The Fairness of School Education in China and Its Countermeasures. Lecture Notes in Education Psychology and Public Media,22,102-107.

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About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-123-0(Print) / 978-1-83558-124-7(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.22
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Cheng, H. (2009). Inequality in basic education in China: A comprehensive review. International Journal of Educational Policies,3(2), 81-106.

[2]. Klees, S. J., & Qargha, O. (2014). Equity in education: The case of UNICEF and the need for participative debate. Prospects,44, 321-333.

[3]. Yue, C., & Xu, X. (2019). Review of quantitative methods used in Chinese educational research, 1978–2018.ECNU Review of Education,2(4), 515-543.

[4]. Zheng, T., Zhou, M., & He, Y. (2022, September). Regional Inequality of Higher Educational Resources’ Distribution in China. InProceedings of the 2022 International Conference on Business and Policy Studies (pp. 790-800). Singapore: Springer Nature Singapore.

[5]. Ming, H. H. (2013). The education of migrant children and China’s future: The urban left behind. Routledge.

[6]. Houxiong, W. (2011). Access to higher education in China: Differences in opportunity. Frontiers of Education in China,6(2), 227-247.

[7]. Chuanyou, B. (2006). Policies for compulsory education disparity between urban and rural areas in China.Frontiers of Education in China,1(1), 40-55.

[8]. Li, J., & Xue, E. (2022). Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence fromChina.Sustainability,14(17), 10522.

[9]. Pan, L., & Ye, J. (2017). “Children of great development”: Difficulties in the education and development of rural left-behind children.Chinese Education & Society,50(4), 336-349.

[10]. Yuan, L., & Ding, Y. (2023). Poverty Alleviation Through Education: China’s Approach and Its Significance to the World. InThe Frontier of Education Reform and Development in China: Articles from Educational Research (pp. 339-365). Singapore: Springer Nature Singapore.

[11]. Tang, H., &Carr-Chellman, A. (2016). Massive Open Online Courses and educational equality in China: A qualitative inquiry.Journal of Educational Technology Development and Exchange (JETDE),9(1), 4.

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