Two Decades of Basic Education in Rural China

xxii List of Figures

• More information about this series at http://www.springer.com/series/


• 1 Introduction to the Development of Basic Education in China Contents


• 1.1 Introduction


• 1.1.1 Patterns of Growth in Participation in Basic Education


• 1.1.2 Policy Development for Nine Year Compulsory Education


• 1.1.3 Overview of Management and Financing of Education


• 1.1.4 The Case Studies and Research Methods


• 1.1.5 Observations from


• References


• 2 Compulsory Education in a Rich District Tongzhou in Beijing


• 2.1 Social and Economic Background


• 2.2 Change and Transformation in Xiji and Dadushe


• Xiji and Majuqaio 2.3 The Evolution of Compulsory Education in Tongzhou,


• 2.4 Teachers and Teacher Deployment


• 2.5 Educational Funding and Infrastructure


• 2.6 Migrant Children


• 2.7 Concluding Comments


• in Yan’an, Shannxi 3 Nine Year Compulsory Education in a Poor District Ansai


• 3.1 Social and Economic Background


• 3.2 Change and Transformation in Huaziping and Yanhewan


• 3.3 The Evolution of Nine Year Compulsory Education


• 3.4 Teachers and Teacher Development


• 3.5 Educational Funding and Infrastructure


• 3.6 The Development of Boarding Schools


• 3.7 Concluding Comments


• Area Zhaojue County, Yi Autonomous Prefecture, Sichuan 4 Nine Year Compulsory Education in a National Minority


• 4.1 Social and Economic Background


• 4.2 Change and Transformation in Zhaojue in Bier and Sikai xiv Contents


• in Bier and Sikai 4.3 The Evolution of Nine Year Compulsory Education in Zhaojue


• 4.4 Teachers and Teacher Deployment


• 4.5 Educational Funding and Infrastructure


• 4.6 The Development of Boarding Schools


• 4.7 Concluding Comments


• 4.8 Post Script to Cast Studies


• References


• 5 Rural Teacher Issues


• 5.1 Introduction


• 5.2 Context of the Research


• 5.3 Public and Substitute Teachers in Rural Schools


• 5.3.1 Significant Decrease in Proportion of Substitute Teachers.


• 5.3.2 Salaries of Substitute Teachers


• 5.4 Quality of Rural Teachers


• 5.4.1 Improvement of Rural Teachers’ Salaries


• and Developed Areas 5.4.2 Discrepancies in Salaries Between Poorer


• and Rural Areas 5.4.3 Differences in Teachers Incomes Between Urban


• Salaries 5.4.4 Changes from Structured Salary to Performance-Related


• 5.5 Mobility and Stability of Rural Teachers


• 5.5.1 Relative Stable Teaching Force


• Mobility Mechanism 5.5.2 Drain of Better Teachers and Lack of Two-Way


• 5.6 Efficiency and Use of Human Resources


• 5.6.1 Student-Teacher Ratio and Optimizing Human Resource


• 5.6.2 The Teachers’ Workload


• 5.6.3 The Proportion of Teaching Staff and Non-teaching Staff


• Background 5.6.4 Match Between Teaching Subject and Education


• 5.6.5 Teacher’s Professional Development


• 5.7 Conclusions and Policy Suggestions


• to Rural Schools 5.7.1 Establishing Mechanisms to Attract Better Teachers


• Substitute Teachers 5.7.2 Giving Formal Status to Some Dedicated and Qualified


• 5.7.3 Establishing Two-Way Mobility Mechanism for Teachers


• in Rural Schools 5.7.4 Enhancing the Effectiveness of Deployment of Teachers


• References


• The Development of a Sustainable Fund Guarantee System 6 Financing Compulsory Education in Rural Areas:


• 6.1 Introduction


• 6.2 Reform of Management and Fund Guarantee System


• 6.2.1 The Planned Economy Centralized System (1949–85)


• (1985–2000) 6.2.2 “Local Responsibility, Multi-level Management”


• 6.2.3 The “County Centered Management System” 2001–2005


• 6.2.4 The “New Mechanism” After


• and Fund Guarantee System 6.3 The Impact of the Reform of Management


• Guarantee for Rural Education 6.3.1 Progress in Developing a Durable Public Financial


• 6.3.2 Rapid Development in Western Areas


• 6.3.3 Increases in Total Educational Investment


• 6.3.4 Improved School Quality and Better Teaching Conditions


• 6.3.5 Enhanced Student Financial Assistance


• 6.4 Remaining Challenges


• 6.4.1 Regional Disparities


• 6.4.2 Institutional Issues


• 6.4.3 Teachers Salaries


• and Fund Adequacy 6.4.4 Unclear Accountability, Crowding Out


• 6.5 Conclusions


• Government 6.5.1 Better Relationships Between Central and Local


• 6.5.2 Increase Subsidy and Investment Levels in Poor Counties


• and Evaluation 6.5.3 Improve the Methods of Supervision, Accountability


• Substitute Teachers 6.5.4 Improve Teachers’ Salary and Welfare and Regularize


• 6.5.5 Regional Disparities and Strategic Planning


• References


• 7 Marginalised Children and Universal Basic Education


• 7.1 Introduction


• 7.2 Migrant Children in Urban Areas


• 7.2.1 The Flow of Migrants


• 7.2.2 The Impact of Inward Migration


• 7.3 Left-Behind Children


• 7.3.1 Problems of Left Behind Children


• 7.4 Educational Participation and Gender Equity


• 7.4.1 Key Issues for Girl’s Education


• 7.5 HIV/AIDS Orphans and Education xvi Contents


• 7.5.1 Risks and Support Systems


• 7.5.2 Issues for HIV/AIDS Orphans


• 7.6 National Minority Children in Remote and Backward Areas


• 7.6.1 Lags in Educational Development


• 7.6.2 Equity and National Minorities


• 7.7 Conclusions and Policy Insights


• 7.7.1 Migrant Children


• 7.7.2 Left-Behind Children


• 7.7.3 Girls in Remote and Poor Areas


• 7.7.4 HIV/AIDS Orphans


• 7.7.5 Ethnic Minority Children in Backward and Remote Areas


• References


• Change in Rural Areas 8 School Mapping and Boarding in the Context of Demographic


• 8.1 Introduction


• 8.2 Context


• of School-Age Children 8.3 Demographic Changes and Falling Numbers


• in Tongzhou District, Beijing 8.3.1 Demographic and Change and School Enrolment


• in Ansai County, Shanxi Province 8.3.2 Demographic Change and School Enrolment


• Sichuan Province 8.3.3 Demographic Change and School Enrolment in Zhaojue,


• Process 8.4 School Location Layout in Rural Areas: Policy and the Merger


• 8.4.1 One Village One School Stage


• 8.4.2 School Location Adjustment Since 1990s


• 8.5 Development of Boarding Schools and Related Issues


• 8.5.1 Boarding Schools in Ansai County, Shannxi Province


• 8.5.2 Boarding School in Zhaojue County, Sichuan Province


• 8.6 Achievements and Problems of School Mapping Development


• 8.6.1 Achievements and Advantages


• 8.6.2 Issues and Disadvantages Emerged


• 8.7 Conclusions and Recommendations


• 8.7.1 Shifts of Policy


• 8.7.2 Ways Forward


• References


• of Basic Education 9 Transitions and Challenges for the Development


• 9.1 Tongzhou, Ansai and Zhaojue Revisited


• 9.2 Ten Issues for Nine Year Compulsory Education


• 9.2.1 Early Childhood Care and Health and Nutrition


• 9.2.2 Age of Entry, Preschool, and Over Age Progression Contents xvii


• 9.2.3 Teachers


• 9.2.4 Out of School Children


• 9.2.5 Boarding and Small Schools


• 9.2.6 The Education of Migrants, Girls and Orphans


• 9.2.7 Management and Finance


• 9.2.8 Buildings and Infrastructure


• 9.2.9 Assessment and Monitoring and Planning


• 9.2.10 Equity and Distribution


• 9.3 Growing Needs to Address Inequalities


• 9.3.1 Disparities Between Regions


• 9.3.2 Disparities Between Regions


• 9.3.3 Disparities Between Schools


• 9.3.4 Disparities Between Social Groups


• 9.3.5 Other Inequalities


• References


• Figure 4.3 Central primary school class sizes.


• Figure 4.4 Age and grade in Zhaojue


• Figure 4.5 Age of teachers in primary schools in Zhaojue


• Figure 4.6 Age of junior secondary teachers in Zhaojue


• Figure 7.1 Migrant children percentage of each province in China (%)


• children amount of each province (%) Figure 7.2 The percentage of migrant children in the local


• all children in cities of each province Figure 7.3 The percentage of migrant children (cities) amongst


• Figure 8.1 Population growth in Tongzhou


• Figure 8.2 Enrollment by grade in Xiji


• Figure 8.3 Population growth in Ansai


• Figure 8.4 Population growth in Huaziping and Yanhewan


• Figure 8.5 Enrolment by grade in Huaziping