162 7 Marginalised Children and Universal Basic Education
7.7.5 Ethnic Minority Children in Backward and Remote
Areas
Minority generally lag behind the majority population in educational attainment
and achievement. This is partly a reflection of lower levels of socio economic
development and long periods of historical neglect and marginalization. Where the
economic base is weak investment in education needs resources transferred from
richer regions and this has been a policy commitment of central government for a
long time. It will be necessary for cross subsidies to continue in many under devel-
oped areas and to ensure that such investment has a cumulative impact on partici-
pation, completion and improved school quality. In order to accelerate economic
development local government should be strengthened and supported so that it can
invest in education more. This is essential especially where lack of resources is
resulting in fee charging to poor households.
A central challenge is therefore to find ways of encouraging economic develop-
ment which will differ from place to place. Agricultural productivity has be increased,
pastoralism modernized, and opportunities identified for new economic activities
including possibilities related to tourism and any natural resources that may exist.
Two other challenges stand out. The first is to encourage and support social
development that preserves what is valued from long standing cultural tradition and
practice and builds on existing identities and preferences. This has to be balanced
with needs to address marginalizations related to no longer rational practices and
superstitious and inequitable attitudes and actions. This requires community engage-
ment and consensus about how modernization can be managed to improve health
and well being, generate economic growth, and support sustainable livelihoods.
The second is to develop strategies to improve the quantity and quality of
teachers, especially those who are themselves members of national minorities.
Learning depends critically on the quality of teachers and their levels of motiva-
tion. A range of interventions needs defining which will differ from community
to community, that can address the problems of recruitment and retention, attract
higher quality applicants into teaching, reward performance in ways that motivates
teachers and raises achievement. Teachers conditions can be improved, especially
in relation to housing and learning materials in schools. Priority should be given to
the training of ethnic minority teachers, teachers’ continuing education and locally
based continuous professional development. University graduates of all kinds
including those not in normal universities should be encouraged to consider peri-
ods of teach in the national minority nationality areas.
References
Beijing Municipal Education Commission. http://shzbj.beijing.cn/rslc/qsncz/xsgl/n214033074.
shtml. 2008-5-3
Duan, C. R., & Yang, G. (2008). Study on the latest situation of floating children in China—
Analysis based on 2005 national 1 % sample survey of population. Population Research, 6 , 25.