195between Tongzhou and Ansai have narrowed. In both, almost all children go to
school, physical provision is now more uniform across the villages partly as a
result of the merger of small schools and the extension of boarding for rural chil-
dren, and it has been possible to increase investment per child as numbers have
fallen. In Zhaojue the changes have been greatest since 1990. Here the number
of children has grown as has the number of small schools, though new boarding
schools have recently been built. The poorest schools in this area have changed
little, though those near transport infrastructure have benefitted greatly from new
investment in buildings. The judgement here is that despite the improvements it is
likely that the gaps between Zhaojue and the other two case study areas are getting
bigger, rather than smaller. Both horizontal and vertical equity remain an issue that
has to be addressed.
9.2 Ten Issues for Nine Year Compulsory Education
Each case study explores in some detail the achievements and challenges that face
local authorities in Tongzhou, Ansai and Zhaojue. The story of the last twenty
years is clearly one of considerable achievement, but it is also one that illustrates
that the ambitions of the 1986 Compulsory Education Law and the ambitions of
1990s have yet to be realised, at least in two of the three counties. There are many
issues that the details in the case studies raise. Ten are listed below as ones which
are likely to have relevance to other parts of China as well as to one or other of
the case study areas. These summary conclusions serve to provide material for the
policy dialogue that must continue around implementing nine year compulsory
education.
9.2.1 Early Childhood Care and Health and Nutrition
Poverty remains a serious issue in Zhaojue and is clearly still present in Ansai.
This research did not attempt to develop indicators of health and nutrition or of
cash or asset based poverty. Nevertheless it was clear from interviews and from
observation that children attending the poorest schools would benefit from pre-
emptive interventions to ensure adequate nutrition, freedom from common medi-
cal conditions associated with poverty and poor hygiene, and early diagnosis of
disease that might lead to disability or debilitation. Poor nutrition and health sta-
tus are likely to be associated with late entry to school, lower enrolment rates,
and premature drop out. Some of the problems of achieving universal nine year
compulsory education have their origins in events that occur below the school
entry age. The earlier these problems are addressed the more likely they are to be
resolved.