18 1 Introduction to the Development of Basic Education in China
be learned from the experience of rapid change, and speculating on which might
have analogues of relevance to other countries pursuing Education for All Goals.
As a result return visits were scheduled to the three sites in 2009 and 2011.
The original research programme had three phases.^4 In the first phase the
research design was finalized, instruments were developed and data collection
techniques were refined. Instruments were piloted and improved. Analysis of the
data was undertaken and draft case study reports were written at the school, dis-
trict and county level. These were then integrated into a single analysis. Phase two
of the research extended its reach to two other locations in other parts of China
identified for intensive study. The fieldwork then took place and the analysis of
data and writing up were completed. The final phase consisted of integrating all
the material from the various sub-studies to distil the most important findings.
Different techniques were used to collect quantitative and qualitative data and
cross-check and corroborate between sources. Structured interview schedules were
used alongside semi-structured interviewing techniques. Secondary data was col-
lected from schools and local authorities. Questionnaires were also deployed in
some parts of the enquiry. Schools constituted the central unit of analysis for data
collection. Records, interviews and observations at school level provided the basis
for the interpretation of data from other levels. Focused questioning and enquiry
was used to explore patterns of implementation and juxtapose data obtained from
different levels on issues of concern.
There were three distinct levels of data collection, the county, district and
school. In each case study area a progressively detailed programme of fieldwork
was conducted. First, an inventory exercise was undertaken at the county-level
(xian) to gain an overall portrait of key indicators on progress towards basic edu-
cation goals. This included data on enrolments, participation and progression and
information on income and educational expenditure. The research then focused
progressively down to the district (xiang) and village (cun) level. Within each of
the three case study counties two districts were identified for intensive scrutiny.
The choice of relatively economically developed and underdeveloped districts was
made on the basis of statistics available at the county-level, bearing in mind practi-
cal considerations of accessibility.
Each district typically has about 20 primary schools and up to 4 lower second-
ary schools. A selection of schools was made for intensive fieldwork. This sam-
pled from the four main types—junior secondary (grade 7–9), central primary
(grade 1–6), complete primary (grade 1–6), and incomplete primary schools
(grade 1–3 or 4). Fieldwork teams were based in each district for about 10 days for
each period of fieldwork. The fieldworkers were based in the local community and
therefore had opportunities to explore community characteristics and perspectives
through conversations and informal interviews (Map 1.1).
(^4) Further details of the original research design can be found in Implementing Basic Education in
China: Progress and Prospects in Rich, Poor and National Minority Areas.