20 1 Introduction to the Development of Basic Education in China
case study day for a fieldwork team of two researchers included the following
kinds of activity:
(i) Interview with the principal.
(ii) Observations in a number of classes.
(iii) Interviews individually or in groups with selected teachers and students.
(iv) Informal conversations with teachers and pupils during teaching breaks.
(v) Unplanned walks around the community to identify out-of-school chil-
dren, and explore informally perceptions of parents and other community
members.
(vi) Collection of documentation.
(vii) Examination of samples of pupils’ work.
(viii) Re-interviewing the principal about issues that were emerging.
(ix) Team meeting after school to analyse and summarize insights from the
day’s data collection. Planning of next day’s fieldwork.
(x) Questionnaire to teachers and principals.
For the follow up research conducted in 2009–2011 the methods used mirrored
those originally developed. Wherever possible the team returned to the same
schools and local authority offices and collected similar data. Though every effort
was made to collect comparative data this was not always possible. Local authority
boundaries had changed, small schools had been merged with larger schools, and
comparable assessment data was generally not available.
1.1.5 Observations from 1990
To help set the scene for the interpretation of the new data collected it is useful to
revisit some of the findings reached in 1990 in the last chapter of Implementing
Basic Education in China: Progress and Prospects in Rich, Poor and National
Minority Areas. In summary:
- In Tongxian and Ansai demographic transition had been taking place in the
1980s to lower levels of population growth. In Zhaojue the birth rate remained
high with consequences for the demand for new school places. Demographic
change was set to continue but it was not clear how it would unfold. - Though enrolment rates were improving many children were not completing
the primary cycle successfully in Ansai and Zhaojue. Substantial levels of late
enrolment, over age promotion to the next grade, and significant levels of absen-
teeism meant that much learning time was compromised and many children fell
behind an on-schedule graduation pattern of progression in Ansai and Zhaojue.
Poor record keeping made it difficult or impossible to trace the educational pro-
gress of children. - There were concerns that the system of educational administration in 1990 was
not well suited to purpose in implementing nine year compulsory education