65large classes to minimize teaching hours a week it has a cost in the quality of
interaction between students and teachers. Gains in efficiency could result in
higher salaries for teachers justified by increased productivity.
Sixth, though the number of minban and dai ke teachers has been reduced there
are still a significant number many of whom appear to render good service for
very modest rewards. It is well known that it is difficult to deploy official teach-
ers to small and remote villages to teach, and that is partly why substitute teachers
continue to be employed. But those teachers who take on these jobs need to be
properly motivated and equitably treated. Many are now qualified and have a lot of
experience. Most of those who were unqualified minban have now retired. Under
current circumstances with the system which guarantees state financing of teach-
ers’ salaries, the anomaly of this category of teacher should be removed. These
teachers should either become qualified and be employed as full time government
teachers, or should be redeployed.
Seventh, it is clear that significant disparities remain between rural and urban
areas in Ansai, between school types, and between communities. The differences
may have been growing with rapid economic development and uneven growth.
These disparities need to be monitored and managed so that they decrease rather
than increase.
Eighth, data on schools, pupils, teachers, and facilities has improved considera-
bly over the last twenty years. However, many gaps remain which need to be filled
if policy is to be informed by up to date and reliable statistics.
3.7 Concluding Comments