Analysis on inter‐provincial disparities of China's rural education and convergence rate: Empirical analysis on 31 provinces' (municipalities') panel data from 2001 to 2008

Abstract

Purpose

This article aims to analyze inter‐provincial disparities of rural education and the convergence rate, and to discuss the effects of compulsory education reform after 2001.

Design/methodology/approach

The article estimates the rural average education years and education Gini coefficients of China's 31 provinces (municipalities) beside Hong Kong, Macao and Taiwan from 2001 to 2008, and applies the method of “economic convergence”.

Findings

The results show that after the reform of rural compulsory education, inter‐provincial rural education disparities and educational equality have been significantly improved and trend to convergence; nevertheless the convergence rate on inter‐provincial disparities of education equality declines. The defects of the education input system – “county as principle” – has been a factor that restricts the coordinated development of rural education.

Practical limitations

This paper suggests that it is necessary for China's provincial and central government to afford the expense of compulsory education. China's present investment system would also worsen inter‐provincial inequities of education.

Social implications

Education equality is one of the basic social priorities. In China education equality has been improved; however it could be better if China's provincial and central government afforded the expenses of compulsory education.

Originality/value

This paper applies the method of “economic convergence” to analyze China's rural education disparities among its regions.

Citation

Xie, T. (2011), "Analysis on inter‐provincial disparities of China's rural education and convergence rate: Empirical analysis on 31 provinces' (municipalities') panel data from 2001 to 2008", International Journal of Educational Management, Vol. 25 No. 7, pp. 714-723. https://doi.org/10.1108/09513541111172117