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Article
Publication date: 20 September 2011

Tongwei Xie

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.

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.

Details

International Journal of Educational Management, vol. 25 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 20 September 2011

Brian Roberts

504

Abstract

Details

International Journal of Educational Management, vol. 25 no. 7
Type: Research Article
ISSN: 0951-354X

Article
Publication date: 20 September 2018

Hongyan Liu, Hao Xue, Yaojiang Shi and Scott Rozelle

Low levels of human capital in rural China are rooted in the poor schooling outcomes of elementary school students. The purpose of this paper is to provide insight into…

Abstract

Purpose

Low levels of human capital in rural China are rooted in the poor schooling outcomes of elementary school students. The purpose of this paper is to provide insight into the distribution of academic performance in rural China and identify vulnerable groups.

Design/methodology/approach

The authors draw on a data set of 25,892 observations constructed from 11 school-level surveys spanning nine provinces and one municipality in China conducted from 2013 to 2015.

Findings

The authors find that the distribution of academic performance is uneven across provinces and subgroups. In general, male students, Han, living in richer counties, living with their parents and studying in rural public schools do better academically than female students, non-Han, living in poorer counties, left behind and studying in private migrant schools in cities.

Research limitations/implications

Using the results of this study, policymakers should be able to better target investments into rural education focusing on at risk subpopulations.

Originality/value

With limited data sources, the research on the academic performance of students in rural China is largely absent. The findings of this study help to fill the gaps in the literature base.

Details

China Agricultural Economic Review, vol. 11 no. 2
Type: Research Article
ISSN: 1756-137X

Keywords

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