A Research On The Redistribution Of Primary-Secondary Schools In Rural Areas And The Balanced Development Of Compulsory Education

Since the21st century, with the development of the economic society in China and the renewal of people’s educational concepts, the demands for the educational resources, especially the high quality educational resources, become more and more urgent. People are paying unprecedented attention to education equity. To adapt to the new situation, a new educational concept---the idea of balanced education development is coming into people’s concerning focus and the essential issue relating to the national strategy. In order to promote the balanced development of compulsory education, all-level governments have done a lot of work and taken many effective measures, in which, the most important one is the redistribution of primary-secondary schools in rural areas. Through the redistribution, governments try to make the allocation of public educational resources more reasonable, by means of comparatively centralized education, while adjusting and revoking some low quality primary-secondary schools in rural areas which are lack of pupils source and in poor school conditions. The aim of this measure is to realize the balanced development of compulsory education among regions (county/city/district) or even larger ranges. Have the redistribution of primary-secondary schools in rural areas promoted the balanced development of compulsory education? What are the achievements it has? What are the problems? Why are there these problems and how can the effect of the redistribution of primary-secondary schools be made full advantage in promoting the balanced development of compulsory education? This thesis, on the basis of previous study and combining with our study experience and positive research, makes an comprehensive and deep analysis on these problems and puts forwards countermeasures on how to better the role played by the redistribution of primary-secondary schools in rural areas in the promotion of the balanced development of compulsory education.According to the above mentioned, there are seven chapters altogether.The first chapter is the introduction. This part focuses on the problems that the thesis discussed, and expounds the aim and significance of the study. It then deeply analyzes the present study on both the redistribution of primary-secondary schools in rural areas and the balanced development of compulsory education. It also introduces the thought and methodology of the study.The second chapter presents the definitions of some related concepts to the core concepts discussed in this thesis, the redistribution of primary-secondary schools in rural areas, and the balanced development of compulsory education. It then makes a theoretical analysis on the relationship between the redistribution of primary-secondary schools in rural areas and the balanced development of compulsory education.The third chapter gives a discussion on the macroscopic background and the aim of the redistribution of primary-secondary schools in rural areas, pointing out that, the redistribution of primary-secondary schools in rural areas started since the late1990, is either an important part of the Tax Reform, or an inevitable phenomenon in the course of the social transformation and development in China. The direct aim of the redistribution of primary-secondary schools in rural areas is to promote the balanced development of compulsory education.The fourth chapter gives an overall account on the main achievements obtained in the redistribution of primary-secondary schools in rural areas. After the redistribution, a large amount of primary-secondary schools in rural areas, used to be small size and in poor school conditions, have been adjusted or revoked. The educational resources then have been comparatively centralized with the further optimization of the teaching staff in rural schools and the increasing enhancement of the education equity. As a result, more and more pupils can enjoy the high quality education service and the imbalanced development of the regional compulsory education has been improved.The fifth chapter presents an analysis of the problems existing after the redistribution of primary-secondary schools in rural areas. It’s obvious that, after the redistribution, the allocation of rural educational resources has been optimized deeply, with the improvement of school conditions in rural schools, the enhancement of the use efficiency of the educational resources and the education equity as well.However, the redistribution of primary-secondary schools in rural areas also brings some problems and obstacles to rural schools’ development. There are still big gaps among schools, and for some school age children, their educational rights have not been fully guaranteed. The imbalance in the development of compulsory education has not completely changed.The sixth chapter points out the main reasons that why the redistribution of primary-secondary schools in rural areas cannot promote the balanced development of compulsory education rootly. It thinks that there are many reasons leading to the problems in the redistribution of primary-secondary schools in rural areas, while the main ones are the followings:Paying more attention to the efficiency, less to the equity; attaching more importance to the redistribution of primary-secondary schools, less to scientific planning; Putting more value on centralized education, less on decentralized education; laying more stress to education development in the developed areas, less to the outlying and poverty-stricken areas in the same region; devoting more attention to the redistribution itself, less to the construction of the teaching staff.The seventh chapter, aiming to the problems existing in the redistribution of primary-secondary schools in rural areas which are the obstacles to the balanced development of compulsory education, puts forwards some countermeasures to promote the balanced education development, that is, insisting the equity priority and taking care of the efficiency; making scientific plans for the redistribution; both focusing on the support of centralized education and taking proper care of scattered small schools; coordinating the education development between the developed areas and the outlying and poverty-stricken areas in one region; strengthening the construction of teaching staff, ensuring the balanced allocation of the teachers in rural schools.