The New National Education Development Review And A Number Of Practical Problems

One of the important situations is that China has 55 ethnic minority groups of 56 nations in total. The population of the minorities is 108.230 millions, which is 8.41% of total. Accounting for 64% of the total area, Chinese ethnic minority autonomous regions cover an enormous area of the land and contain various natural resources. In the long term, the foreground and the aftereffect of Chinese economic development largely depend on the resources and the economy of this area. In the historical experience, it shows that each of minority groups has its own objective rules for producing and developing. The minorities learn from each other, increasing the common factors, through the development of the economic social cultures. The individual groups, however, still have their own ethnic characteristics and diversities for a long time. The training and education of the minorities are not only an important ethnic problem but also an inseparable and characteristic nation education.For five decades of the founding of the People' s Republic of China, The Communist Party of China and the government took a serious of specific policies and measures to assure theabove-averaged development of the ethnic education. They achieved remarkably to train millions of varied talents from the minorities. Especially for the ones in the primitive state, they skipped several social development phases and reached the modern social democratic state. They developed the modern education from nothing. Now not only they have their own undergraduates, graduates, and abroad students, but also have their own doctors, scientists, enterprisers, and leading cadres of the CPC. China opens a glory page for these earthshaking chances. Thus, to study and to review systematically the minority training experiences theoretically have the important meaning for the talent developing in the ethnic areas and for the nation' s common prospering.This article begins with the comparison of the minority education situation pre 1949 and the situation nowadays. The 50 plus years of New China can be divided into 4 developing periods (1949, 1956, 1966, and 1976 till now). The article summarizes the special measures, the achievements, and the experience of the education for minorities since the founding of the PRC. It concludes that the primary special measures of the education for minorities are as follows: 1. Foundingeducation authorities for minorities. 2. Giving distinctiveadmission for minorities. 3. Launching ethnical classes andlodging schools. 4. Conducting ethnical language andbilingual studies. 5. Supporting assistants of the educationfor minorities. 6. Helping the minor ethnic minority groupsto develop the education. The primary historical experienceis as follows: 1. Attaching great importance to develop theeducation for minorities. 2. Proceeding from realities toguide systematically. 3. Insisting on the separation ofreligion and education. 4. Adhering to the combination ofgovernment guidance and self dependence. 5. Reinforcing theethnic education legislation and study.Based on that, it is stated that the goal of the modern education for minorities is a coordinated development with a fast pace. Based on the comparative analysis of the education for minorities and the ethnic education in the developing periods, it is figured that senior high school education is the bottleneck for the development of the education for minorities nowadays..Besides the macro analysis, the colleges and universities for minorities are taken as the Chinese education for minorities in miniature. The 4 developing periods of thecolleges and universities for minorities are summed up andanalyzed. Finally, the primary conflicts faced by thecolleges and universities for minorities are analyzed and considered.