The Study Of The Education Welfare Issues Of Peasant Workers’ Children In City

With the apparent trends of floating family migration, a large number of children float into cities with the peasant workers. However, because of the urban-rural economic structure and the restriction of the household registration system, the compulsory education of the children of peasant workers in city is difficult to be included in the scope of protection of urban public finances and the problem of their education is increasingly prominent. In recent years, with the introduction of the Two First policy and the improvement of the degree of social concern, the problem of the compulsory education of peasant workers’children in city has been eased to a large degree. But since the different enforcement of each level of government with the central policies as well as the irrationality of the share structure of the educational funding, the shortage of education investment and protection of peasant workers’ children in city is widespread and their requirements for educational welfare can’t be met.Present domestic studies of the education welfare issues for peasant workers’ children in city have been very rich, but most of them are biased in favor of the government perspective which is the single subject. In other words, they regard this problem operated and controlled only by the government, and lack of research from the perspective of multi-body interaction and cooperation, which led to the weak operability of the existing research results.This research is mainly based on the realization of the status of education of the peasant workers’children in Beijing, using case interviews, supplemented by telephone interviews, participant observation, and other methods to obtain information related to education of peasant workers’children in city. What’s more, this paper establishes its analytical framework with theoretical paradigm of the welfare triangle and analyzes the status and the issues of education welfare of peasant workers’ children in city provided by each welfare subject and the internal and external factors causing these problems respectively from the perspective of government, market and civil society. On this basis, it points out that the educational welfare needs can’t be met because it has not established a positive interactive relationship between government, the market and civil society and they were lack of mutual support and intercommunication with resources from the perspective of the interaction of multiple welfare subjects. At last, regarding the problems summed up, the paper provides some related suggestions to build a positive interactional welfare triangular structure.