Korea Development Rural Basic Education Policy Research

Three decades of reform and opening up, the Chinese government implemented a series of policies and measures for the development of rural education, such as "Decision on Further Strengthening Rural Education," the State Council on deepening the reform of rural compulsory education funds guarantee mechanism Notice,"the CPC Central Committee rural reform and development a number of decisions on major issues,"Long-term Education Reform and Development Plan (2010-2020), the rural education reform and development has made great achievements, but the integrity of rural education in China is weak The situation has not fundamentally reversed, the quality of rural education and the development of education there is a greater distance, education fair, balanced development of new value demands being challenged. How to promote the development of rural education, to enhance the school’s educational level in rural areas, has become China’s current education reform and development needed to solve a new topic.Previous South Korean government attaches great importance to the development of rural education, that strengthen rural education is to improve the quality of farmers, the effective realization of rural labor transfer and ground-breaking project to speed up the construction of rural urbanization, and adopted a series of measures to give priority to the development of education in rural areas, such as "compulsory primary education six-year plan "," Compulsory Education Five-Year Plan "," junior high the nearest school system "," high school leveling policy "," island, remote areas of Education Revitalization Act,"the implementation of compulsory regulations on junior high school","small scale school consolidation policy,"to improve the quality of life of farmers and fishermen and to promote the development of agricultural and fishing special law","to improve the quality of life of farmers and fishermen, and promote the development of agricultural and fishing the first five-year plan","education support policies, local of education activity measures, to improve the quality of life of farmers and fishermen, and promote the development of agricultural and fishing second five-year plan "to ensure and meet the new demands of the development of rural education in South Korea, to promote universal basic education in rural areas and high-quality balanced development.This paper is divided into five parts, the first part is the introduction, the motivation and the status quo at home and abroad involved in this writing, definition, purpose and significance of the research, research methods, and so on. The second part is the theoretical basis for part of the study from the theoretical support for the role of theory account here, such as rural education theory, the theory of balanced development of education, education policy analysis theory. The third part analyzes Korea universal compulsory education, expand rural students by the equality of educational opportunity during the Basic Education Policy (1948-1981), the beginning of the retrocession of Taiwan, South Korea has experienced a large-scale political, social and economic turmoil. From the start of the1960s, the government-led, export-oriented and uneven development strategy to promote the Korean economy has plans to develop. However, due to the rapid advance of the country’s industrialization and urbanization, industrial and agricultural development badly balanced, very acute problem in rural areas. To this end, the Korean government to take "education first" human resources development strategy, and vigorously promote compulsory education in rural areas based literacy. To popularize compulsory education in rural areas, the South Korean government as the legal basis for the Constitution, and formulated a series of policies and measures, policy guarantee equal educational opportunities for the expansion of rural students. The fourth part of the adjustment of the layout of rural schools, to promote urban and rural balanced development of education during the Basic Education Policy (1982-2003). After the1980s, with the acceleration of the Korean industrialization and urbanization process forward, urban concentration, the concentration of population is becoming more prominent, stretched the greater the gap between rural education and urban education. To this end, the Korean government has taken various policy measures to adjust and optimize the layout of rural schools, to improve the conditions for running schools in rural areas, promote the balanced development of urban and rural education. The fifth part of South Korea to promote the development of rural schools connotation, and comprehensively improve the quality of rural education during the Basic Education Policy (2005present) due to the South Korean government to promote rural small-scale school consolidation policy does not take full account of the educational environment of rural students or regional conditions, not take full account of the views of parents, teachers and community residents allowed to adjust, so a heavy burden not only to-the physical and mental health of students, teachers facing personnel accumulation, promotion difficult, various incentives deprived of their plight, but also lead to a in rural areas, worsening desertification. To this end, the Korean government have formulated policies and measures to support and promote the development of rural schools, strengthen the construction of rural schools connotation, and comprehensively improve the quality of rural education.Korea policies and measures to promote the development of rural education, although there are failings, but in guiding the healthy development of rural education, and promote the balanced development of urban and rural education and remarkable achievements. Korea has taken to promote the development of rural education policies and measures to promote the development of rural education in China is not without inspiration. We should be based on the reality of China Education, at the same time to absorb and learn from the Korean experience, and promote the development of rural education.(1) focus on educational equity. Establish priority to the development of remote areas, backward areas, disadvantaged areas of basic education investment mechanism, priority to improve these areas on the basis of allocation of educational resources, giving priority to upgrading the facilities and educational facilities, and offers a variety of facilities, continue to meet the growing demand for education in the rural masses(2) reform of the rural school curriculum development for rural students, environment, culture, adaptive curriculum, and the development of a complete set of teaching methods to accommodate the diverse needs of rural talent.(3) improve the treatment of teachers in rural areas, the establishment of urban and rural teachers exchange mechanism. The one hand, greatly improve the treatment of teachers in rural areas, to encourage them to long-term; On the other hand constantly improve the system of free education for students, special posts for planning, training high-level teachers for rural schools. The practice is also worth considering the stage of compulsory education teachers into the civil service establishment.(4) students the humane care more thoughtful, more comprehensive. Children left behind by the guardianship, care and love, like the sun education.