Incentive Policy Of Frontier Basic Education Development In The Nanjing National Government(1927-1949)

It was much more serious invasion from imperialism, ethnic minority conflicts, inflationand social unrest during the period of Nanjing National Government (1927-1949). More andmore frequent invasion from imperialism and intensifier border crisis, it was realized that onlydeveloping frontier basic education, promoting ethnic unity and national identity, that couldresist invasion from western imperialism and maintain national defense security and socialstability. However, the border area was far away, the environment was harsh and most of theresidents were lower educated. Only incentive policies could encourage social community andindividuals to support frontier basic education and encourage border residents to acceptmodern science knowledge. During this time, a series of laws and regulations had been madeby the Nanjing National Government in order to develop frontier basic education. The studyintends to do research from diachronic perspective, by literature analysis and historicalresearch methods, collecting and sorting out the relevant policies of frontier basic educationduring the Nanjing National Government, summing up the ethnic minority policycharacteristics and influences, which is helpful in developing the ethnic minority education atpresent.This paper consists of introduction and three chapters. Among them, the Introductionprimarily introduces the origin, purpose and significance, the relative explanations, literaturereview, ideas and methods, research innovation and inadequate.The first chapter mainly explores incentive policies of foundation of frontier schools inthe Nanjing National Government. It consists of four sections：preferential policies for socialteams and individuals who donated to the foundation of borderland schools, preferentialpolicies for the persuade trainees for persuading the fund of borderland school, thepreferential policies for special fund of the borderland schools and special Normal Schools totraining teachers for frontier basic school in the Nanjing National Government.The second chapter mainly explores enrollment incentive policies for frontier student. Itconsists of five parts: incentive policies of persuade trainees for persuading frontier studentsto enrollment, preferential treatments of family members for the enrollment students,preferential treatments of food and accommodation for the enrollment frontier students,respecting students of national habits and expanding preferential treatments of nationalstudents on the range. The third chapter mainly explores the incentive policies evaluation of frontier basiceducation development during the period of the Nanjing National Government. It consists ofincentive policies features and its advantages and disadvantages. The content of incentivepolicy is informative, humanized and widely on the range. The last chapter is the summary ofthis study, which systematically analyzes the study on the whole.In a word, because of some objective and subjective intervention, the effect of incentivepolicy implementation is not very good, however, to some extent, it plays an important role inmaintaining the Nanjing National Government’s political control, promoting the culturecommunication of all ethnic groups, strengthening national unity, training construction talentsfor frontier and ethnic areas and promoting economic development of border area.Furthermore, the preferential policy is beneficial for us to think about ethnic minorityeducation at present.