An Analysis And Solutions For Compulsory Educational Teacher Resources Imbalance Between Rural And Urban Area

Educational balanced development has been gradually hot topic in the situation ofbuilding a well-off and harmonious society. As an agricultural nation, compulsory educationalbalance in rural area has been difficulty and keystone in China. In recent years, China hasachieved progress to a certain extent in urban and rural education; however, there stands someshortage, faculty in particular. Therefore, to push forward balanced development ofcompulsory education and promote quality of compulsory education in rural area as well ascarrying out of education equity, have been critical project in current education field in Chinanow.By means of educational social observation method, document method and interviewingmethod, this paper has systematically analyzed compulsory educational imbalance betweenrural and urban area and solutions respectively. Beside introduction, this paper has beendivided into four sections: The first section refers to conception used in the paper, includingbasic definition and relevant theory. Firstly, this paper makes analysis about rural and urbaneducation which includes essence of compulsory education and clarification of its nature.Secondly, this paper discuss about assignation of resource in education field sincewell-knowing nature of education resource leads to rational allocation of education. Inaddition, determination of relevant theory including human resource, faculty assignation,balanced development of education and fairness is premise to better apply in practice, whichis basic of analysis. This second section studies major problems in faculty assignationbetween rural and urban area. It describes imbalance of faculty in compulsory educationbetween such areas in terms of faculty and structure. In particular, there has imbalance ingeographical area, population and student distribution, while faculty structure in educationdegree, academic title, gender, age and subject is much better in urban area than ones in ruralarea. The third section, discussed about factors causing imbalance of education between ruraland urban area in terms of primary causes, government policy and direct reasons. Regionalimbalance of economy and urban-rural social structure has caused imbalance development of education. Compared with teachers in urban area, those teaches in rural area has barelytreatment in social status, career working pressure, low salary, bad training and livingcondition have been leaving away from rural area, resulting in imbalance development. Thefourth section previews methods to realize balance development of education between ruraland urban area and offers positive proposals on basis of education reality. The conclusion hasbeen described in three views, firstly, to enlarge investment on education attract facultycoming to rural area by improve salary and special treatment. Government shall implementpolicy to improve quality of faculty such as teaching-training for free, teacher support. Thedirect method is to complete teaching system and enhance quality of faculty. Firstly, to makelabor turnover of faculty between rural and urban area, secondly, to build up teaching-training;secondly, to reconstruct educational facility, lastly, to formalize recruitment of faculty in fairand square, by these means, gap between rural and urban area will be reduced andachievement will be strengthened for sure.