Zhou Educational for All

8/11/2019 Zhou Educational for All

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Removing barriers to Education

For All: Whats new and notable

China Case

Prof. Zhou Mansheng

Deputy Director-General

National Center for Education Development

Research of China


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Overview

1. The overall Progress in meeting the EFA

goals: Concepts, Achievements

2. The education system : Administration,

Finance

3. Key policies and good practices

4. Foreseen challenges and the plan in

education beyond 2020


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1. The overall Progress in meeting the

EFA goals: Concepts, Achievements

Concepts (p1)

Basic education is the cornerstoneof the

national education system, the keyto

increase the comprehensive national

strength and to improve citizens quality

the foundationof social justice and a

humorous society, and an important way

to eliminate poverty.


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Concepts

(p2)

The main objectives:

to improve the overall quality of the labor force continuously,

to increase the strength and competitiveness of the nation ,

to shift from a big country in term of its huge population to a

powerful country in term of its advanced education system.

There should be five principles:

A:giving priority to development.

B:taking the cultivation of people as the startingpoint.

C:carrying out reform and innovation.

D:promoting equity.

E:improving quality.


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Achievements

(p1)

In 2009, 99.5% counties in China, which had

99.7% of the total population, realized the goal

of basically popularizing the 9-year compulsory

education and basically eliminating illiteracy

among youth and mid-aged population. The

net enrollment rate for children of primary

school age rose further to 99.40%.


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Achievements

(p2)

Enrollment gap between boys and girls has been

closed. The national gross enrollment rate of

lower- and upper- secondary school reached 100%

and 82.5% respectively in 2010.

The average years of schooling of the population

above 15-year-old is 8.7 years now, 3.5 years higher

than the figure in 1982, and the average years of

schooling of the newly added labors has exceeded

11.5.


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2. The education system : Administration,

Finance

The Administrative Division in China

Ministry of Education

law, plan, policy, supervision

*Provinces

local policy, evaluation

*Counties

major responsibility, and managed mainly by county-level

governments.

*Towns

implementation


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A balanced system

Chinas economic and finance system reforms

moved toward decentralization and the

education finance and management system

followed suit. Chinas approach has been to

seek a balanced system of decentralization with

both shared responsibility and costs across

levels of government.


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Finance

Improved budget allocations.

Increased revenues in Chinas financial progress.

Total public funding for compulsory education

increasing.

Total public funding is the direct and indirect funding

for education provided by all levels of government.

Public funding per student in compulsory education

increasing.

Central government proportion of total education

spending increasing.


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Brief Summary

Chinas experience may provide valuablelessons on designing effective strategies fordecentralized education management,ensuring adequate funding for compulsoryeducation.It reflectsclear central level

commitment and the shifting of responsibilities

to upper levels of government; increased central

revenues and targeted assistance to local

governments; and increased oversight with

accompanying accountability measures.


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3. Key policies and good practices

Recent policies and measuresFocus to solve the rural education problems in depressed

areas by key projects and committed investment. A series of

projects, such as A.the National Project of Depressed Area

Compulsory Education, B.the Rural Primary and Secondary

Schools Dilapidated Building Renovation Project, C.the

Western Area Two

-

basic Universality Breakthrough

Project, D.the Rural Primary and Secondary Boarding

Schools Project,

E.Project of Modern Distance Education in

Rural Primary and Secondary Schools,

F.the Rural Teacher

Special Posts Project and G.the pilot project of

Free Normal

ducation

have been implemented.


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ExampleA: The Rural Primary and Secondary

Boarding Schools Project

China has carried out the Rural Primary and

Secondary Boarding Schools Project

which has

improved the school-running conditions and

the learning environment of compulsory

education in poor mountainous and traffic hard

areas. By 2007, China had established 7,651

new lodging schools, offering basic

accommodation for the newly increased 2.07

million lodging students in the west.


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Education situation analysis

Regional gap has been narrowed in terms of

popularization level of compulsory education.

Differences in net enrollment of primary school

in various areas of China (referring to 31

provinces, autonomous regions and

municipalities) have been reduced too.


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4. Foreseen challenges and the plan in

education beyond 2020

Main Challenges and Difficulties

An uneven distribution of the limited education resources.

Education quality among regions and schools, between rural

and urban areas is still disparate. Rural compulsory education is

still a weakness.

The quality of the education

Outdated educational ideas and methods, which cannot meet

the demand of the fast changing society and the international

competition. Heavy students workload cramming lack of

sleep, de-emphasis on social practice have seriously influence

the overall development of the children and their health.


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Chinese Education in the Next Decade

National Outline for Medium and Long TermEducational Reform and Development (2010-

2020)

The Outline includes a comprehensive plan foreducation reform and development by the Year

2020

General Strategy

Development Missions

Educational System Reforms

Guaranteeing Measures


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OutlineGeneral Strategy

Guidelines

Giving strategic priority to education development

Prioritizing talent cultivation as the bottom line for

education

Reform and innovation as a driving force for education

development

Equal access to education as a basic state policy

Quality enhancment as the central task for education

reform and development


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New Development

MOUs are signed by central and provincial governments to

ensure the balanced development of basic education.

Plans developed by provincial governments

Plan for balanced development of compulsory education in

province

Basic standards for school running

Plan for implementing national projects on standard

construction for compulsory schools

Implementation plan for national projects on education system

reform

All documents are required to submit to MOE by deadline


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Responsibilities of Central Government

Qualification authorized and certificated

Monitory and evaluation

Curriculum innovation support

Guidance and supports for National innovation

projects and programs on education

Experiences-sharing promotion

Financial support for migrant children

Financial support for less developed provinces

Special funds to support informal education


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Responsibilities of Provincial

Governments

Developing provincial goals for balanced development of

education in 2012 and 2015

Financial support for education especially for poor areas in the

province

Developing curriculums meet the local needs

Providing quality compulsory education for migrant children

Developing indicators for quality of compulsory education

Promoting the national pilot projects of educational system

innovation

Plans developing


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New policies and measures

To set up national quality standards for compulsory education

and to establish a monitoring system. To complete the school

standardization process step by step by 2020.

To balance the educational resources of teachers, educational

equipments, library and books, school buildings and so on. To

transform the weak schools, improving the quality of their

teachers and establishing a teacher and school principle

mobility mechanism.

To guarantee the migrant childrens right to compulsory

education, with full-time public schools shouldering the main

response.


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Conclusion

Chinese education reform is still being explored. In

general,China can concentrate sufficient national financial

resources to do big things, but is still low per capita income and

a large disparity of wealth. China has no intention to promote

their own development path and experience to other countries.

Similarly, we believe that any country should go for their own

path of development. Development paths of different countries

can respect each other and learn from each other.

Thank You

April 28 2011

Zhou Educational for All

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