Educational Equity in the Context of China's Economic Development: Implementation and Practice of Educational Policies

Abstract

Educational equity has consistently ranked among the fundamental principles aspired to by human societies. The United Nations Educational, Scientific and Cultural Organization emphasizes that providing equal educational opportunities is a universally recognized and paramount ethical and social imperative within both society and the education system. Therefore, this paper assesses the influence of compulsory education and the National College Entrance Examination (NCEE) on educational equity in the context of China. The paper explores the policies adopted by the Chinese government to ensure that economic disparities do not affect educational equity. The paper finds that the urban-rural divide creates significant barriers to education for rural students, who often do not have access to quality education, and that the household registration system significantly contributes to fostering inequality. The NCEE system, while designed to promote meritocracy, also contributes to educational inequality by favoring students from urban areas and those who can afford private tutoring. By analyzing China's "Double Reduction" policy, posits that attaining educational equity demands a multifaceted strategy. This entails equitable resource allocation, robust economic support, the promotion of differentiated education, and the fortification of the admission system. The paper contends that mitigating the excessive dependence on a single test score and incorporating diverse assessment methods, like comprehensive quality assessment, can facilitate a more holistic assessment of students' overall capabilities and potential. Consequently, this has the potential to reduce disparities in university admissions. The paper underscores that achieving educational equity hinges on the collective commitment and concerted efforts of the entire society.