Abstract
The Distance Education Project for Rural Schools (DEPRS) was implemented by the Chinese government between 2003 and 2007 to improve the quality of basic education in rural areas of China, especially in the poorer western provinces. It has been referred to as “the largest ICT project in the world up to now” because “it serves a larger population than any other similar projects and therefore will likely start a far-reaching information revolution in China.” This paper offers a descriptive analysis of the effectiveness and impact of DEPRS, explaining how and why it was implemented as a solution to close the wide gaps in access to high quality basic education. Focusing on the initial achievements of DEPRS, this paper explores if, how, and to what extent the three learning tools employed in DEPRS have improved basic education in remote rural areas.
Highlights
China has made great strides towards universalizing basic education in rural areas over the past two decades
Among the various programs and projects that the administration initiated to promote rural development, the Distance Education Project for Rural Schools (DEPRS) was a significant component. It aimed to improve the quality of basic education in rural areas of China, especially in the poorer western provinces
This paper offers a descriptive analysis of the implementation and impact of DEPRS and addresses questions that developing countries commonly face
Summary
China has made great strides towards universalizing basic education in rural areas over the past two decades. Among the various programs and projects that the administration initiated to promote rural development, the Distance Education Project for Rural Schools (DEPRS) was a significant component It aimed to improve the quality of basic education in rural areas of China, especially in the poorer western provinces. Shalni Gulati, for example, suggests that when developing countries implemented ICT-facilitated education projects, the efforts aimed at extending educational opportunities to disadvantaged and poor populations ironically often widened the socio-economic gap. In these countries traditional technologies, such as print media, radio, and television, remain more effective because the high cost of Internet service prevents poor people from accessing it (Gulati, 2008, pp.). The conclusion sheds light on the effectiveness of ICT-facilitated distance learning tools in rural areas of developing countries
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