Abstract
Since 1978, major social and economic reforms known as the rural responsibility system (RRS) have spread rapidly throughout the Chinese countryside. By 1983, they had been adopted by over 98 percent of all rural production teams.1 The RRS brought considerable wealth to a few peasants, and some improvement in the income of many more. It has also had a profound impact on rural administration, social services, and, not least, education. Rural development is a matter of urgent concern in China, given its crucial role in national modernization, and the stubborn pertinacity of its problems. This concern is reflected in more than 30 studies of rural education and the RRS published inJiaoyu yanjiu (Educational research), China's premier educational research journal.2 Written by members of county, provincial, or university education departments, these studies describe the serious problems of rural education, but they also demonstrate China's determination to solve these difficulties by taking advantage of the new opportunities offered by the RRS. This essay is based on the findings of this research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
