Quality, Freedom and Equity: the Proposition of Educational Management in China.

Abstract

Since the enactment of Dakar Program in 2000, all of the countries have taken a series of measures to achieve the aim of universal education. China, the country with the largest population in the world, also makes every effort to popularize the universal education and to achieve the equity of education. After contact work for many years, China’s education has got a quite great development, especially in the aspect of popularizing the universal education, China have taken great achievements, just like the quite huge and great developments in the economic field. According to the Progress of China in Implementing the Millennium Development Goals (2000–2015) which was issued jointly by the government of China and UN agencies in China, China has achieved the goal of universal primary education by 2015 ahead of schedule: when the Chinese Government has progressed towards free compulsory education in a phased and planned way, the Chinese also has achieve the targets of universal 9-year compulsory education and basic elimination of illiteracy among the adolescents, and illiteracy rate among the adolescents has been below 1.0 %, and the net enrollment rate of primary-school-age children has increased to 99.8 %. In the aspect of eliminating gender disparity, the difference in net enrollment rate between boys and girls has been eliminated, and the gap between boys and girls in the years of education they received was narrowed from 1.3 years in 2000 to 0.8 years in 2014. In 2014, there were 32.458 million girl students in secondary schools, accounting for 47.84 % of the total number of students there, and 43.7196 million girl students in primary schools, accounting for 46.26 % of the total number of students there. The ratio of boy to girl students in primary and secondary schools is basically consistent with the ratio of school-age children between boys and girls. These glorious data remarked that Chinese education has attained the aim of “equity” and “popularization” in some extrinsic data and indexes, but these glorious outside data cannot hide the deep conflicts in the Chinese educational equity. In addition, with a decade of development, these extrinsic conflicts have become more internal. Due to their concealment, these internal conflicts of equity will be tough to solve. These internal conflicts can be summarized in three basic facts: quality, freedom, and equity. The relationship among them also becomes critical influences on China’s education today. 1. Educational equity and quality of education: how to ensure students in the poverty-stricken areas can enjoy high-quality education? Quality of education is the finally direction of the educational equity, and the quality of education in the poverty-stricken areas in China is still severe from the point of view of students’ scholastic achievement and the state of teaching staff. College entrance examination is the largest academic test in China, students get the qualification to enter the college through this text. For the students in poverty-stricken areas, college entrance examination is the only way for them to change their fate. However, according to a study published in the Social Science in China, the probability of rural students entering the college is getting smaller, and it will be increasing difficult for them to enter the college. In addition, the rate of rural students in the Chinese top universities is declining obviously. (Li 2012). On the other side, teachers in rural areas are not optimistic too. The Responsible editor: Philippe Garrigues