Revisiting Equity in the Era of Urbanization: Reform and Development Mechanisms of Compulsory Education in China

Since the new curriculum reform, labor education has gradually shed its marginalized position in the “five educations,” and the labor curriculum has become an independent course officially separated from comprehensive practical activity courses. Exploring the practical path of labor curriculum in compulsory education in China has become the primary task of labor education in China. Based on the practical situation of labor curriculum in compulsory education in China, drawing on the theory of overlapping influence domains, and from the perspective of collaborative education among family, school, and community, this paper proposes a curriculum practical path of “school-led” family-school-community collaboration and a curriculum practical path guided by “student-centered” sentiment, in order to provide references for the practice of labor curriculum in compulsory education in China.

This paper aims to investigate the factors driving the rapid development of the Chinese economy. Utilizing univariate linear regression, we examine the impact of compulsory education in China on its economic growth, utilizing data from the National Bureau of Statistics of China spanning the years 1983 to 2006. Additionally, we conduct robustness tests and heterogeneity analyses using variables such as the number of middle school students, Chinese GDP, and the time span from 1983 to 2022. Our analysis also delves into industry-specific variations and expenditure-based approaches. Our findings are summarized as follows: 1. Compulsory education in China exhibits a positive influence on its economic growth. 2. According to the robustness test, the baseline conclusion of this paper is robust. 3. Compulsory education plays a pivotal role in the tertiary industry and net exports but exerts fewer effects on the second industry and investment and contributes a little to the first industry and consumption.

The development of compulsory education in China has shifted from popularizing 9-year compulsory education to optimizing the allocation of resources for compulsory education. In this process, problems such as the disparity of teachers between urban and rural areas, the shortage of funds in remote areas and weak schools, and the shortage of teaching equipment have arisen. The difference in policy orientation and economic level leads to t school-choosing fees which further exacerbates the gap in the development of compulsory education between schools. This paper studies the situation of the allocation of educational resources between urban and rural areas, analyze the reasons from the perspectives of government policies, traditional concepts, and economic levels, and puts forward suggestions for optimizing the allocation of compulsory education resources, aiming to reduce the gap between urban and rural areas and between schools and achieve compulsory education in China. Balanced development.

This chapter concentrates on the management system in compulsory education policy in China. Through the analysis of compulsory education-related policies since China’s reform and opening up for more than 40 years, China has experienced the general-level primary education to universal nine-year compulsory education from eliminating chaos and restoring normal order to the educational governance. The management system of compulsory education is a multiple realistic topic involving education management, education finance, education economics, education policy, education law, and education politics. On the whole, the management system of “county-level government-led” has overcome many disadvantages, but there are certain problems. Based on the perspective of education economy and management, this chapter examines the management system of compulsory education in China since the 1980s. It also discusses on the management system of compulsory education in China and proposes suggestions for improving policies.

China’s Western Development is a policy adopted to boost its less developed Western regions, that is, a systematic project and a longterm and arduous task. The development of compulsory education in China’s minority areas is the key to it. This paper attempts to use the beneficial experience of developing compulsory education support system of other countries for reference so as to explore financial support system suitable for the situation of China’s compulsory education in minority areas.

Comprehensive sexuality education (CSE) is a instruction method based on curriculum, which explores the cognitive, emotional, physical and social significance of sexuality. Based on the analysis model of teaching materials and Interpretative Structural Model (ISM), this paper analyzes and evaluates the curriculum standards and teaching materials of compulsory education in China from the perspective of CSE. It reveals that the contents of CSE mainly appear in the 19 curriculum standards as well as in the teaching objectives, contents, practice activities and compiling elements of teaching materials. Based on CSE, the reliability of teaching objectives and content, the comprehensiveness of teaching content, the feasibility and effectiveness of teaching practice of curriculum standards and textbooks need to be further strengthened and improved. 【摘要】 全面性教育是一个基于课程, 探讨性的认知、情感、身体和社会层面意义的教学过程。结合教材分析模型与解释 结构模型法 (ISM), 基于全面性教育视角对中国义务教育阶段的课程标准和教材进行分析与评价, 发现全面性教育内容在 19 项课程标准中有侧重地出现, 在各科教材的教学目标、内容、练习活动和编写元素中也有迹可循。在全面性教育视角 下, 课程标准与教材的教学目标与知识的可靠性、教学内容的全面性、教学实践的可行性和有效性均需要得到进一步加强 和提高。

Compulsory education is an important part of China's educational endeavors, and whether its development is balanced or not, and how effective the reforms are, will have a direct impact on the construction and development of the national education system. The balanced development of China's compulsory education has gone through 20 years, experiencing the process from non-equilibrium to the gradual pursuit of equilibrium. In this study, 75 development texts were analyzed by word frequency analysis using Nvivo14 software. From the course of change, it can be seen that the balanced development of compulsory education has been affected by the deep structural influences of multiple factors, such as the level of socio-economic development, politics, and cultural background. Analyzing the development goals of the balanced development of compulsory education at different stages is of great significance for promoting the strategy of quality and balanced development of compulsory education in China at the new stage.

This chapter focuses on examining the private compulsory education in China from multiple perspectives. As a large part of the private education, the private compulsory education is very important, and because it is a part of the compulsory education, the status of the private compulsory education appears more important, the analysis and research of the private education policy also appears particularly important. In this paper, the content of private education policy analysis, due to the limited level, can only be on the basis of policy documents for a relatively shallow analysis.

This chapter involves how to promote the balanced development of compulsory education in China. Education is the foundation of a country, and the rise and fall of a country is closely related to the development of education. In the whole basic education system, compulsory education is the top priority of education, the basis of the strategy of strengthening the country through education, and the foundation of building a country with strong human resources.

(2008). The Challenges in Building an Adequate and Comprehensive Fund-Ensuring System for Rural Compulsory Education in China: Empirical Evidence from the Implementation of 'Two Exemptions and One Subsidy' (TEOS) Chinese Education & Society: Vol. 41, No. 1, pp. 30-36.

This chapter concentrates on an analysis of the administrative policy on promoting equity of compulsory education in China. In particular, the perspective of admission opportunities and the perspective of educational process have been fully examined. Moreover, the conclusion and suggestion have been provided in explore how to promote the administrative policy on promoting educational equity in China.

Balanced development of compulsory education is not only the cornerstone of education equity, but also the fundamental part for realizing a harmonious society. There have been several achievements in balancing the development of compulsory education in China, such as narrowing the gaps in compulsory education between rural, urban, and other areas. However, the development of compulsory education is still confronted with several issues, including the gaps between rural and urban schools, the gaps between teacher’s situations in rural and urban area, higher drop-out rates of rural compulsory education than that of the national average level, etc. Based on the analysis of these issues and reasons, the suggestions for the policy-makers are as follows: (1) it must be further clarified that governments at all levels must take all responsibilities for the balanced development of compulsory education so as to integrate local authorities’ input and the central government’s subsidies; (2) the allocation mechanism of resources for compulsory education should be set up with “qualitative and fair growth” as its aim; (3) The quality standard for compulsory education based on the national curriculum standard should be worked out for playing the role of quality inspection in the fair development of compulsory education, and a relevant system of responsibility should also be established; (4) A national unified card for compulsory education should be adopted, which would help abolish extra fees for non-permanent-resident students receiving compulsory education in other places and (5) civilian-sponsored schools should be encouraged to offer compulsory education.

Educational governance is a significant part of public education network, it is also plays a important role during the process of providing public educational services, the nineyear compulsory education in China is getting more universal from than ever, the basic policy based on Compulsory Education is more focused on promoting balanced development of governance. In this paper, based on the theory of education governance, combining the actual governance in Pu’er, exploring the problems existed in practice regarding the Compulsory Education in border areas, and proposing appropriate solutions. Keywords—Compulsory Education, Governance, Educational governance; equity of education

Based on government data from 1993 to 2008, this chapter aims to compute and analyze the trends of inequity in interprovincial and regional per-student spending in China's compulsory education, and to ascertain the potential impact of changes in education financing policies. Appropriate inequity measures (Gini and Theil index and Gini decomposition, among others) are employed to provide a systematic picture of the trends. Main findings include: (1) all inequity measures show large and overall increased disparities among provinces and among regions, between 1993 and 2008. (2) However, a slight drop of spending inequity is observed at the primary education level around 2002 and a larger reduction in 2005 and on. There are more turning points in the trend of lower-secondary per-student spending among provinces. These patterns are consistent across different inequity measures and spending indicators (per-student total spending, per-student recurrent spending, and per-student nonpersonnel spending). (3) The trend toward more balanced resource allocation around 2002 and 2005 could be the impact from the Reform of Tax and Administrative Charges and the New Mechanism for Financing Rural Compulsory Education. An increased share of budgetary expenditure in determining total spending suggests that equalizing financing policies have the potential to induce a significant reduction in spending inequity. These findings may help policy makers to better understand and alter the extent of spending inequity in compulsory education. This is an original empirical study that systematically derives the spending inequity trends over a long period in China's compulsory education.

Since the 21st century, with the deepening of education reform, the concept of quality education has become more popular. Against this background, music education has received unprecedented attention and focus. The Ministry of Education (MOE) has issued a number of regulations and documents on music education at the compulsory education stage. Namely: the Compulsory Education Music Curriculum Standards (Experimental Draft), the Compulsory Education Music Curriculum Standards (2011 Edition), and the Compulsory Education Art Curriculum Standards (2022 Edition). The introduction of these curriculum standards has effectively promoted the development of compulsory education in this century, and further promoted the reform of national basic music education. By comparing the different versions of music curriculum standards and climbing through the revision logic of the standards, it is conducive to a comprehensive understanding of the background and details of the implementation of the curriculum.