Since 1978 China has implemented a series of educational policies for shaping rural compulsory education in order to improve its quality and competitiveness. This short article takes a macro perspective to review the rural compulsory education policies in contemporary China. Specifically, the macro perspective concentrates on examining the historical urbanization process of basic education in rural areas and the four stages of compulsory educational development in these regions. The article suggests that China has made tremendous contributions on closing the rural and urban gaps in recent years, but challenges remain to be solved.
ChengK.M., JinX.H., & GuX.B. (1999). From training to education: Lifelong learning in China. Comparative Education, 35(2), 119–129.
2.
MilanaM., HolfordJ., HodgeS., WallerR., & WebbS. (2017). Adult education and learning: Endorsing its contribution to the 2030 Agenda. International Journal of Lifelong Education, 36(6), 625–628.
Ministry of Education,. (2012, January 9). Announcement on arranging rural migrant workers’ children to attend examination for entering post-compulsory education in the host city. Retrieved from http://www.gov.cn/zwgk/2012-08/31/content_2214566.htm.
8.
Ministry of Education & the State Council. (2018, February 27). The poverty relief office of the state council of the ministry of education issued a notice on the implementation plan for education and poverty alleviation in poverty-stricken areas (2018-2020). Retrieved from http://www.cpad.gov.cn/art/2018/2/27/art_46_79213.html.
9.
The Communist Party of China Central Committee & the State Council. (2014, December 1). Guojia xinxing chengzhenhua guihua (2014-2020) [Planning of new urbanization in China (2014-2020)]. Retrieved from http://www.gov.cn/zhengce/2014-03/16/content_2640075.htm.
10.
WeiY., & GongY. (2019). Understanding Chinese rural-to-urban migrant children's education predicament: A dual system perspective. International Journal of Educational Development, 69(1), 39–47.
