Online from: 1987
Subject Area: Education
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|Title:||Analysis on inter-provincial disparities of China's rural education and convergence rate: Empirical analysis on 31 provinces' (municipalities') panel data from 2001 to 2008|
|Author(s):||Tongwei Xie, (Research Institute of Finance and Economics, Shanghai University of Finance and Economics, Shanghai, China)|
|Citation:||Tongwei Xie, (2011) "Analysis on inter-provincial disparities of China's rural education and convergence rate: Empirical analysis on 31 provinces' (municipalities') panel data from 2001 to 2008", International Journal of Educational Management, Vol. 25 Iss: 7, pp.714 - 723|
|Keywords:||Average educational years, China, Convergence, Education, Educational Gini coefficients, Educational policy, Rural areas|
|Article type:||Research paper|
|DOI:||10.1108/09513541111172117 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – This article aims to analyze inter-provincial disparities of rural education and the convergence rate, and to discuss the effects of compulsory education reform after 2001.
Design/methodology/approach – The article estimates the rural average education years and education Gini coefficients of China's 31 provinces (municipalities) beside Hong Kong, Macao and Taiwan from 2001 to 2008, and applies the method of “economic convergence”.
Findings – The results show that after the reform of rural compulsory education, inter-provincial rural education disparities and educational equality have been significantly improved and trend to convergence; nevertheless the convergence rate on inter-provincial disparities of education equality declines. The defects of the education input system – “county as principle” – has been a factor that restricts the coordinated development of rural education.
Practical limitations – This paper suggests that it is necessary for China's provincial and central government to afford the expense of compulsory education. China's present investment system would also worsen inter-provincial inequities of education.
Social implications – Education equality is one of the basic social priorities. In China education equality has been improved; however it could be better if China's provincial and central government afforded the expenses of compulsory education.
Originality/value – This paper applies the method of “economic convergence” to analyze China's rural education disparities among its regions.
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