Download Article 54 The proportion of educational appropriations in gross

Education Law and
Policy in China: Past,
Present, and Future
Overview
• History of Chinese Education Policy
• Recurring theme of Ideology vs.
Practicality
• The effects of Globalization is making
what was once ideological a practical
concern (2 reasons).
• Today’s obstacles and problems.
• One proposed solution
History of Education Law and
Policy in the PRC
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The Beginning: 1949-1959
The Great Leap Forward: 1959-1962
The Cultural Revolution: 1966-1976
1978-2006
The Dawn of the PRC
• 80% of the population was illiterate.
• Less than 40% of school aged children were
enrolled (Some estimate fewer than 20%).
• Massive increases in $ going to education.
• Initial goals of decreasing class disparity
• More pragmatic and pressing needs soon took
precedent.
• Faster returns expected from building on
existing infrastructure in urban areas.
The Great Leap Forward (19591969)
• Rapid economic development through
leftist means was a priority
• Technical education emphasized in
commune schools
• Expansion of minban schools
• In late 1960’s schools close; enrollment
decreases.
The Cultural Revolution (19661976)
• Egalitarian goals
• Stressed ideology intensive curriculum
• Labor and political loyalty were valued
over economic achievement.
• Key-point schools closed.
• Testing standards and systems abolished
• Quality suffered, but mass education
promoted. (96.8% Primary School
Enrollment.)
The 1980’s - Today
• Less Political Curriculum, Recent criticism.
• The priority on the efficient production of experts due to
economic pragmatism of Deng Xiaoping.
• Key-point schools enjoyed national funding through
1980’s. Helped fuel Universities.
• Educational systems were financed and administered by
local municipalities starting in the early 1990’s.
• Study conducted by the Teachers College at Columbia
University indicates that regional disparities in education
quality and enrollment widened between 1993-2000.
Vagueness in Chinese Education
Law
Article 63: People's governments at various
levels and their administrative departments of
education shall strengthen supervision and
control over educational appropriations for
schools and other institutions of education in
order to achieve better results of investment in
education.
- EDUCATION LAW OF THE PEOPLE'S REPUBLIC OF CHINA, Effective
September 1, 1995
Chinese Education Law: Main
Points
• Funding responsibilities pushed to municipal
level
• School fees permitted to supplement
government expenditure
• Nine year compulsory education, but no
enforcement
• Prohibits the establishment of for-profit schools
• Allows schools to generate their own funds by
having factories or other revenue generating
enterprises.
State Funding to Increase Over
Time
Article 54 The proportion of educational
appropriations in gross national product
allocated by the State shall gradually rise, as the
national economy develops and the financial
revenue increases. The specific proportion and
measures for its implementation shall be
prescribed by the State Council.
The proportion of educational appropriations
allocated by governments at various levels shall
gradually rise along with the development of the
national economy. (1995)
Percentage of GDP Spent on
Education
• Organisation for Economic Co-operation
and Development (OECD) reported in
2006 that “public spending on health and
education may be too low and inefficient to
meet China’s development needs. Official
spending in these areas, along with culture
and science, amounted to the equivalent
of 5.5% of GDP in 2002 compared with an
average of 28.2% for OECD countries.”
• In the mid nineties, China pledged to devote 4%
of its GDP to education by 2000.
• This goal proved to be unattainable. According
to the World Bank, China spent only 2.1% of its
GDP on education in 2000.
• On March 5 of this year China announced that it
plans to increase this expenditure to 4% over the
next five years.
• UNESCO suggests that China should be
spending 6% of its GDP on education.
Where the money goes…
Most of China’s education expenditures go to
Universities to fill a short term interest in the
creation of more professionals and experts.
The vast majority of China’s expenditures go
towards the development of infrastructure.
Currently, China’s main focus is on increasing FDI.
Corruption.
Supplements to China’s
Expenditures on Education
• In 2002 a study found that 66% of Rural
Primary School funding was attributed to
the government
• Households: 12%
• School generated: 2%
• Community: 3%
• School Fees from Students: 10%
• Other: 6%
Disparity Between the Rich and the
Poor
• Government claims 100% enrolment in primary
education. Government figures clearly
erroneous.
• In early 1990’s rural enrollment in primary school
was estimated to be 81.4%. Secondary school
enrollment was estimated at 25.4%.
• In Gansu Province these figures were estimated
to be 81.6% and 18.6% respectively.
Reasons for Low Enrollment
• Lack of Enforcement
• Parents cannot pay school fees
• Opportunity Cost of sending a child to
school is often too high.
-Child could earn more money by working.
-Chances of child scoring highly enough
on state tests for secondary school or
college are low because of the low quality
of rural schools.
Other Issues
• Private Funding
- Little “Rule of Law”  No standard
procedure for handling donations (e.g.
trusts)
• Enterprise schools
• Overcharging
Globalization’s Effect on Education
as a Priority
• Increased scrutiny and criticism from the
world. Primary education recognized as a
“human right.”
• Lack of social mobility and class tension
that may lead to chaos and violence.
• Rapidly developing economy  short term
need for skilled professionals, but long
term need for a more educated workforce.
Recent Efforts
• The People’s Daily recently announced that
China plans to increase education spending to
4% over the next five years.
• Also announced that schools will be required to
publish fee systems as a means to curb
corruption.
• The Peoples’ Daily claims that Increases in
National funding have begun to decrease the
amounts of school fees by as much as 90% in
some areas.
Criticisms and Concerns
• The IMF has pointed out that in many
cases expenditures on health and basic
education can lead to economic growth.
• Cases where there is an increase in
expenditures but no growth are most likely
due to poor governance or “poorly
targeted outlays” (e.g. spending on higher
education where there are significant
deficiencies in primary education).
One Suggestion
• The creation of a program in like the U.S.’s
“Teach for America” could help China to
deal with
- Increased international Scrutiny and
“Human Rights” Criticism
- Recent domestic alarm concerning a
decrease in “socialist values.”
- Class Tension
- Lack of qualified teachers.
Brief Description of the American
Program
“Teach For America is the national corps of
outstanding recent college graduates of all
academic majors who commit two years to teach
in urban and rural public schools, and become
lifelong leaders in the effort to expand educational
opportunity. Our mission is to build the movement
to eliminate educational inequity by enlisting some
of our nation's most promising future leaders in the
effort.” (www.teachforamerica.org)
Some Facts on Teach For America
• The program is highly selective.
• Currently, 3,500 corps members are teaching in
over 1,000 schools in 22 regions across the U.S.
• Teach For America is a public-private
partnership with an operating budget of $55.6
million. Seventy percent of funding is private,
from corporations, foundations, and individuals.
Additional support comes from AmeriCorps and
the school districts.
Why Such a Program Might Thrive
in China
• Students could participate in the program either
after high school or during college.
• Teachers will be of a higher quality than what
most rural schools have now.
• Teachers will not have to be paid as much.
• Good Publicity (Domestic and International).
• Some students may welcome a chance to earn
money / a break from being a student.
• Could lead to greater understanding and
harmony between the rich and the poor.
Long-Term Solutions
• More money must be earmarked for
primary and secondary education.
• Increased enforcement of laws and
standards.
• More government interest encouragement
outreach and volunteer programs.
• A system for accepting and implementing
private donations.