School Mapping Restructure in China: What Role for the Small Rural School?

Autor/inn/en	Zhao, Dan; Parolin, Bruno
Titel	School Mapping Restructure in China: What Role for the Small Rural School?
Quelle	In: Frontiers of Education in China, 6 (2011) 2, S.248-278 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-011-0131-5
Schlagwörter	Foreign Countries; Rural Schools; Rural Areas; Rural Education; Elementary Schools; Small Schools; Educational Quality; Educational Policy; Policy Analysis; Costs; Access to Education; Educational Change; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ländliche Erwachsenenbildung; Elementary school; Grundschule; Volksschule; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Politikfeldanalyse; Cost; Kosten; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform
Abstract	Despite significant progress over the past fifteen years associated with School Mapping Restructure (SMR) in Chinese rural schools, many small schools have been closed or have merged with larger primary schools. This has resulted, among other things, in difficulties for many students in rural areas who now have to travel longer distances to a central (primary) school and whose families generally have to bear greater expenses for schooling. This paper examines the role of small rural schools in the Chinese education system, looks at the context and impacts of SMR on these schools in terms of quality, cost and access indicators, and highlights some of the key difficulties faced by these schools in the restructured education system. We argue that small rural schools have a significant role to play in delivering education services in rural China and should therefore be retained, supported and equipped with the right levels of facilities and quality services for them to fulfill their role. The policy implications of these findings for education officials are discussed in the context of continuing SMR. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10