Education in Rural Areas of China and South Africa: Comparative Perspectives on Policy and Educational Management. Comparative Perspectives: Education in China & South Africa.

Autor/inn/en	Gordon, Adele; Wang, Qiang
Titel	Education in Rural Areas of China and South Africa: Comparative Perspectives on Policy and Educational Management. Comparative Perspectives: Education in China & South Africa.
Quelle	(2000), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Basic Education; Comparative Education; Compulsory Education; Educational Change; Educational Objectives; Educational Policy; Elementary Secondary Education; Equal Education; Foreign Countries; Minority Groups; Politics of Education; Poverty; Rural Development; Rural Education; Rural Urban Differences; China; South Africa + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Vergleichende Erziehungswissenschaft; Schulpflicht; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Ethnische Minderheit; Educational policy; Armut; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Stadt-Land-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This report on the educational systems in China and South Africa compares the policies and processes of the two countries as they attempt to expand and improve rural education. Both countries experienced a major political upheaval, and even though there is a 50-year time lag between these events, political changes ushered in radical educational transformation. Today China provides basic education to almost all of its citizens, both youths and adults. However, there are lags in rural areas, particularly among women in minority groups. Changes were made in a stepwise fashion, with different contexts dictating the pace of reform. In contrast, South African educators have attempted to implement extensive changes at a rapid rate to meet constitutional challenges related to equity, redress, non-racism, and non-sexism. The new policies are in line with the most innovative changes made by developed countries, placing enormous stress on government officials, who often do not have the resources or the capacity to implement the policies. Although financing strategies are directing more funds towards the poorest South African communities, the process of implementation has tended to ignore massive inequities between different regions of the country, which arose during the apartheid era. Appendices present a case study of a Chinese initiative to educate poor rural children and descriptions of the educational systems in Zambia and Swaziland. (Contains 15 references and 16 endnotes.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC