Between local community and central state: Financing basic education in China

Zhao, Litao

doi:10.1016/j.ijedudev.2008.10.005

Cited by 42 publications

(15 citation statements)

References 15 publications

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“…On one hand, the decentralization in education undergone throughout the reform era has increased educational costs for rural households, with tuition fees and educational charges accounting for a large share of the ''peasant burden" in poor areas during the 1990s and early 2000s (Gustafsson and Li, 2004;Zhao, 2009). On the other hand, higher expected wages in urban areas has increased the opportunity cost of education in the short run as compared to the long run expected returns to investment in education.…”

Section: Resultsmentioning

confidence: 99%

Migrants as second-class workers in urban China? A decomposition analysis

Démurger

Gurgand

et al. 2009

Journal of Comparative Economics

227

125

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a b s t r a c tDémurger, Sylvie, Gurgand, Marc, Li, Shi, and Yue, Ximing-Migrants as second-class workers in urban China? A decomposition analysis In urban China, urban resident annual earnings are 1.3 times larger than long-term rural migrant earnings as observed in a nationally representative sample in 2002. Using microsimulation, we decompose this difference into four sources, with particular attention to path-dependence and statistical distribution of the estimated effects: (1) different allocation to sectors that pay different wages (sectoral effect); (2) hourly wage disparities across the two populations within sectors (wage effect); (3) different working times within sectors (working time effect); and (4) different population structures (population effect). Although sector allocation is extremely contrasted, with very few migrants in the public sector and very few urban residents working as self-employed, this has no clear impact on earnings differentials, because the sectoral effect is not robust to the path followed for the decomposition. The second main finding is that the population effect is robust and significantly more important than wage or working time effects. This implies that the main source of disparity between the two populations is pre-market (education opportunities) rather than on-market. Journal of Comparative Economics 37 (4) (2009) 610-628.

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Section: Resultsmentioning

confidence: 99%

Migrants as second-class workers in urban China? A decomposition analysis

Démurger

Gurgand

et al. 2009

Journal of Comparative Economics

227

125

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“…And two further factors have increased the difficulty-the concern for social stability and the trickle-down nature of public funding in education [8]." In the meantime, improving the extra-budgetary revenue is necessary to enlarge the rural schooling expenditure [9] [10]. Moreover, the poor rural schools suffer from insufficient educational resources, geographical isolation, and low enrollment rate and completion rate [11].…”

Section: Inequality Of Financial Support For Educationmentioning

confidence: 99%

Who Decided College Access in Chinese Secondary Education? Rural-urban Inequality of Basic Education in Contemporary China

Li¹

2016

ujer

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This paper investigates the rural-urban inequalities in basic education of contemporary China. The China Education Panel Survey (2013-2014) (CEPS) was utilized to analyze the gaps between rural and urban inequality in junior high schools in terms of three domains, which include the equalities of access, inputs, and outcomes. From the sociocultural and sociopolitical perspective, the household registration system impeded the improvement and development of Chinese basic education. The study found that insufficient funding and support provided the cumulative negative impacts on educational mobility and equality. The regional basic education divide was caused by ineffective and unequal allocation of education resources. This analysis also addresses a number of pertinent economic and political issues related to basic education in current China.

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“…The EFA Global Monitoring Report 2011 noted that "chronic underfinancing is a guaranteed route to failure 5 ". In view of this pending crisis, countries try their best to fight against the growing shortage of funds in education and this issue becomes one of their nations' highest public policy priorities [9] .…”

Section: Overview Of Literature and Rationale For Studymentioning

confidence: 99%

“…The sample is divided into five groups based on GDP per capita, with the top 20% named as "group 1", the next 20% named as "group 2", and so on down to the bottom 20% named as "group 5". Correspondingly, spatial lag models (SLM) are applied from model (5) to model (9). The dependent variable is the proportion of government expenditure allocated to education.…”

Section: The Sensitivity Analysis On Spatial Contagionmentioning

confidence: 99%

“…Moreover, the results show that this speed of contagion well differs in different economic conditions. According to those models from model (5) to model (9) in Table 5, the coefficients are 0.453, 0.262, 0.436, 0.505 and 0.566, respectively. We find that economically underdeveloped counties are more exposed to contagion than economically developed counties.…”

Section: The Sensitivity Analysis On Spatial Contagionmentioning

confidence: 99%

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Can Financial Shortages in China’s Education Be Contagious?

Zhang

2015

Journal of Systems Science and Information

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The full models are estimated by spatial econometric models using county-level data from 1513 Chinese counties. The results indicate the existence of spatial contagion effects among local governments with respect to spending on local education. Financial shortages in education tend to be contagious; they affect counties or regions in geographic proximity. Contagion occurs due to three different fundamental causes: Intergovernmental competition, political economy and neighborhood watch. The possibility of contagion depends strongly on education investment, financial and economic conditions, cultural diversity, urban/rural distribution, and population structure. Poor counties are much more likely to become "infected" by neighboring financial behavior in education. The empirical evidence suggests that the speed of contagion is faster in economically underdeveloped areas than in economically developed areas.

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Between local community and central state: Financing basic education in China

Cited by 42 publications

References 15 publications

Migrants as second-class workers in urban China? A decomposition analysis

Migrants as second-class workers in urban China? A decomposition analysis

Who Decided College Access in Chinese Secondary Education? Rural-urban Inequality of Basic Education in Contemporary China

Can Financial Shortages in China’s Education Be Contagious?

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