The role and status of non-governmental (‘daike’) teachers in China's rural education

Robinson, Bernadette; Yi, Wenwu

doi:10.1016/j.ijedudev.2007.02.004

Cited by 43 publications

(18 citation statements)

References 7 publications

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“…Moreover, a large number of experienced teachers moved from the rural areas to urban areas. The shortage of rural teachers is a problematic issue in accordance with the development of compulsory education in current context of China's basic education [28]. In addition, the lack of funding provides a negative effect on teachers' working and living conditions, and the teachers in western rural schools have no tendency to receive teaching training [29].…”

Section: Inequality Of Teacher Effectivenessmentioning

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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Section: Inequality Of Teacher Effectivenessmentioning

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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“…The EU appraisal mission undertaken in 1997 reported that poor counties had low retention rates in primary schools, a high level of repetition in the first grade of primary schooling, a loss of pupils between primary school (Grades 1–6) and junior middle school (Grades 7–9), a high drop‐out rate in junior middle schools, poor school conditions, significant weakness in school administration, and an inadequate education information management system. Many teachers were seen to be out‐of‐date in their knowledge and teaching approaches and temporary, often under‐qualified community paid ( ‘daike’ ) teachers could be found in many rural schools (Robinson & Yi, 2007). According to Mr. Li Ying, Vice‐Governor of Gansu Province (EU‐China, 2003), 80% of primary and junior middle schools were located in rural areas in Gansu, and only 72.6% of all school‐age children in Gansu received a full nine‐year compulsory education.…”

Section: Origins Of the Projectmentioning

confidence: 99%

“…The project took place in a context of rapid educational and social change and needed to be strongly aligned with a number of national government policies on education (summarised in Robinson & Yi, 2007). These included teachers' educational reform and development during the Tenth 5‐Year Plan (Ministry of Education, 2002a; 2002b), the New Curriculum Reform for Basic Education (Ministry of Education, 2001), the use of information technology for teacher education (Ministry of Education, 2002c), and development policies for the Western Region of China (Western Development Strategy 2000; the Action Plan for Invigorating Education in the West 2003–2007).…”

Section: The Eu‐china Gansu Basic Education Projectmentioning

confidence: 99%

“…The project took place in a context of rapid educational and social change and needed to be strongly aligned with a number of national government policies on education (summarised in Robinson & Yi, 2007 [2003][2004][2005][2006][2007].These policies stressed teacher education and quality, ICT and Western development as key areas for effort in striving for the overall policy goals of a xiȃokāng society (one developed in an 'all-rounded' way) and quality oriented education (sùzhījiàoyù, Ministry of Education, 2002d). The key goal of reducing the imbalances between rural and urban China and between Eastern and Western provinces continued to receive strong emphasis in the Government's 11 th Five Year Plan (2006)(2007)(2008)(2009)(2010), with the call for a 'socialist new countryside' (shè hùi zhȗ yì xīn nóng cūn).…”

Section: The Policy Contextmentioning

confidence: 99%

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Strengthening Basic Education: an EU‐China joint project in Gansu Province

Robinson

Yi²

2009

Euro J of Education

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Since 1986 when the National People's Congress ratified the Compulsory Education Law, China's achievement of nine‐year compulsory basic education for its huge school‐age population has been rapid and successful. However, the rate of achievement has grown unevenly across the country, reflecting the different economic development patterns of the more prosperous Eastern coastal China and poor Western and rural areas. As quantitative targets were gained for most of the country, attention turned to the quality of basic education and the increasing gap between the more advanced and less developed areas. Shortage of resources for improving the situation in the poorest areas led the Chinese government to seek assistance from international donors, including the European Union. This article describes a joint European Union‐China project undertaken to improve the quality of compulsory nine‐year education with the ultimate goal of reducing poverty in one of the poorest Western provinces, Gansu. It outlines the policy context and summarises the project's organisation, strategies and outcomes. It identifies the main issues that arose during its implementation and examines the inter‐cultural dimension of collaborative work on this project.

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“…This region provides a unique opportunity to study these policies, as both types of teachers are common. As in many other developing countries, contract teachers are thought to have played a fundamental role in expanding access to primary education in China (Sargent and Hannum ; Robinson and Yi ). In 1980, contract teachers made up half of the primary and secondary education teaching force in China (Kingdon et al .…”

Section: Introductionmentioning

confidence: 99%

Contract teachers and student achievement in rural China: evidence from class fixed effects

Wang

Zhang

et al. 2018

Aus J Agri & Res Econ

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For schooling to play an important role in the development of human capital, the system of education needs to provide quality education, which among other things requires high‐quality teachers. Facing fiscal constraints and growing enrolments, school systems in developing countries often supplement their teaching staff by hiring contract teachers. However, there is limited evidence on how the effectiveness of these teachers compares to that of civil service teachers. We use a dataset from rural primary schools in western China to estimate the causal effect of contract teachers on student achievement and find that gains in student scores on standardised examinations in mathematics and Chinese are less in classes taught by contract teachers than in classes taught by civil service teachers. The results demonstrate that China's education system needs to focus on producing high‐quality teachers to improve the quality of schooling in its rural education system. The findings imply that educators in developing countries should not only seek to hire increasingly more civil service teachers in rural schools, but they should also identify ways of improving the quality of contract teachers. If efforts to improve teaching can succeed, rural students can learn more, earn higher incomes and contribute more to the productivity of the overall economy.

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The role and status of non-governmental (‘daike’) teachers in China's rural education

Cited by 43 publications

References 7 publications

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

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

Strengthening Basic Education: an EU‐China joint project in Gansu Province

Contract teachers and student achievement in rural China: evidence from class fixed effects

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