Dr WU Mei, Research Institute of Higher Education at Yunnan University
Chair: Dr XIONG Weiyan
Ethnic minorities in China, who occupy 60% of the country’s territory, were considered disadvantaged due to the lack of access to quality education. Rapid economic development since the late twentieth century has helped the country move toward equity in education. The introduction of nine-year compulsory education in 1986 has been an important step in this move toward educational equity. Policies aimed at controlling the dropout rate and ensuring that all children remain enrolled in school for nine years, called “kong chuo bao xue,” or the “No-One-Less” policy have helped achieve this goal. This study analyzes government policies, reports, and scholarly publications related to equity and quality education to evidence issues of practical challenges, cultural differences, and unified “examination-oriented” education. Data specific to Yunnan, China’s most ethnically diverse province, are featured to identify social impact on education. Despite improvements in gender equity, high school participation rates, and university placements, there are still challenges looking ahead. Monitoring progress in educational equity in China is ongoing, but disadvantages may extend well beyond schooling and education.
Click here for the Powerpoint Presentation
Seminar video in Panopto; in YouTube
