China Mode of Preferential Development of Education in Ethnic Areas Comparison and Selection.docx

China Mode of Preferential Development of Education in Ethnic Areas Comparison and Selection.docx

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ChinaModeofPreferentialDevelopmentofEducationinEthnicAreasComparisonandSelection

ChinaModeofPreferentialDevelopmentofEducationinEthnicAreasComparisonandSelection

　　Abstract

　　Fromtheperspectiveoforiginandwayofuseofthefactorsofproduction,theChinesemodeofpreferentialdevelopmentforeducationinethnicareascouldbeclarifiedintomodeof“hematopoiesis”,modeof“transfusion”andmodeof”immigration”.Whencomparingthesethreemodesfromthedimensionsoffeature,environmentandobjective,wecouldfindthatthesedifferentmodeshavetheirownadvantagesanddisadvantageswhenwehavedifferentemphasis.Theeducationaldevelopmentinethnicareasshouldchooseapropermode,consideringthespecificissuesandsituations,thustheobjectiveofdevelopmentcouldbeachieved.

　　Keywords:

Ethnicareas;Preferentialdevelopmentofeducation;Chinamode;Comparison;Selection

　　Li,X.,&Hu,X.F.（2014）.ChinaModeofPreferentialDevelopmentofEducationinEthnicAreas:

ComparisonandSelection.StudiesinSociologyofScience,5（4）,-0.Availablefrom:

URL:

　　DOI:

http:

//dx.doi.org/10.3968/6093

　　INTRODUCTION

　　Educationisfundamentallyconcernedwithrealisingthepotentialofeverychild,butanincreasingsocialdiversitypresentsenormouschallengesforthestateintermsofitscommitmenttoprovidinganappropriateeducationforall.Factorssuchasethnicity,disabilityandmaterialdeprivationareassociatedwithinequality,socialexclusionandtheriskofloweducationalattainment.Diversityalsoreflectsdivergentculturalvaluesandnorms.Inrespondingtothechallengesposedbydiversity,publiceducationauthoritiesaretosomeextentconstrainedbyindividualorgrouprights（Harris,2007）.Manycountriesattachesgreatimportancetoethniceducationdevelopment,suchastheUnitedStatestakeeconomyandculturalcompensationtosupportblacksandotherethniceducation,whicharecoveringeverystages,ProjectHeadStart（1965）,SchoolDesegregation,ProjectFollow-Through,CompensatoryEducationProgram,TheElementaryandSecondaryEducationAct（1965）,EducationConsolidationandImprovementAct（1981）,Hawkins-StaffordElementaryandSecondarySchoolImprovementAmendmentsof1988,NoChildLeftBehindAct（2001）.

　　InChina,thestrategyofgrantingethnicareaswithpreferentialdevelopmentofeducationhasbecomeasocialconsensusandconsciousdesire,butwiththetransformationofsocial-economicdevelopmentandtheaccelerationofurbanization,thequestionofpreferentialdevelopmentofeducationinChineseethnicareasisnotsimplyaboutinputofmoney,personneltrainingandcounterpartaids,etc..Weoughttotakemodesofdevelopmentasastartingpoint,teaseoutandrethinksystematicallythepolicies,andfurtherweshouldthinkaboutthis:

Inanewhistoricalperiod,howcouldwetacklethepracticaldemandsderivedfromeducationaldivergencesandavoidthetendencyofhomogenizationforeducationalpreferentialdevelopmentwhenwepursueequalityofeducationintheseareas.Thisthinkinghasanimportantsignificance,boththeoreticallyandpractically.　　1.CATEGORYOFMODESOFPREFERENTIALDEVELOPMENTOFEDUCATIONINETHNICAREAS

　　Modemeansmethod,means,way,mainbodyofimplementationofthisstrategyismainlythegovernment,accordingtodifferentcriteriaofclassification,themodesofimplementationcouldbeclassifiedintoseveralcases.Forinstance,wehaveelementaryeducation,vocationaleducation,preschooleducationandhighereducationetc.accordingtothecriterionoftypesofeducation;wehavemodesofinputoffunds,dispositionofteachers,constructionofinfrastructure,institutionalpriorityetc.accordingtothecriterionofcontentofimplementation,wehaveconcretemodeslikeTibetMode,XinjiangMode,InnerMongoliaModeorSouthwestMode,NorthwestMode,etc.accordingtothecriterionofplaceofimplementation.Inthispaper,webaseourstudiesonthecoreissue―preferentialdevelopmentofeducationinethnicareas,andwearemorewillingtoconcentrateonthisproblem:

howthefactorsofproductionandresourcesareintheareaofeducationaregivenfullplayintheimplementationofthisstrategy.Weventuretoclassifythemodesofdevelopmentfromtheperspectiveoforiginandwayofuseofthefactorsofproduction,andthenthesethreearederived:

modeof“hematopoiesis”,modeof“transfusion”andmodeof“immigration”.

　　Modeofhematopoiesisstartsfrominsidetheethnicareas,anditaddressestheissueofeducationaldevelopmentintheseareasbywayofenhancingtheworkingenthusiasmandabilityofrelatedmainbodiesofresponsibility.Thismodeladvocates“self-reliance”forthedevelopmentofeducation,andmeanwhileittriestocreateagoodatmosphereforthisdevelopment.Modeoftransfusionmakesuseofcomparativelyadvantageousresourcesfromoutside,appliesvariousmethodsofaidtohelptheeducationaldevelopmentintheseareas.Foralongtime,thiskindofmodelwhichseekshelpfromexternalforceseestheactiveinvolvementofsocialwelfareorganizations,intermediaryorgansandotherenterprisesandinstitutionsbesidesthegovernment.Especially,duetovigoroussupportfromcomparativelydevelopedareas,theeffectivenessofimplementingrelatedlawsviathismodeisgreatlyimproved.Insidetheethnicareas,fortheresolvementofurban-ruralgap,somepositiveandfeasiblemethodsoftransfusionalsoareappliedtohelpcomparativelylessdevelopedruralareas.Modeof“immigration”isaconceptthatisderivedfromtheangleofregionaldifferencetostudytheimplementationoflawsrelatedtothepreferentialdevelopment,itsbiggestfeatureisthatthefactorsofproductiondoesnotmovewhiletherecipientmoves.Strictlyspeaking,educationalimmigrationcouldbeclassifiedas“active”and“passive”intermsoftheeducated,alsoitcouldbeclassifiedas“government-leading”and“theeducated-oriented”,asto“passive”and“theeducated-oriented”,economicallydevelopedareasespeciallythecostaldevelopedareasshouldrecruitstudentsfromethnicareaswhohaveacertainlevelofeducation,providethemwithremotetrainingandhelpwiththeiremployment,ortheeducatedinethnicareascouldactivelyreceivetheireducationandworkinthedevelopedareas,thesearealsoakindofeducationalimmigration.But,duetothefactthattherelatedlawsmostlyonlymakeprovisionsastothegovernment’sresponsibilityintheprocessofeducationaldevelopment,the“immigration”modereferredtointhispaperisamethodofremotemigrationandaidwhichaimsathelpingethnicareaswiththedevelopmentofeducation,itisgovernment-leadingwiththeeducatedbeingactiveorpassive.　　2.CONCRETEMANIFESTATIONANDCOMPARISONOFTHEMODESOFPREFERENTIALDEVELOPMENTOFEDUCATIONINETHNICAREAS

　　2.1Modeof“Hematopoiesis”

　　Intermsofimplementingrelatedlaws,themodeofhematopoiesishasthecommonfeaturewhichallpreferentialdevelopmentsofeducationinwesternpoverty-strickenareasshare,alsoitembodiestheethnicareas”owncharacteristics,thehematopoiesismodethegovernmenttakesinrecentyearsmainlyinvolvesthefollowingaspects:

Firstlyishematopoiesisofteachersintheseplaces,especiallytheruralareas.Thisinvolvesanincreasedtrainingofteachersfromalllevelsofschools,animprovementoftreatmentandsocialstatusforruralteachers,anintensifiedtrainingforin-serviceteachersandteambuildingofbilingualteachers.Secondlyisguaranteeofeducationappropriationsandimprovementofteachingconditions.Forexample,wecouldtakepartofborderconstructionsubsidiesandethnicallowancesspeciallytosupportcompulsoryeducation,operatewithamechanismofdiverseinvestmentineducationatthesametime,activelyadvocatesocialinvolvementinvocationalandpreschooleducationsintheseareas,thustoenhancevitalityofeducation.Thirdlyisrespecttotheinherentfeaturesofeducationintheseareasandconsiderationofthedemandsofeducationthere.Relatedlawsandregulationshavegrantedtheseareaswithcorrespondingflexibilityandautonomyindevelopingeducation,therefore,thebiggestadvantageofthismodeofhematopoiesisisafullplayofitsownautonomy,whichismainlyembodiedininstructionalmodes,educationpoliciesandselectionofteachingmaterials.

　　2.2Modeof“Transfusion”

　　Thefirstaspectofthismodeissupplementofteacherstotheseplacesespeciallyruralareasandthisismainlyembodiedinpreferentialandincliningpolicies,etc.suchasremissionoftuition,improvementoftreatment,reductionofentrythresholdandprovisionofopportunityforfurthereducation.Thesecondaspectisflowofteacherswithinaparticulararea.AfterReformandOpening-up,facedwiththefactthatthereexistsabiggapbetweeneducationinurbanandruralareas,relevantgovernmentdepartmentsmainlyapplythemethodofsendingvolunteerteachers（particularlyshort-term）toruralschoolsintheunderprivilegedandethnicareas.Butincontrast,duetoreasonsofruralteachers”ownlifeandworkandguideoftheselectionmechanismofteachersinurbanareas,one-wayflowofteachersfromruraltourbanareascouldbefrequentlyseen,andthisresultsinastrangephenomenonof“Adverseelimination”.Thethirdaspectisaninclineddistributionofeducationresources.Ontheonehandisinclinationofinputofeducationresources;ontheotherhandisexportingofqualityresourcestotheseareasbydevelopingonesviacounterpartaids.　　2.3Modeof“Immigration”

　　Asamechanismofremoteaidforethnicareaseducationaldevelopment,themodeof“immigration”isfavoredbygovernmentdu