Historical Context
Early Historical Context and Social Divisions
China's struggle with educational inadequacy dates back to its early history, characterized by a rigid social class division and restrictive political policies. Initially, education was a privilege reserved for boys from affluent noble families, systematically excluding women and the poor. This exclusion was evident from the Qin Dynasty (221–206 BCE), where formal education was scarce, resulting in a literate population of 30 percent or less. The Zhou dynasty (1046-771 BC) further entrenched this disparity, with family background being a prerequisite for education, establishing prestigious schools exclusively for noble boys. It wasn't until the late Qing dynasty that girls began to gain access to education, highlighting a long history of educational inequality.
Governmental Role in Educational Suppression
Throughout various periods, Chinese governments have played a significant role in suppressing educational progress. The Cultural Revolution (1966-1976) under Chairman Mao Zedong exemplifies this, where education was strongly discouraged, colleges ceased admissions, and many individuals were deprived of basic education. This period saw the persecution and killing of millions of educated people, drastically affecting the country's educational landscape. During this movement, an estimated 2 to 20 million Chinese students lost their lives.
Gao Kao and Its Implications
The Gao Kao, China's national college entrance exam, serves as a critical juncture for students' futures. However, the preparation for and outcomes of this exam are heavily influenced by family background, with students from wealthy families generally achieving higher scores due to access to better schools and private tutoring. This system exacerbates educational inequities, particularly disadvantaging rural students.
Present-Day Educational Disparities
Today, China faces a significant educational gap between urban and rural regions, with rural schools often lacking the resources and support needed for quality education. This disparity is compounded by financial limitations at the local government level in rural areas, leading to inadequate support for families and schools, and consequently, dropouts or poor educational quality.
Cycle of Poverty and Education
The link between inadequate education and the cycle of poverty is stark, with limited access to education making it difficult for families to break out of poverty. This cycle is perpetuated by the fact that job opportunities in China heavily favor those with higher education, yet only a fraction of the population achieves this level of education.
Progress through Time: Efforts Toward Educational Equity
Governmental and Non-Governmental Initiatives
Significant efforts have been made to address educational disparities in China, involving policy changes, enhanced teaching resources, and advocacy for change. Notably, the Nine-Year Compulsory Education Act of 1986 marked a turning point by guaranteeing nine years of free education for all Chinese citizens, aiming to bridge the educational gap between urban and rural areas.
Organizations like UNICEF and Project Hope have been instrumental in promoting educational equity. UNICEF's partnership with the Ministry of Education to provide online ICT training for rural teachers and Project Hope's construction of "Hope Schools" in rural areas have made substantial strides in expanding educational opportunities for underprivileged children. The establishment of 19,184 Hope schools offers a glimmer of hope, provides support to students from rural backgrounds.
