Compulsory Education and Poverty Trap in Rural Areas in China

2020 ◽  
pp. 133-145
Author(s):  
Lijun YANG
Keyword(s):  
Rural Areas ◽  
Compulsory Education ◽  
Poverty Trap

scholarly journals Psychiatry in Sri Lanka: An Overview

1979 ◽  
Vol 3 (7) ◽  
pp. 119-121
Author(s):  
Ranjith Chandrasena
Keyword(s):  
Sri Lanka ◽  
Ethnic Groups ◽  
Rural Areas ◽  
Total Population ◽  
Compulsory Education ◽  
The Other ◽  
Literacy Rate ◽  
The People

Sri Lanka now has a population nearing 13.5 million, the majority of whom are Sinhalese (72 per cent). The other major ethnic groups are the Tamils (27 per cent) and the Muslims (7 per cent). The religion of most of the Sinhalese people is Buddhism and that of the Tamils is Hinduism (67 per cent and 17 per cent of the total population respectively). Christianity (8 per cent) is the religion of a minority of Sinhalese and Tamil people. Free and compulsory education has resulted in a high literacy rate (84 per cent of those below 30 years and 80 per cent of those below 60 years of age). Eighty-seven per cent of the people are classified as living in rural areas (Census of Population, 1975).

scholarly journals Compulsory Educational Policies in Rural China since 1978: A Macro Perspective

2020 ◽  
Vol 2 (1) ◽  
pp. 159-164 ◽  
Author(s):  
Jian LI
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Educational Development ◽  
Rural China ◽  
Compulsory Education ◽  
Educational Policies ◽  
Urbanization Process ◽  
Education Policies ◽  
Short Article ◽  
Rural And Urban

Since 1978 China has implemented a series of educational policies for shaping rural compulsory education in order to improve its quality and competitiveness. This short article takes a macro perspective to review the rural compulsory education policies in contemporary China. Specifically, the macro perspective concentrates on examining the historical urbanization process of basic education in rural areas and the four stages of compulsory educational development in these regions. The article suggests that China has made tremendous contributions on closing the rural and urban gaps in recent years, but challenges remain to be solved.

The Current Construction Situation and Future Development Strategy of Rural Primary Boarding Schools in Jiangxi Province

2011 ◽  
Vol 280 ◽  
pp. 196-199
Author(s):  
Lu Nie ◽  
Zhi Qing Zhao ◽  
Zhi Yun Wu
Keyword(s):  
Secondary Schools ◽  
Primary School ◽  
Development Strategy ◽  
Future Development ◽  
Rural Areas ◽  
Compulsory Education ◽  
Boarding Schools ◽  
Jiangxi Province ◽  
School Building ◽  
Design Strategies

The current primary and secondary schools in China's rural areas and the readjustment of the distribution mechanism to ensure funding for rural compulsory education in the context of the reform of the province is pushing forward rural boarding schools project key projects. This paper elaborates the development of rural primary school’s construction actualities and summed up the design strategies outlook and principle of primary school building about function, standardization and regulation.

Future Pathways Out of Poverty in Rural Areas and Elsewhere

2022 ◽  
pp. 279-299
Keyword(s):  
21St Century ◽  
Rural Areas ◽  
Poor People ◽  
Poverty Trap ◽  
Extreme Poverty ◽  
Closing Arguments ◽  
Chronic Poverty ◽  
Self Reliance ◽  
Sustainable Future ◽  
The Future

Previous chapters showed that there is no magic strategy to alleviate poverty or eliminate poverty completely in every community. This chapter presents the closing arguments of “why people are poor” and what poor people might do in the future to overcome their poverty trap. We ask, which way forward do Africans envisage as a future pathway out of chronic poverty in the 21st century? This question forms the central themes of this chapter and has provoked lively debates among villagers as to the successive stages of household progress from extreme poverty to economic self-reliance. Such moves in and out of poverty are apparent when looking at poverty in either absolute or relative terms. Hence, how can we ensure a more diverse, inclusive, and sustainable future for all?

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