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.

scholarly journals Needs and rights awareness of stroke survivors and caregivers in urban and rural China: a cross-sectional, multiple-centre questionnaire survey

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e021820
Author(s):  
Xiaoshuang Xia ◽  
Xiaolin Tian ◽  
Tianli Zhang ◽  
Peilu Wang ◽  
Yanfen Du ◽  
...  
Keyword(s):  
Social Support ◽  
Rural Areas ◽  
Urban Areas ◽  
Rural China ◽  
Potential Effect ◽  
Psychological Support ◽  
Stroke Survivors ◽  
Cross Sectional ◽  
Urban Settings ◽  
Rural And Urban

ObjectivesStroke survivors require assistance and support in their daily lives. This survey aims to investigate the needs and rights awareness in Chinese stroke survivors and caregivers in rural and urban settings.SettingThis survey was adapted from the one created by the World Stroke Organization. The questionnaire included demands for psychological support, treatment and care, social support and information. From January 2015 to January 2016, the survey was pilot tested with urban and rural-dwelling stroke survivors and caregivers from 12 hospitals. Stroke survivors were invited to participate if they were over 18 years old and had experienced a stroke. Exclusion criteria were patients who had disorders of consciousness, significant cognitive impairment, aphasia, communication difficulties or psychiatric disorders. Only caregivers who were family members of the patients were chosen. Paid caregivers were excluded.ParticipantsOne thousand, one hundred and sixty-seven stroke survivors and 1119 caregivers were enrolled.Primary outcome measuresThe needs of stroke survivors and caregivers in rural and urban areas were compared. The correlations between needs of rural and urban stroke survivors and caregivers and potential effect factors were analysed, respectively.ResultsAmong the cohort, 93.5% reported the need for psychological support, 88.6% for treatment and care, 84.8% for information and 62.7% for social support. The total needs and each aspect of needs of stroke survivors in urban settings were greater than of those in rural settings (p<0.01). In rural areas, total needs and each aspect of needs were positively correlated with education level (p<0.01).ConclusionsNeeds and rights awareness of stroke survivors should also be recognised in both urban and rural China. According to the different needs of patients and their caregivers, regional and individualised services were needed by stroke survivors and their caregivers.

scholarly journals POLICY EVALUATION OF NINE-YEARS LEARNING COMPULSORY OF BASIC EDUCATION: OBJECTIVES CONTEXT

2020 ◽  
Vol 12 (2) ◽  
pp. 348-359
Author(s):  
Lia Amalia ◽  
Neti Karnati ◽  
Nurhatatti Fuad
Keyword(s):  
Local Governments ◽  
Basic Education ◽  
Evaluation Research ◽  
Compulsory Education ◽  
Interactive System ◽  
Research Approach ◽  
Education Policies ◽  
Analysis Technique ◽  
The Government ◽  
The City

The purpose of this research was to evaluate the policy of the nine-year learning compulsory of basic education from the objectives context. The research method used evaluation research approach through descriptive qualitative method. The data collection methods used interviews, observations, and documents. The data analysis technique used three stages, namely data reduction, data presentation, discussion, and drawing conclusions. The findings conclude that the objective of the nine-year compulsory education is in accordance with the government rule from the central and local governments. The methods used by the Serang government in achieving the goal of the nine-year compulsory education are the use of both natural and human resources, the participation of all parties in a comprehensive manner to carry out educational activities, and an interactive system of coordination between all parties. The implication of this research is seen in the implementation of education and management of education policies in the city of Serang.

scholarly journals Correlates of Early Sexual Debut Among Sexually Active Youth in Ghana

2018 ◽  
Vol 39 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Kwaku O. Asante ◽  
Edward Nketiah-Amponsah ◽  
Johnny Andoh-Arthur ◽  
Isaac M. Boafo ◽  
Samuel Ampaw
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Basic Education ◽  
Sexual Debut ◽  
Modern Contraceptive ◽  
Sexually Active ◽  
Early Sexual Debut ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Urban Males

Using the 2014 Ghana Demographic and Health Survey, this study explores the correlates of early sexual debut among 2,746 (males = 670 and females = 2,076) sexually active youth aged 15 to 24 years in Ghana. The results indicate that males aged 15 to 19 years (odds ratio [ OR] = 8.84, p < .001) and who had basic education ( OR = 3.17, p < .001) were significantly more likely to initiate sexual debut early. Urban males who had used modern contraceptive ( OR = 0.35, p < .001) were significantly less likely to initiate early sexual debut. Meanwhile, females aged 15 to 19 years ( OR = 4.26, p < .001); who had used modern contraceptive ( OR = 1.99, p < .001); with no formal ( OR = 2.90, p < .001) or basic ( OR = 3.12, p < .001) education; with partial access to media ( OR = 1.58, p < .01); and from the Akans ( OR = 1.73, p < .001), Ewes ( OR = 1.92, p < .001), and other ethnic groups ( OR = 1.63, p < .001) were significantly more likely to initiate early sexual debut. However, employed females living in rural areas ( OR = 0.70, p < .01) and those with average ( OR = 0.54, p < .01) or rich ( OR = 0.51, p < .01) household living in urban areas were significantly less likely to initiate early sexual debut. Interventions and policies targeting those living in both rural and urban areas are therefore needed for adolescent males and females in their early teens before they start engaging in sexual intercourse.

scholarly journals Falls and risk factors of falls for urban and rural community-dwelling older adults in China

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Li Zhang ◽  
Zhihong Ding ◽  
Liya Qiu ◽  
An Li
Keyword(s):  
Risk Factors ◽  
Older People ◽  
Rural Areas ◽  
Rural China ◽  
Community Dwelling ◽  
Health Concern ◽  
Rural And Urban ◽  
The Government ◽  
On The Road ◽  
Risk Factors For Falls

Abstract Background Falls among older people have become a public health concern due to serious health consequences. Despite abundant literature on falls in older people, little is known about the rural-urban differentials in falls among older people in China. This research fills the voids of prior literature by investigating falls and the associated risk factors among Chinese seniors, with a particular focus on the rural-urban differences. Methods Data are from the 2010 wave of Chinese Longitudinal Survey on Urban and Rural Elderly. The analysis includes 16,393 respondents aged 65 and over, with 8440 and 7953 of them living in urban and rural areas, respectively. Descriptive analyses are performed to examine incidence, locations, circumstances and consequences of falls in older people. Regression analysis is used to investigate the effects of risk factors on falls among older people in urban and rural China. Results The incidence of falls is higher among rural than urban older people. In both settings, older people are more likely to fell outside of home. But common outdoor falls among rural and urban older people differ in terms of locations and circumstances. Urban older people are more likely to report falling on the road whereas their rural counterparts have experienced more falls in the yard. Falls occurring within homes or immediate home surroundings are also common; but few falls occurred in public areas. The rate of hospitalization of urban seniors after falling is higher than that of rural ones. Most risk factors of falls show similar than different effects on rural and urban elders’ risks of falling. Conclusions Incidence, locations, circumstances and consequences of falls vary among Chinese rural and urban older people. But most risk factors for falls show similar effects on rural and urban elders’ odds of falling. Implications drawn from this research provide suggestions for the government and local agencies to develop suitable fall prevention strategies which may well be applicable to other countries.

scholarly journals GIRL’S EDUCATION IN TURKEY: AN ANALYSIS OF EDUCATION POLICIES FROM A FEMINIST PERSPECTIVE

2020 ◽  
Vol 7 (9) ◽  
Author(s):  
Berna Çöker
Keyword(s):  
Education Reform ◽  
Gender Equality ◽  
Basic Education ◽  
Education Law ◽  
Educational Policies ◽  
Education Policies ◽  
National Education ◽  
Basic Law ◽  
Formal Equality ◽  
Education In Turkey

<p>In this study, I aim to provide an analysis of gender equality in the Turkish education system by looking at policies and their outcomes on girl’s schooling. My goal is to demonstrate the ways educational policies have been complicit in reproducing inequality and difference between the sexes by examining what issues regarding education and gender have become a part of public discourse, and which issues have not. The investigation of the role of the state in contributing to gendered outcomes in education is operationalized by two data gathering processes. The first is document analysis of policy documents which are the Article 42. Of the Constitution, Basic Law of National Education. Law 1739, and Basic Education Reform Act. No. 4306. The second is the collection of educational statistics and documents that would shed light to the condition of girls’ education in Turkey. The data draws on policies directly related to education to understand how gender equality is conceptualized. The central finding of the study is that the educational policies and practices in Turkey are based on the premises of “formal equality” and “meritocracy” which aims to provide the same opportunities to every member of society. However, the functional view of schooling based on the concepts of “formal equality” and “meritocracy” fosters the belief that males and females are benefitting equally and serve to mask the inequitable distribution of knowledge and skills between men and women. Therefore, educational policies continue to be gender-neutral, far from challenging the gender dynamics that discriminate against girls and women. Article 42. of the Constitution, the Basic Law of National Education. Law 1739., the Basic Education Reform Act. No. 4306 and its extension, 4+Reform, focuses on the expansion and improvement of primary and secondary education, but does not carry any special measures to change the structures and relations that discriminate against girls. No national policies to counter the impact of negative socialization by curriculum and textbook revision have been adopted. Moreover, high female attrition rates especially in the underdeveloped regions of Turkey continue to exist. Gender-streaming is still apparent in the program choices made in vocational and higher education. Turkey depends on macro education policies without any gender differentiation to ensure educational equality.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" /></p>

scholarly journals National Educational Policies of Pakistan with reference to Social Justice: A Critical Analysis

2020 ◽  
Vol V (III) ◽  
pp. 166-174
Author(s):  
Abdul Karim Suhag ◽  
Najmonnisa Khan
Keyword(s):  
Social Justice ◽  
Critical Analysis ◽  
Compulsory Education ◽  
Academic Disciplines ◽  
Educational Policies ◽  
Education Policies ◽  
Global Context ◽  
School Programs ◽  
Review Study

Education in society is the only way to excel in a global context, so education should be updated and relevant to the needs of society. Social justice requires ongoing struggle and cannot be separated from the educational policies, theories & practices of professionals, schools, academic disciplines, and governmental. This review study was done to critically analyze the educational policies of Pakistan from 1947 to 2021 that emphasis was laid on free and compulsory education, but we failed to achieve it yet because the sincerity of the goal did not produce results. One of the major purposes of education policies is to ensure social justice in a society. Political unstable circumstances were the main reasons due to educational policies failing. Since independent educational policies were made, they were not fully implemented and failed to achieve objectives & school programs were not completely enforced.

scholarly journals Making Education Equitable in Rural China through Distance Learning

2009 ◽  
Vol 10 (1) ◽  
Author(s):  
Shiling McQuaide
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Rural China ◽  
Descriptive Analysis ◽  
Chinese Government ◽  
Information Revolution ◽  
Learning Tools ◽  
High Quality ◽  
The World

The Distance Education Project for Rural Schools (DEPRS) was implemented by the Chinese government between 2003 and 2007 to improve the quality of basic education in rural areas of China, especially in the poorer western provinces. It has been referred to as “the largest ICT project in the world up to now” because “it serves a larger population than any other similar projects and therefore will likely start a far-reaching information revolution in China.” This paper offers a descriptive analysis of the effectiveness and impact of DEPRS, explaining how and why it was implemented as a solution to close the wide gaps in access to high quality basic education. Focusing on the initial achievements of DEPRS, this paper explores if, how, and to what extent the three learning tools employed in DEPRS have improved basic education in remote rural areas.

scholarly journals Paradoxes in School Educational Policies and Practices: Equity in Chaos

2022 ◽  
Vol 11 (2) ◽  
pp. 53-73
Author(s):  
Raj Kumar Gandharba ◽  
Ram Gaire
Keyword(s):  
Local Governments ◽  
Compulsory Education ◽  
Local Communities ◽  
Quality Education ◽  
Educational Policies ◽  
Education Policies ◽  
Disadvantaged Children ◽  
Teachers And Students ◽  
Constitutional Right ◽  
The Government

This paper explores the paradoxes inherent within the intentions of Nepal’s public education policies and their actual implementation in local communities. It looks specifically at Nepal’s Constitutional Right to equitable quality education for socio-economically disadvantaged children. It highlights paradoxes in four major areas: 1) free and compulsory education, 2) equity and inclusion, 3) localizing education policies, and 4) the use of language in education, in the federal context of Nepal. To analyse school education policies and documents, we used participatory methods to generate data under the interpretive paradigm. More specifically, we held FGDs and interviews with women, Dalits, people with disability, indigenous groups, local governments, parents, teachers and students. The results show a number of significant paradoxes between the educational policies and the lived experiences of those in the local communities. The education policies deviate from the spirit of the Constitution and implementation is unsuccessful in delivering equitable education for all. A policy on paper does not guarantee equitable quality education and there are a number of questions that the government needs to consider to achieve the equity agenda.

Does basic education students know the importance of agroecology production systems for the conservation of biodiversity?

2020 ◽  
Vol 9 (4) ◽  
pp. e04942784
Author(s):  
Andrea Aline Mombach ◽  
Carla Grasiele Zanin Hegel ◽  
Rogério Luis Cansian ◽  
Sônia Beatris Balvedi Zakrzevski
Keyword(s):  
Student Perceptions ◽  
Rural Areas ◽  
Water Conservation ◽  
Social Transformation ◽  
Basic Education ◽  
Production Systems ◽  
Agricultural Systems ◽  
Education Students ◽  
Chi Square ◽  
Conservation Of Biodiversity

The perception of a basic education of the importance of agroecological agricultural systems for human and environmental health is fundamental for changes in consumption habits, the conservation of local biodiversity and long-term social transformation. We analyzed, by utilizing a questionnaire consisting of open and closed questions, the perceptions about agroecological and conventional agricultural production systems in 360 final students of basic education residing in nine Functional Planning Regions of southern Brazil. We used classification categories for answers within thematic axes, expressed in percentages and analyzed by means of Chi-square and Kruskal-Wallis tests. In general, students recognize agroecological systems as healthier for their families and for soil and water conservation, largely because they do not use agrochemicals. However, they demonstrated difficulties when arguing their importance for the conservation of biodiversity, ecosystems and for ensuring the food security of populations. Television was the main source of information related to agroecology, mainly for students residing in rural areas, thus pointing out shortcomings in basic education regarding the approach of the theme in schools. Our results show the need to build a complex network of knowledge and discussions on agroecological agricultural systems in basic education, involving changes in student perceptions, behaviors and sustainable choices.

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