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Sustainable Development of Education in Rural Areas for Rural Revitalization in China: A Comprehensive Policy Circle Analysis

Author

Listed:
  • Eryong Xue

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Jian Li

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Xingcheng Li

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

Abstract

Rural revitalization to promote sustainable rural development is a key strategy promoted by the Communist Party of China. We conducted a comprehensive policy analysis to explore the development of sustainable rural education for promoting rural revitalization in China. Integrity, openness, and endogeneity are critical in the development of sustainable rural education. We investigated the formulation and implementation of sustainable development policies supporting rural education in China through an in-depth analysis of the rural education policy circle (policy design, content, and implementation) and administered a survey among rural education administrators and teachers to elicit their perspectives. Education personnel employed in rural areas within 10 provinces, including school and education administrators, teaching staff and researchers, and teachers (in kindergartens, primary schools, and middle schools) were recruited for the study. A total of 741 questionnaires were sent out and returned (a recovery rate of 100%). Our findings indicated that the policy design was unreasonable, and its focus on rural-based care was inadequate. Moreover, integration and symbiosis of policy content was lacking, and the governance system was also inadequate, leading to poor policy implementation associated with insufficient support of teacher resources. In addition to addressing the above issues, we suggest that the policy should have a rural orientation to enhance integration and symbiosis, with a focus on building and consolidating the ranks of rural teachers.

Suggested Citation

  • Eryong Xue & Jian Li & Xingcheng Li, 2021. "Sustainable Development of Education in Rural Areas for Rural Revitalization in China: A Comprehensive Policy Circle Analysis," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:23:p:13101-:d:688580
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    References listed on IDEAS

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    1. Wu, Fangwei & Zhang, Deyuan & Zhang, Jinghua, 2008. "Unequal education, poverty and low growth--A theoretical framework for rural education of China," Economics of Education Review, Elsevier, vol. 27(3), pages 308-318, June.
    2. Anlimachie, Moses Ackah & Avoada, Cynthia, 2020. "Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: context and strategies," International Journal of Educational Development, Elsevier, vol. 77(C).
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    Cited by:

    1. Jian Li & Eryong Xue & Chang Liu & Xingcheng Li, 2023. "Integrated macro and micro analyses of student burden reduction policies in China: call for a collaborative “family–school–society” model," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-10, December.
    2. Siyu Chen & Ran Wang & Tingting Wang & Wenxian Zhou, 2022. "The Impact of Student-Teacher Policy Perception on Employment Intentions in Rural Schools for Educational Sustainable Development Based on Push–Pull Theory: An Empirical Study from China," Sustainability, MDPI, vol. 14(11), pages 1-16, May.
    3. Dapeng Sun & Bintong Yu & Jun Ma, 2023. "Research on the Impact of Digital Empowerment on China’s Human Capital Accumulation and Human Capital Gap between Urban and Rural Areas," Sustainability, MDPI, vol. 15(6), pages 1-21, March.
    4. Jian Li & Eryong Xue, 2022. "Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China," Sustainability, MDPI, vol. 14(17), pages 1-15, August.
    5. Zhe Zhan & Anjing Fan, 2022. "How to Promote Quality and Equity of Early Childhood Education for Sustainable Development in Undeveloped Rural Areas of China: An Evolutionary Game Study," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    6. Mei Wang & Yifan Zheng & Shaojun Ma & Jun Lu, 2024. "Does higher vocational education matter for rural revitalization? Evidence from China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    7. Leng Liu & Congjie Cao & Wei Song, 2023. "Bibliometric Analysis in the Field of Rural Revitalization: Current Status, Progress, and Prospects," IJERPH, MDPI, vol. 20(1), pages 1-18, January.
    8. Ruifeng Tan & Huimin Fang & Suiqing Chen, 2023. "The Development of Emotion Understanding among Five- and Six-Year-Old Left-Behind Children in Rural China," IJERPH, MDPI, vol. 20(5), pages 1-10, February.
    9. Ivana Nikolić & Jelena Milutinović & Darko Božanić & Momčilo Dobrodolac, 2023. "Using an Interval Type-2 Fuzzy AROMAN Decision-Making Method to Improve the Sustainability of the Postal Network in Rural Areas," Mathematics, MDPI, vol. 11(14), pages 1-26, July.
    10. Jiachang Gao & Yuhan Wang & Mei Zhang & Zenghui Huo, 2022. "Group Heterogeneity of Rural Households’ Satisfaction with Good Life from the Perspective of Rural Revitalization—A Case Study from Zhejiang Province of China," Sustainability, MDPI, vol. 14(9), pages 1-15, April.
    11. Hang Liu & Wenli Pan & Fei Su & Jianyi Huang & Jiaqi Luo & Lei Tong & Xi Fang & Jiayi Fu, 2022. "Livelihood Resilience of Rural Residents under Natural Disasters in China," Sustainability, MDPI, vol. 14(14), pages 1-21, July.

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