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A Study on Education of Minorities from The Perspective of Education Equity

Author: PengLiPing
Tutor: LanHua
School: Shandong University
Course: Administration
Keywords: education fair Minority education Education preferential policies
CLC: G759
Type: Master's thesis
Year: 2013
Downloads: 150
Quote: 0
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Abstract


Our country has56nationalities, of which theHan nationality is the main body and another55ethnic groups are called the "minority". Before the founding of PRC, due to various factors, China’s ethnic minorities have a slower development than theHan nationality in the political, economic, social, cultural and other aspects. The education of minorities is also far behind that of the Han nationality. As a part of the overall education system, the education of minorities receives great attention from the party and the country. Since the founding of PRC, a lot of practical education preferential policies have been made to promote the education of minorities, according to the characteristics of minorities and the actual situation of minority areas.However, with the development of society, our country’s national education has been changed a lot, faced with many new problems. Preferential policies play a very important role in the realization of national education fair, and we need to adjust the education preferential policies to protect and promote the sustained development of national education. By reviewing relevant education fair theories, views and education policies in China and overseas, and based on the reality of the development of China’s education fair, this article selects local education minorities as the research scope, uses relative theories of subjects such as the education policy, and has an analysis of reasons of the lack of education fair in ethnic areas. The article also discusses the limitation of preferential policies to promote education in national education fair and puts forward some measures to perfect the preferential policies.The education preferential policy is based on the particularity of minority areas. In such case, to provide the same education for all cannot realize the education fair. The education fair must not stay on the surface, but should create a substantial equal education environment, where everyone can obtain their own suitable learning environment and development opportunities. This requires that education preferential policies should be different according to each nationality’s development, to reduce the gap between national regions and the minority areas, and to promote the education fair development in China, so that everyone can get the right of development from education and obtain the highest degree of self realization.

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