While much has been done in recent years to revamp China’s education system and provide compulsory, equal, and comprehensive education, it is clear that a disparity exists in the quality of China’s urban and rural education systems. China’s rural areas between the
western and border regions are less economically developed and contain a prevalence of ethnic minorities. Lack of quality education perpetuates the slow development of these areas. The poor quality of education in China’s rural areas is evidenced in high drop-out rates, low enrolment,
poor teacher quality, lack of resources, and inappropriate school curriculum. Policies and changes are suggested in line with the human development paradigm in order to improve education and foster human development in rural China.
World Studies in Education is a bi-annual, refereed, international journal offering a global overview of significant international and comparative education research. Its focus is on educational reforms and policy affecting institutions in the global economy.