A Study of Approaches to Resolving Educational Inequality in Rural Areas of China as Guidance for Thailand
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Abstract
Background and Objectives: Both China and Thailand have enacted the Compulsory Education Act and face the issue of educational inequality in many areas, particularly in rural regions. However, China has implemented various methods to reduce educational disparity, such as fostering collaboration with the private sector to apply technology in solving problems and developing long-term strategic plans to develop and address these issues. These approaches could serve as potential models for improving the educational context in Thailand. This research aims to examine the policies and initiatives implemented by the Chinese government to address educational inequality in rural regions. It further explores the applicability of these strategies within the Thai context.
Methods: This research adopts a documentary analysis approach. The researcher utilizes secondary data, including academic articles, research reports, and government annual publications pertaining to urban-rural educational inequality. Data were collected through keyword searches in the CNKI database and other relevant sources.
Results: The findings indicate that China employs various and complex approaches to tackle educational inequality. At the core of this strategy lies the strict enforcement of the Nine-Year Compulsory Education Act, including the implementation of penalty mechanisms to reduce disparities related to educational security and household income. The Chinese government tries to foster interdepartmental collaboration, advancing models such as “Technology + Education” and other initiatives like the Dual Excellence Program to address the issue of unequal distribution of educational opportunities in rural areas and to ensure equitable access to free and high-quality education for people in local communities. The government also addresses power-based disparities by initiating reforms to dismantle the household registration (Hukou) system and by tackling challenges faced by ethnic minority communities in rural regions. In addressing the application of strategies to reduce educational inequality in Thailand, the researcher proposes the strict enforcement of free education laws, emphasizes public–private partnerships in the development of learning platforms, and advocates for the establishment of long-term, continuous strategic frameworks to sustainably tackle educational disparities in the long run.
Application of this study: This study may serve as a guideline for the Thai government in managing compulsory education and as a policy framework for addressing educational inequality. It contributes to the formulation of long-term strategies that integrate public and private sector efforts, with particular attention to solving the problems in rural areas. Additionally, it serves as a database for future research development and policy formulation in the education sector.
Conclusions: This article categorized educational inequality into three dimensions by integrating the conceptual framework proposed by Pinprateep (2019): (1) inequality in education related to security and income, (2) inequality in the distribution of educational opportunities, and (3) inequality in educational power relations. The article further reflects on the structural issues within the Chinese education system and presents the models employed to address China’s educational inequality. The researcher analyzes the results of the study with the intention of adapting and applying them to mitigate educational inequality in the Thai context.
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