Girls’ education in China比较教育学 女子教育论文.doc

Girls education in ChinaBrief introductionChinese civilizations have had profound influence on other countries and regions. Education always catches great attention in China; however, girls education has not been so advanced as boys. In recent years, girls education in China has been affected by foreign advanced thoughts, and walked to a new starting point. Achievements (1)Proposed by Chinese youth foundation, "hunlei plan" was conducted by the state education commission. The goal of "Hunlei plan" is to enable all the girls who dropped out due to poverty go back to school. According to the journal, funds Chinese youth foundation had raised were 9.69 million Yuan. In years of 1994 and 1995, "hunlei plan" has made 100 thousand adolescent girls go back to school. Jilin province has achieved the goal of no girl dropouts. (2)Conducted as a key experiment of Chinese philosophy social science planning, research of teenage girls education in four western provinces four western provinces, namely Gansu, Ningxia, Qinghai and Guizhou, started in March, 1992. The Subject was called “present situation of girl education in rural areas and countermeasures study”. Ningxia education institute of science took the lead and finished this research by collaborating with gansu, qinghai, guizhou. These four areas education was relatively backward. After four years hard work, this experiment made great achievements. The subject has been part of elementary education reform plan launched by UNESCO, and it has got admission and appreciation of educationists from the United States, Japan, Canada and other countries and regions. With the guidance of this research, the enrollment rate of girls in these four provinces has greatly raised. Problems On December13 16, 1993, China and India and other 7 countries that all have large populations attended the national education conference, and jointly issued the Delhi declaration and made a commitment to popularize primary education by 2000 or as early as possible. Through 10 years efforts, the initial goals are not implemented; there exist some common problems in China and India girls education. (1)High enrollment rate coexist with high dropout rates. National education report on target monitoring of 2000 pointed out: for nine most populous countries in the world, including China and India, at least a universal education goal can not be achieved until 2015. One of the outstanding performances is that they cannot eliminate gender equality in primary education stage.In China, dropout rates of elementary school girls in 1998 2001 are, respectively, 0.92%, 0.86%, 0.61% and 0.31%. Annually, dropout rates have declined, but the status is still not optimistic.At present, an important problem exists is that the dropout rate of girls is very high, and this also true in the western region of China. Though girls are able get into schools, but there are not effective measures to ensure that they can continue to stay in schools and accept high quality education. Therefore, education of girls just produced a contradiction: high enrollment and high dropout rates. China has massive land and significant differences between urban and rural regions. In some underdeveloped areas, the number of girls who can not be educated is astonishing. A lot of girls registered in school，but a variety of reasons, such as insufficient capital investment, make it difficult for them to continue their study. How to consolidate girls education has become an important problem.(2) The effectiveness of knowledge China and India are both countries that have obvious agricultural characteristics. And the process of industrialization has become the dominant pursuit of national development. People in different regions need different knowledge and the learning content should vary for different learners in different areas. India and China have made lots of surveys and explorations on the knowledge effectiveness in girls education. According to the sampling survey conducted in the west of China, girls are more interested in subjects relevant to local art and custom. Such as ethnic dance, national ballads and other art courses. Because they have more chances to use this knowledge in actual life. But students are unwilling to learn politics, English or other subjects that are not practical. For both India and China, girls living in rural areas show great interests in vocational education which has close relation with rural life. As a matter of fact, a great number of rural girls are not able to receive senior education or high education. Therefore, the curriculum designed for entrance examination and centering on urban life does not contribute to the development of girls education in rural area. Girls need urgently knowledge on practical skills and health care, such as fruit trees grafting, and so on. School education ought to be valuable as well as attractive. Education will finally become part of family investment. 100 years ago, English educator Spencer (1820 - 1903) Questioned: "what knowledge is the most valuable?" This question still worth thinking when coping with today's problem of girls education. In school education, what knowledge is the most valuable to girls in their future life? If this problem cannot be solved, then result of girls education will be affected. Reasons(1) Economic factors 待添加的隐藏文字内容2China is a developing agricultural country, and the majority of its population is rural population, the main component of Chinas economy is agriculture.Low economic development level makes people live in poverty, so they cant afford tuition fees. Although elementary education is free, but poor families are not able to pay for the stationery pay other fragmentary fees. And then kids have to drop out to help parents with housework and farm work. (2) Population factors China is the world's first populous country in the world. By 2003, China's population has reached 1.29227 billion (not including The Hong Kong special administrative region, the Macao special administrative region and Taiwan province's population), accounting for about a fifth of the world's population. There are a great number of girls living in rural areas, and rural education is a big problem. Factors such as poverty, shortage of information, resources and equipment, the lack of a sufficient number of female teachers, as well as the gender discrimination all make contributions to this problem.（3）Third, social and cultural backgrounds, including traditional customs, religious beliefs and habits contribute to the status. In the economically underdeveloped areas, the preconception on gender is still very serious, and there is obvious inequality in terms of education opportunities. Parents have higher expectations on boys education than girls. And this leads to the high dropout rate of girls.What we can do(1) Change people's conceptI think, if we want to make girls get equal education opportunities, we cannot only pay attention to education itself. Instead, we should be committed to improve the whole social education environment and try to do something to. (2) Duty of government Constructing benign development environment will be helpful to the advancement of girls education.Recent development of girls education in China has illustrated that girls education can be vigorously promoted with the help of and forceful measures. Abundant human, material and financial investment can push development of girls education. While analyzing specific factors, the family education choice and the local economic level as well as secular ideas existed in people's minds have effects on the development of girls education. Statistics quoted from World Bank website