A Study on Rural Education Distribution/arrangement Adjustment in the New Countryside and Township Construction Process in P.R.China

The traditional education distribution and arrangement in countryside has increasingly shown its incompatibility with the development of rural economy and the implementation of the family planning policy which started 3 decades ago. This is highlighted in the following aspects: the reduction of school-age children makes fundamental education obviously not especially reasonable; the education distribution and arrangement is reluctant to change despite different regional development modes, different levels of development and different stages of development, etc. Therefore, the education distribution and arrangement in countryside must be made adaptive adjustment in this particular era when the Chinese government is vigorously promoting the new countryside and township construction. Based on the above considerations, this paper puts forward a basic strategic framework and research path for rural education distribution/arrangement adjustment. And our basic viewpoint is that the rural education distribution and arrangement should keep in pace with the new countryside and township construction. In detail, horizontally, rural education distribution and arrangement must adapt for different locations, different characteristics, different development modes and different advantages of each region; vertically, rural education distribution and arrangement must keep dynamically adaptive to the process of the countryside and township construction. In addition, we need to further plan the related education monitoring & management system and the financing system to ensure a successful distribution adjustment. This paper is characterized by some prominent features. Firstly, it classifies education in a totally new way, namely the compulsory education as public goods, vocational education and higher education as non-public goods, special education, and the education for floating population. Secondly, it studies the distribution/arrangement adjustment of the following seven aspects (namely spatio-temporal distribution, quantity arrangement, structure arrangement, political policies arrangement, teacher resources arrangement, financial resources arrangement and material resources arrangement) of all the above four types of education.