Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

Abstract

The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section.

Analyzation of the Equity of Mark-adding Policy in China’s College Entrance Examination

“…First and foremost, in an effort to fulfill educational equality between different regions, what is considered most needed is still to increase financial input to regions of ethnic minorities and remote areas rather than simply providing them with a mark-adding policy. There is a set of authoritative data showing that "by 2018, the educational outlays in the eastern, central, and western regions of China were CNY 178.214 billion, CNY 87.374 billion, and CNY 69.315 billion, respectively, accounting for 53.21%, 26.09%, and 20.70% of the national educational outlays, respectively" [4]. Most residential places of ethnic minorities are located in the western and mid-western regions, which have comparably much backward economic development, which is closely related to their education as well.…”

“…Also, a high dropout rate of students of ethnic minorities and low income of teachers in those regions are also problems to influence educational equality. [8] With no ideal incomes, even if teachers can use the enthusiasm of education to complete the relevant work in the short term, from the perspective of long-term development, it is not conducive to the healthy career development of teachers as an independent social individual. Students already in an inferior learning environment also cannot acquire a sufficient amount of knowledge to help them succeed in CEE.…”

Stakeholders’ Perspectives on Implementing “Internationalization at Home” for China’s International Education Sustainability: Challenges and Strategies

“…It is necessary to build an international curriculum cloud model, improve real-time-broadcast and recorded courses, harness the power of local communities and policy dividends to promote curriculum construction, secure online courses with cyber intelligence and information technologies, and integrate local characteristics and research and learning practices into the teaching process. We actively hold international activities that are locally based such as international curriculum weeks, online communication meetings, campus culture festivals, cuttingedge lectures, and special studies to create a good atmosphere of local internationalization and to optimize students' international learning experiences [27].…”

Community Service Initiatives: Promoting Education about Justice for Parents and Children

“…A strong parent-child relationship lays a solid groundwork for children's understanding of justice and social responsibility (Liu et al, 2020). A moral society is built on the appreciation of fairness, equality, and consideration for others, all of which are learned skills (Li & Xue, 2022). Strong parent-child interactions equip youngsters with the support and guidance they need to negotiate the complexities of social issues, stand up to injustice, and make positive contributions to their communities.…”