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Transforming Education

Global Perspectives, Experiences and Implications


Edited By Robert A. DeVillar, Binbin Jiang and Jim Cummins

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers’ understanding of the nature and complexity of educational transformation in a global context. The book’s comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.
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CHAPTER SEVEN: Compulsory Education for Migrant Children in China: Issues in Educational Quality: Henan Cheng


Henan Cheng

Internal migration and education are closely interconnected. In a country likeChina, where tremendous economic and social development has resulted in theunprecedented growth of the internal migrant population over the past 2 decades, the compulsory schooling2 of migrant children has become a major challenge facing the Chinese educational system. Migrant children are vulnerable in terms ofeducational opportunities and academic success because, as one of the most marginalized groups of children in China, they are often doubly disadvantaged—bothinstitutionally and socioeconomically The existing systems of household registration (i.e., hukou) and decentralization of educational financing have caused great difficulties for migrant children in receiving a high-quality compulsory education.

The main purpose of this essay is to examine two interacting dimensions in contemporary China: internal migration and education. More specifically, it focuses on the issues of quality of education for migrant children, an important yet understudied topic. Over the past 10 years, great public and research attention has been paid to the problems of migrant children’s lack of access to compulsory schooling. In recent years, especially since the central government revised the Compulsory Education Act in 2006, notable improvements in access to compulsory education for migrant children have taken place in China. For instance, according to the latest government report on migrant populations in five large cities—Beijing, Shanghai, Shenzhen, Taiyuan, and Chengdu—97.9% of school-aged migrant children (i.e., children aged 7–14) are currently enrolled in schools ← 147 | 148 → (NPFPCC, 2010).3 Similarly, official statistics from the...

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