Annual report on social development of Guizhou (2013) In 2012,China's economic and social development maintained steady, and education reforms were gradually pushed forward in depth. The year 2012 is the second year in implementing the "National Guidelines for Medium-and Long-term Educational Reform and Development". Significant progresses have been made in some hot and difficult fields attracting public concern and self-directed education reforms initiated by local governments and schools have been made become increasingly active. At the end of the year the 18th National Congress of the Communist Party of China(NCCPC) further clarified the developmental orientation of education and declared to work hard to run education to the satisfaction of the people, improve people's wellbeing in education, deepen education reform and realize the ideal of "Chinese Dream".
The State Council jointly with Ministry of Education (MOE) and other departments concerned has established a series of policies to encourage local governments to promote balanced development of compulsory education. And some achievements have been made. But the unbalance issue between regions and within the region still existed and was more obvious in poor and rural areas. In recent years the competition of the transition from primary school graduates to junior high schools in some large cities became heating up, even affected the entrance for the school-age children to primary schools. The Mathematical Olympiad training related to the transition of primary school graduates to junior high schools has been governed repeatedly, but the heat kept going strong in some large cities.
An investigation found that in terms of attainment of education resources and possess of family resources the migrant workers' children who stay at their hometown were weaker than other children, and the differences would extend to all aspects of children growth. A national survey conducted by the 21st Century Education Research Institute indicated that in rural areas conforming to decrease of school-age children education resources were centralized to run schools and school conditions have been improved to a certain extent. But meanwhile new phenomena of drop-out appeared because of distant school distance and heavy family burden.
On construction of rural school teachers some bright spots were highlighted such as further improvement of policy design at the macrocosm level, but a lot of urgent issues existed all the same. Specially-set-post teachers are the most important power in supplementing rural school teachers. At village schools and teaching spots supplement of specially-set-post teachers faced multiple difficulties. In recent years preschool education in rural areas has developed rapidly while pressures of regulated expansion and quality improvement still existed.
To resolve rural education issues MOE formulated policies and brought out the plan of "surmount difficulties from the bottom" with focus on teachers at village schools and teaching spots. Local governments and non-government organizations tried to increase education quality and revitalize small-scale rural schools as well by improving school conditions, increasing teachers' quality and salary, encouraging school development with specialties. Meanwhile measures such as improving living conditions, perfecting hardware facilities, making curricula teaching better, promoting professional development for teachers taken in Chinese Taipei by governments, non-government organizations and schools can be used for reference in mainland rural education.
Till the end of the year of 2012, 27 provinces around China including Beijing, Shanghai, Guangdong have issued policy to enable migrant workers' children to take the college entrance exam in the city where their parents work and live. That is an ice-breaking activity in reforming the National College Entrance Exam (NCEE). However the settlement of the matter should be taken into account with the reform of NCEE and vigorous advancement of the reform of autonomous recruitment of new students in key universities.
MOE implemented a great many projects with quality improvement as the focus to stimulate vitality of higher education institutions. Some new progresses have been achieved in institution exploration, talent cultivation model and mechanism creativity. But annual reports on education quality issued by universities are far away from what the public expected. As the increase of the number of taking part in the entrance exams for postgraduate schools postgraduate education in China was entering the stage of strategic transition with improving quality overall as the core.
With the irreversible trend of mass higher education, higher vocational colleges faced serious survival and development challenges such as decrease of the source of recruitment. In the near future 5-10 years higher vocational education will continue to deepen reforms in management system, system of degree institution, per student financial aid, admittance institution. The number of non-state/private education institutions steadily increased as a whole and quality improvement needs more concerning.
Educational institution creativity in local areas became more and more active in the two years of the implementing of "National Guidelines for Medium-and Long-term Educational Reform and Development".The third session of "local educational institution creativity awards" initiated by the 21st Century Education Research Institute saw new characters in local educational institution creativity. In the near future creativity of educational institution will continue to break through institution barriers and to push on comprehensive reform of educational institution. In the ten years of reform of school teaching Shandong and Shanxi provinces are representative and have great influence. In Shandong province the building of parent committee in schools jointly pushed on by three powers since the end of 2009 has important enlightenment.
Achieving 4% was the priority of governments at all levels in 2012. When 4% has been achieved more attentions have to been paid to continuous increase of government expenditure on education and equal and efficient resource allocation. According to the findings of surveys about the sensitivity of equality with education, most of the public actively appraise the improvement of educational equality in recent three years, but about 20% of the respondents are lack of confidence about thoroughly resolving the issue of school choice.
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