毫无疑问，英语论文网站，教育是国家的发展，一个长期投资的最重要动机力量之一。每个人-儿童，青年和成人将能够从基本的教育学习中获益。幸运的是政府已经注重教育了问题，英语论文范文，但教育资源仍然分布不均。城市教员条件比农村条件、发展都要好，因此可能会加大贫富差距，本文的重点是进一步探究和讨论有关农村教育问题，帮助改善农村教育条件。齐心协力，以缓解社会矛盾。
It is no doubt that education is one of the most important motive powers for a country’s development, which is a long term investment. The World Declaration on Education for All (1990) states that “Every person–child, youth and adult–shall be able to benefit from educational opportunities designed to meet their basic learning needs”. With the advancement of technology, people have been asked to have more talent on both practical and professional knowledge. Fortunately, most of the governments think highly of the educational problems. Thanks to the compulsory education policy, thousands of people obtain opportunities to receive education. However, the educational resources have been distributed unevenly. The educational conditions in cities have achieved at a high level, while the educational conditions in rural areas still develop slowly. Most of city children can gain a ticket to go to colleges, while those children in rural areas have to worry about how to find a job to earn their living at a very young age. The unbalance of educational resources gives rise to the city and countryside disparity, which might enlarge the gap between rich and poor. Generally speaking, the rural education will be a significant factor towards educational development. Since the rural areas do not have the same resources as the cities do, these areas worth to receive more attention as well as support. Based on the previous studies done on rural education, this thesis is focused on further exploring and discussing the factors about education in countryside and aimed at reaching suggestions that helps improve the conditions of rural education. Although more and more people realize the importance of education in rural areas, the lagging development of rural education calls for efforts from different aspects to pull together so as to ease social contradictions.
In order to explore this social issue, it is necessary to classify the related definitions of rural education. From the perspective of districts where people receive education, it can generally be divided into urban and rural. According to Study on the Educational Development Indicators in Rural Areas in China, rural area is a relative concept whose type of industry is dominantly natural economy and agriculture, and the population distribution in rural areas is dispersing (Yuan, 2017: 20). These two features of rural areas have influenced directly on the situation of rural education. Because the main industry in rural area is agriculture, which belongs to a type of human consumption, some families would make a decision for their children to work rather than go further study due to the demand for labor. This phenomenon results in the frequency of dropping out of school. Besides, the decentralization of population increases the difficulty on resource integration that goes against the distribution of education facilities. In accordance with USCO, rural education is not just about basic education which is “defined with respect to the minimum educational requirements needed to enable all individuals to assume their responsibilities as adults”, but also about vocational and technical education and adult education, including full-time formal learning with diplomas, adult literacy learning and technical training. Hence, rural education is a huge category with multi-layers.
However, the situation of rural education at present is critical and urgent which appeals for concern. In China, rural population takes up about 70 percent of the total population in the country, which means that rural education is an important area for educational progress. Solving the educational problems in rural areas help enhance the overall quality for the nation. However, as Lakin and Gasperini wrote in Basic Education in Rural Areas: Status, Issues and Prospects, “less attention has been given so far to improving the quality of rural schooling and to meeting basic learning needs of out-of-school children and adults” (2017: 80), the development of rural education is lagging against the rapid growth of urban education. As for basic education, which might be the only chance for some people in rural areas to receive education, “the geographical distribution of schools in most developing countries is not adequate to reach all rural children” (Lakin et al., 2017: 81). Besides, even though there are schools in the countryside, economic and social obstacles also prevent children from enrolling. “Rural schools have been closing their doors at an alarming rate between 2017 and 2017, causing 63 rural primary schools, 30 learning centers and three middles schools to vanish per day” (Zhang, 2017). Therefore, rural education is at risk and both the deficiency of educational hardware and traditional concept worsen the situation of rural education. There are relationship between poverty and education level. “Perceptions of the relationships between education and rural development are broadened through the acquisition of knowledge and of functional capacities that are useful for family life and necessary for the improvement of living conditions” (Botti, 1977). According to the statistics about a comparison of a trained and untrained farmer family’s income in China released by Yixian in 2017 which is also quoted in the of USCO, Education for Rural Development: Towards New Policy Responses, trained workers enjoy higher level of income, whose income is 3487.12 Yuan per worker, than untrained workers, whose income is 2674.40 Yuan per worker (2017). Education that people receive helps them strengthen the skills to improve their life standard. Some farmers used to cultivate the land by common knowledge inherited from their predecessors. But some of these knowledge is outdated and inappropriate to improve the productivity. By receiving the relevant education training, farmers can utilize the professional knowledge to improve their productivity with less cost.
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