The stakeholders for rural education are from different categories but they are close with each other. To begin with, the most vital one is government and its departments because as the large percentage that rural population counts on the total population in China, solving the issue of rural education can bring a great progress in Chinese education. Once the education that people receive is improved, people can utilize what they have learned to improve the life, which is of great for promoting national development. Besides, education contributes to raise up the quality for the people and eliminate the musty ideas. Furthermore, the direct stakeholders are parents and students. Although students can gain knowledge which might change their life through education, the parents have to spend money for this opportunity at the cost of losing a labor to work on the field. Parents in rural areas have to consider the decision to receive education, especially to whom are suffering from economic burden. However, through education, students might step out of rural areas and go to live in the city by the knowledge they get. Some of them might be the university students and some of them might be the professional technicians to devote themselves in constructing the country. Students can change the life style which is totally different from the life style for their parents. Also, their parents can be benefited. Enhancing the situation of rural education is not only related to personnel development, but also related to the social environment.
As a matter of fact, the poor condition of rural education is caused by many factors. Here is an example we done previously about the education in a little village called “Da He”, where we have asked them about how they make a sense of rural education. Surprisingly, we got some different answers from different representative personages. Da He is a little village in Shanxi Province, China whose dominant living way is farming. The geographic location of Da He is not very good, which is surrounded by hills and has poor connection with the outside world. And because of its poor transportation, the economic situation of the village is not optimistic. From the interview done previously, we can get some information about rural education in poverty-stricken areas in China.
Yang Tong is not only a typical farmer in Da He, but also the first interviewee. He has three kids which the oldest one has left school to work in a factory meanwhile the other two are studying in middle school and primary school separately. According to Mr. Yang, the only income of the family comes from agricultural planting. He wants to send all his children to go to school but he can not afford it. To some parents, economic burden is the primary cause to stop their children from education. The form of the life style and economic structure proceeded slowly due to the lack of information about the native policy though the reform and opening-up policy was carried out in many Chinese cities.
However it is a totally different point of view when we interview a local high school student called Sun Xiao. From the view of him, the educational substance in school is obsolete, which can not satisfy his need of practical knowledge instead of the fundamental book knowledge. Students have the desire to learn more knowledge, but the quality of rural education and hardware equipment at present are lagging with the social development, which cause more students choose to drop out of school and learn things by their own way. This is a vicious circle that makes rural education have little progress. Rural education cannot find a suitable way to bring more practical knowledge to the students due to the lack of necessary educational instruments.
|
