Abstract
This research examined migrant children education (MCE) policies implemented in China since the late 1990s. The empirical study in Beijing demonstrated that MCE policies pushed public schools to enrol migrant children, but the policy objective of educational equality has not been fully realised. The policy implementers’ capabilities and motivation did not meet expectations. The policy design and its implementing environment are also reflected upon. It was found that MCE policy objectives were legitimate and ambitious, but the policy design was vague. The central government did not provide support or pressure for policy implementation, thus the policy design was not favourable for effective implementation. Under the current political system, local governments have certain autonomy to decide the extent to which MCE policies are implemented; this is done in accordance with reciprocity between central and local government.
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Notes
The household register system (hukou) was established in China when the People’s Republic of China was founded. It adopts a duality system to manage populations from urban and rural areas, and it is believed to be the most important determinant of different privileges in China. It determines access to regular jobs, social security, assisted housing, subsidised education for children, health care and social assistance.
Guiding Suggestions for Conducting Perform-Based Payment of Teachers in Compulsory Education was issued by the State Council at the end of 2008. It regulates teachers’ payment and states that it should include the basic wage (70%) and an incentive wage (30%). The incentive wage is based on teacher performance. This policy aims to stimulate teachers to do more for more payment. However, the policy encountered difficulties during the process of implementation, and did not meet the expected outcomes.
Data collected by the CNIER research group show that the number of migrant students registered in primary schools is much higher than in junior middle schools (CNIER 2008). Thus, in this sample, we chose to enroll more primary schools than junior middle schools.
In the context of the increasing number of migrant workers, millions of children are left behind in rural areas under the care of relatives, mostly grandparents with little or no education, or family friends, or having to take care of themselves. Often, the guardians do not have the physical ability or financial means nor possess the knowledge needed to take care of these children. This causes these children to suffer developmental issues, have increased vulnerability to becoming victims of human trafficking, becoming involved in criminal activities, or becoming depressed, which often leads to suicide (Stack 2010).
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We thank 2017 Beijing Social Science Fund (17JYC028) and Funding for postgraduate students’ training and teaching (00300-160112101), Beijing Normal University.
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Liu, S., Zhao, X. How far is educational equality for China? Analysing the policy implementation of education for migrant children. Educ Res Policy Prac 18, 59–74 (2019). https://doi.org/10.1007/s10671-018-9226-6
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DOI: https://doi.org/10.1007/s10671-018-9226-6