Nine-Year Compulsory Education Policy in China. Essay

Nine-Year Compulsory Education Policy in China
Name
School Affiliation
Nine-Year Compulsory Education Policy in China
1 Executive summary
The People’s Republic of China is among the most populated countries in the world, with a population of over 1.4 billion on an area of 9.7 million square kilometers. From the time the opening policies and economic forums were implemented in 1978, China has been among the fastest-growing leading world economies. A GDP growth rate that averages 7% on an annual basis has made China become the second most successful economy globally in terms of its aggregate nominal GDP. However, even with China being among the most influential economies in the world, there is little that is known in other countries about the country’s education system of how its students learn as well as the policies involved CITATION Guo191 \l 1033 (Guo, Huang, & Zhang, 2019). The paper aims at providing a detailed look at education in China, with a detailed look at China’s nine-year compulsory education policy. The paper revolves around the notion that through being an avenue for free access to education in the country, China's mandatory nine-year education policy has gone a long way in instilling the need for education to be promoted. The policy has aided in facilitating learning, transmitting knowledge, and inspiring innovation, all-important for societal and individual development.
2 Context and Importance of the Problem
In the course of China’s development, the problem of education access has often been widely studied from various differing perspectives by educationists, economists, sociologists, and psychologists. Among the many areas of interest for the Chinese government are three areas that have proved to be standing out as the most concerning and worth looking at. These include education quality, education return, and education equity CITATION Guo191 \l 1033 (Guo, Huang, & Zhang, 2019). The problem has proved to be central to the process and result of education development. It has have also been interconnected with the question the country has wanted to answer, that is, how good education can be achieved in a way that promotes China’s social and economic development.
It has widely been accepted that the goal and objective of education lie in promoting learning as well as helping individuals in mastering knowledge and developing skills, and this consequently aids them in finding better jobs, having a higher living quality, and earning income. More so, the endeavor has been believed to lead to growth in the economy and improvement of the social environment CITATION Oye17 \l 1033 (Oyeniran & Uwamahoro, 2017). The social and economic returns of education for societies and individuals are regarded as critical and are widely looked at when estimating the chances of education being able to achieve its goal.
From 1966 to 1976, the Cultural Revolution has severely been damaging China's education and leading it towards becoming an even more profound crisis. However, between 1977 and 1991, a new policy of reform led to the opening globally and became the most extensive priority for reconstructing education. A great leader in Chines history, Deng Xiaoping, engaged ...