Minority Education in Remote Regions of China

Edward J. Kormondy

《Current Research Journal of Social Sciences》 4卷2期 (2012/03) Pp. 109-120

並列摘要

The aim of this study is to continue nineteen years of observations on minority education in China with a focus in three remote areas-Xinjiang Uyghur Autonomous Region and Heilongjiang and Hainan Provinces. Instruction for the first three years of primary school in these areas is generally in the native ethnic tongue after which instruction is in Mandarin Chinese. The vast majority of primary schools in these areas are in rural settings where the quality of education is generally much poorer than in urban settings. A nine-year compulsory education is being strongly promoted. A national examination is administered to students wishing to attend postsecondary institutions is generally adjusted downward for minority students. Until the mid 1990's students paid no tuition; now tuition accounts for 20 to 30% of operating costs. In most of the tertiary institutions studied, a year of preparatory study is required of minority students, the emphasis being on Mandarin Chinese, which is the language of instruction beyond the preparatory year. There are numerous postsecondary opportunities in the Xinjiang and Heilongjiang but only baccalaureate degrees in Hainan. As of 1998, instead of the government assigning all students to positions, graduates now have the opportunity to seek out their own position. Research in postsecondary institutions is commensurate with the institution's mission (e.g., preservation of minority language, agriculture, Chinese medicine). The Chinese government seems to be intent on Sincizing minority populations.

並列關鍵字

Uyghur ； Han ； Miao, Li ； Minority education ； Mandarin ； preparatory year ； national examination