A Historical Review of the Development of Women’s Higher Education in China (1908-2020): Stages, Explanations, and Trends

The development of women’s higher education in China can be divided into four stages:emergence(1908-1948);foundation(1949-1976);accelerating development(1977-2008);and the qualitative leap(2009-2020).This work considers the principal institutional mechanisms that contributed to this development.First,flexibly planned parenthood gradually promoted gender equality and openness in society facilitated by systematic“awards,grants,and loans”initiatives to support women’s higher education economically.Second,compulsory education ensured that left-out and migrant children had access to higher education.Third,effective connectivity across different education types bridged education gaps between those with different levels of education.Fourth,China made great efforts to invite and integrate international experiences that promoted the development of women’s higher education.Looking beyond these achievements,we also discuss the future trends of women’s higher education in China.

Balanced development of compulsory education:Cornerstone of education equity

Balanced development of compulsory education is not only the cornerstone of education equity,but also the fundamental part for realizing a harmonious society.There have been several achievements in balancing the development of compulsory education in China,such as narrowing the gaps in compulsory education between rural,urban,and other areas.However,the development of compulsory education is still confronted with several issues,including the gaps between rural and urban schools,the gaps between teacher’s situations in rural and urban area,higher drop-out rates of rural compulsory education than that of the national average level,etc.Based on the analysis of these issues and reasons,the suggestions for the policy-makers are as follows:(1)it must be further clarified that governments at all levels must take all responsibilities for the balanced development of compulsory education so as to integrate local authorities’input and the central government’s subsidies;(2)the allocation mechanism of resources for compulsory education should be set up with“qualitative and fair growth”as its aim;(3)The quality standard for compulsory education based on the national curriculum standard should be worked out for playing the role of quality inspection in the fair development of compulsory education,and a relevant system of responsibility should also be established;(4)A national unified card for compulsory education should be adopted,which would help abolish extra fees for non-permanent-resident students receiving compulsory education in other places and(5)civilian-sponsored schools should be encouraged to offer compulsory education.

An empirical study on education equity in China,1978-2004

By using the education Gini coefficient(EGC),as the indicator of education equity,this paper will calculate the degree of education equity in China during 1978–2004.Results show that although education equity as a whole has improved significantly since 1978,it is rather at a low level compared with the international average.Due to the great inequality among regions and the rural-urban disparity in education,the positive influence of education on social development and economic growth has been limited.

Educational Opportunities and Dimensions in Rich and Poor Nations＂ Rethinking Global Access and the Inequity Question

This paper presents some important facts about educational opportunities and students＇ access worldwide. Specific facts and scenarios are exhibited and provided to compare education opportunities in rich and poor areas in developed and developing countries. Particularly, this paper surveys and compares forces on educational happening in Nigeria and United States. It argues that despite the much acclaimed democratization of access to education, glaring inequalities can be identified in the way educators and how our students are treated. In regards to quantities and quality of educational resources, education is not equally accessed by all students in our today＇s world. This paper, therefore, recommends that human beings should be given equal access and opportunities to education at all levels; and should be treated with respect and dignity in spite of color, religion, or race wherever they find themselves. This becomes an imperative if mankind is to achieve success in the task of propelling students and Educators to greater achievements. As well, this paper recommends that cultural, institutional, and political powers should be deployed to bring about a more equitable world order.

Reflection on the Quality and Equity of Chinese Basic Education--From PISA 2018 Results: Where All Students Can Succeed

PISA 2018 Results:Where All Students Can Succeed analyzes students’academic performance and wellbeing from the social background of students and schools.It shows that the influence of socio-economic status on the academic performance of students in Beijing,Shanghai,Jiangsu and Zhejiang(China)(hereafter“B-S-J-Z[China]”)is relatively low,but disadvantaged students receive insufficient support from school;socio-economic segregation between schools in B-S-J-Z(China)affects students’academic performance and expectations for the future;the shortage of quality teachers in B-S-J-Z(China)is serious,but the teaching resources are sufficient.According to PISA 2018,China should promote balanced development among schools,strengthen teachers’education,adhere to curriculum and teaching reform,so as to promote education equity and improve education quality.

Fantastic Educational Gaps and Where to Find Them:LERB-A Model to Classify Inequity and Inequality

In today’s world,education is less being considered as an outcome,but more as a journey.As the adventurers,our students are facing more and more complex challenges.Previously,the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes.Nowadays,the chaotic situation of today's VUCA world(volatility,uncertainty,complexity,and ambiguity)is generating more and more types of inequity and inequality.Thus,the purpose of the study is to develop LERB-a simple model to classify inequity and inequality,as a stepping-stone to build a gap detection framework.Through a structured literature review,the study identified the interconnection between equity and equality,as well as their transition toward students as an individual or as a group(s)and subgroup(s).The study can also be adapted to examine the correlation between different categories of equity,as well as to brainstorm and propose remedies to tackle those gaps.

Equity in Higher Education Opportunities in China

Higher education has been developing rapidly since China implemented reforms and opening up policy.However,limitation of the government’s financial resources investment,regional development,and other factors has resulted in unfair higher education opportunities.Therefore,this study uses archival research method to analyze and study the general situation of higher education,college entrance examination system,and equity of higher education opportunities other issues in China.This study explains the connotation of equity of education and higher education opportunities,and conducts in-depth analysis of equity of higher education opportunities in starting point,process,and results.It focuses on analyzing the factors that influence the equity of higher education opportunities in China.It also analyzes the status quo and problems of equity of higher education opportunities in China.Aiming at solving these problems,this study proposes recommendations from four aspects.

A Study on Resource Allocation and Educational Equity in Chinese Higher Education

Higher education is an important part of social development,and the equity of its resource allocation directly affects social harmony and progress,in China.This article aims to explore the issue of equity in the allocation of higher education resources,analyze the existing resource allocation mechanism and its impact,and put forward suggestions for improving the equity of resource allocation,in order to provide a reference for achieving educational equity.

Analysis on the Ways to Prevention and Cure of Sexual Harassment On the Campus under the Perspective of Gender Equal Education

Sexual harassment on campus has increasingly become the focus of widespread attention from all walks of life. The special identity of subject and object of sexual harassment on campus, concealed action, long cycle, mainly come from the idea of a deep dilemma, namely the lack of social gender equity. And the first premise to realize social gender equality is to ensure the education gender justice. Therefore, we need to draw lessons from the experience of the gender equality education in Taiwan, clear the social differences in the mind, respect for diverse gender culture; At the legislative level, improve laws and regulations, safeguard formal sources of law; At the system level, set up specialized agencies, through the permeability of course teaching, the strengthening of construction of teaching staff and the academic research, systematically discuss the effective path to construct mechanism of campus sexual harassment prevention.

An Analysis of the Role of Higher Education Opportunity Expansion in Social Stratification

With higher education entering the public’s vision,the expansion of higher education opportunities has gradually become a hot topic.The lower class is eager to achieve class mobility through this opportunity,while the upper class firmly grasps the few high-quality places in higher education.What role will the expansion of higher education opportunities plays in the overall social stratification?This paper discusses the impact of the expansion of higher education opportunities on social stratification from the upper class and the lower class.

An exploratory analysis of the implementation of the equity of education in middle schools in xi’an,china

With the development of global education,the concept of inclusive education has gradually become the mainstream trend in the field of education.Based on the balanced development of basic public services,this study analyzes the influence of government public service management on the allocation of educational resources,analyzes the existing problems in several ways,collects and analyzes the actual situation of basic public education services in Xi’an,and focuses on the idea of Xi’an municipal government to promote the balanced development of compulsory education,the present situation of the obvious imbalance in the allocation of compulsory education resources and the existing problems under the current policy.This paper studies the policy formulation and implementation under the guidance of equalization of basic public services,and how the government can alleviate the excessive competition of high-quality education resources in various regions,reduce the blind spots in the layout of educational facilities,continuously expand high-quality education resources,optimize the allocation of basic education resources,and promote the balanced development of compulsory education in various regions of Xi’an.

Reinventing Systems for Equity

Highlights Around the world,nations are grappling with the longstanding inequalities in education and society that were made more visible during the pandemic-along with the increasing educational demands of our fast-changing,knowledge-based world.This article outlines the anatomy of educational inequality and the demands for students to develop“learning ability.”

The Influence of Family Background on Students’Willingness to Pursue Higher Education:A Case Study of Urban and Rural China

This study examines the influence of family background on the willingness of students in urban and rural China to pursue higher education.Utilizing a mixed-methods approach,the research explores the interplay between economic,cultural,and social capital within the family context and its impact on students’educational aspirations.Descriptive statistics highlight the disparities in family income and educational attainment between urban and rural respondents.Regression analysis confirms the predictive role of family economic status and parental education on students’intentions to pursue higher education.Qualitative findings underscore the significance of social capital,particularly in rural areas where community support is crucial.The study also reveals urban-rural differences in educational aspirations,with urban students facing fewer barriers to higher education.The research concludes with policy implications that aim to address these disparities and enhance educational equity.

Research on the Strategy for the Balanced Allocation of Educational Resources between Urban and Rural Areas in China

This study conducts an in-depth analysis of the current state,influencing factors,and strategies for the distribution of educational resources between urban and rural areas in China.It aims to provide an empirical foundation and specific recommendations for policymakers and educational practitioners.The research reveals significant disparities in teacher allocation,teaching facilities,and educational funding between urban and rural regions,which adversely impact the quality and equity of education.Despite national policies promoting educational equity,discrepancies in local implementation hinder the effectiveness of these policies.The study underscores the profound influence of education on social development,noting that educational gaps can restrict individual social mobility and affect overall societal progress and economic growth.Policy recommendations include increasing investment in rural education,establishing dynamic resource allocation mechanisms,enhancing rural teacher remuneration and social status,and promoting the application of educational technology.The study acknowledges limitations in sample selection and data collection,suggesting future research directions such as the impact of educational policies on specific groups and the psychosocial effects of educational inequality.Interdisciplinary research and systematic policy evaluation and feedback mechanisms are encouraged to ensure policies adapt to new educational demands.

Ethical Analysis of Ethical Issues and Countermeasures in Education in the Era of Artificial Intelligence

The integration of artificial intelligence(AI)in education has revolutionized teaching and learning methodologies,offering personalized experiences and efficient resource management.However,this technological advancement has also surfaced a plethora of ethical concerns that necessitate careful consideration.This paper delves into the ethical issues arising from AI applications in education,such as data privacy,algorithmic bias,educational equity,and the evolving role of teachers.Through a comprehensive analysis,we identify the challenges and propose strategic countermeasures to mitigate these ethical dilemmas.Case studies from both domestic and international contexts are employed to illustrate real-world applications and the associated ethical decision-making processes.The paper concludes with a summary of findings,policy recommendations,and an outlook on future research directions,emphasizing the need for a balanced approach that respects both technological innovation and ethical standards in educational AI deployment.

The Application Value of Artificial Intelligence in Modern Vocational Education

With the rapid development of technology and the ever-changing social demands,vocational education is facing unprecedented challenges and opportunities.As one of the important areas of contemporary technological innovation,artificial intelligence(AI)technology is profoundly impacting the development process of various industries.This paper aims to explore the application of AI technology in the field of modern vocational education and its far-reaching impacts,analyze its role in improving educational quality,promoting personalized learning,and enhancing vocational competitiveness,and put forward corresponding suggestions to provide useful references for the reform of vocational education.

Artificial Intelligence Empowering the High-Quality Development of Education:Demands,Visions,and Paths

Under the background of the two-way empowerment of artificial intelligence(AI)and education development,this paper first sorts out the demands for high-quality development of education in China in the new era from the perspectives of educational equity,talent cultivation,and contradiction resolution.Then,it focuses on the vision of AI empowering the high-quality development of education,and points out that AI is spawning new patterns and characteristics from the aspects of students’learning,teachers’development,school construction,home-school cooperation,educational governance,educational evaluation,educational equity,etc.,which has provided important driving force for the high-quality development of education.Finally,the paper proposes the paths of AI empowering high-quality development of education from the aspects of top-level design,educational reform,construction of intelligent education environment,improvement of intelligence education literacy,cultivation of innovative talent,construction of high-quality education resources,response to ethical risks,etc.,to clarify the future direction for the deep integration and development of AI and education.

Social class differences in parent educational expectations:The relationship between parents’social status and their expectations for children’s education

To achieve the overall goals and purposes of education is closely related to the living environments of students.Different family backgrounds will put children into a situation where they face unfair competition.According to a survey conducted in China’s Urumqi and Changchun about parents’awareness of educating their children,this paper will suggest that families with different backgrounds have different expectations for their children’s education.Moreover,it suggests that parents’social status is related to their children’s education expectations.Therefore,we can find that parents’social status influences their children’s education,and their positions in social class are related to education.

School Socioeconomic Segregation and Educational Expectations of Students in China＇s Junior High Schools

China＇s educational enterprise has achieved great successes since reform and opening up in 1978, but the constraints imposed by a number of factors mean that the problem of unequal distribution of high quality educational resources among groups from different strata is becoming increasingly noticeable at the basic education stage, leading to socioeconomic segregation in schools. We utilize baseline data from the China Education Panel Survey for 2013-2014 to investigate this phenomenon in junior high schools and its influence upon students＇ educational expectations. Our findings show that marked segregation currently exists at the junior high school level. The extent of the segregation varies from region to region and place to place （urban or rural）, and school socioeconomic composition （SEC） exerts a significant influence upon students＇ educational expectations. The higher the school＇s average SEC or the greater its heterogeneity, the higher the educational expectations of its students. The effect of school SEC upon the educational expectations of students varies depending on the characteristics of different student groups; students who have lower cognitive abilities and fall behind at school are more likely to benefit from an increase in school socioeconomic status （SES） and heterogeneity. Because educational expectationsare a decisive factor in academic achievement and educational attainment, the influence of school socioeconomic segregation upon educational equity should not be overlooked. Lessening the degree of school socioeconomic segregation and encouraging integrated schools would be an effective measure for ensuring educational equity in China.

Analysis of the Impact of Unequal Distribution of Educational Resources in Rural Areas of China on Educational Equity

This paper examines the unequal distribution of educational resources in rural areas of China and its impact on educational equity.Through a comprehensive analysis of existing literature,case studies,and statistical data,the research identifies key disparities in areas such as teacher-to-student ratios,educational infrastructure,and educational attainment.The study also explores the long-term effects of these disparities on social mobility and economic development in rural regions.Drawing on international experiences from countries like Finland,South Korea,and Brazil,the paper offers policy recommendations and a practical pathway for reform.These include enhancing investment in rural education,improving teacher recruitment and retention,standardizing the curriculum,leveraging technology,strengthening early childhood education,and promoting lifelong learning opportunities.The paper concludes with a call to action for policymakers,educators,and community leaders to work collaboratively towards achieving educational equity and social justice in China.