Sample International Relations Paper on Girls Education in China

The education of girls is an essential policy objective in the expansion and improvement of any society. In China, learning and development of girls are crucial for the realization of individual capabilities and the potential to transform themselves, the communities, and future families. Notwithstanding, girls with a primary level of education are wealthier and healthier when they grow up because they can meet their family needs and are exposed to more significant opportunities. The Chinese law that was passed in 1986 supports compulsory education for all citizens, at least for primary level education, which is funded by the government. Before this, China prioritized boys’ education over girls. Significant achievements and developments have been realized regarding education of the girl child in China and the challenges that they face in seeking opportunities in education.

China has made significant strides towards attaining education for all in the past decade. However, the nation faces several major challenges in the implementation of children’s education rights. As such, the Chinese government has embarked on a five-year national development plan, which calls for a more comprehensive implementation of compulsory education for every child and eradicates illiteracy among its citizens (Wangbei, 2018). One of the Chinese government’s efforts towards achieving education for all is allocating special funds for educational institutions in minority and weak areas, such as Western China.

School dropout cases continue to increase significantly because of poverty levels and low educational quality. Over 30 million girls in China, especially in western and eastern China, under the age of fourteen have no access to primary education. Significant disparities in the provision of education have persisted, and more than 4 million girls do not attend school due to limited educational opportunities and poverty. The high gender imbalance that exists in China between boys and girls in classrooms highlights the increasingly gender-biased society and cultural milieu (Chen et al., 2018). Consequently, this affects girls’ inclusion in education, particularly at secondary and tertiary levels. Almost one-third of school-going children are not enrolled in any school nor do they receive any formal education. The rate of dropouts among girls enrolled in school is higher compared to boys because of early pregnancies and lack of social amenities. Less than half of the girls graduate from lower primary education due to the numerous challenges they face. The language used in school for instruction in learning is another significant barrier, especially for migrant populations. Many migrant children do not understand Chinese so they find it difficult to grasp what is taught in school. Many children from migrant populations cannot afford the high cost of education in China despite the government providing subsidized education. Many children in China are exposed to disease and absolute poverty levels that subject them to harsh socioeconomic conditions. However, the Chinese government recently revised the education law to guarantee nine years of free, compulsory primary education (Zhang, 2019). Moreover, the new curriculum seeks to improve children’s learning environment and outcomes, mainly in rural areas.

The present study highlights the significant strides that the Chinese government has achieved and the challenges that exist in educating the girl child.  There is aa need for the policymakers and leaders to facilitate better polices that support education for all and the harmonization of educational services in both private and public schools. The programs ensure that all children receive a quality education, enhance safe and healthy learning environments that promote school enrollment and retention rates, as well as improve children learning outcomes.

 

 

 

Bibliography

Chen, Yi, Ziying Fan, Xiaomin Gu, and Li-An Zhou. “Arrival of Young Talents: The Send-down Movement and Rural Education in China,” (2018). SSRN 3102716.

Pang, Bonnie, and Joanne Hill. “Rethinking the ‘Aspirations’ of Chinese girls within and beyond Health and Physical Education and Physical Activity in Greater Western Sydney.” Sport, Education, and Society 23, no. 5 (2018): 421-434.

Ye, Wangbei. “Socioeconomic Status and Out-of-School Citizenship Education in China’s Shanghai.” Education and Urban Society 50, no. 7, 2018, pp. 641-669.

Zhang, Youlang. “Representative Bureaucracy, Gender Congruence, and Student Performance in China.” International Public Management Journal 22, no. 2, 2019, pp. 321-342.