The Backward Rural Compulsory Education In Transition Period

Since the transition period, all fields has taken on a new Prosperity Situation in our country, however, the development of rural compulsory education is still lagging behind. There are two explanations: the lack responsibility of the government and rural poverty. According of The data collected by writer, the two explanations are biased. There is a paradox in the development of rural compulsory education: one hand the government is increasing input, another hand the rural compulsory education continued impoverishment. Why the government's investment did not contain rural compulsory education impoverishment effectively? Is the efforts of both government and rural area not enough, or their efforts have been offset by other factors? The writer thought the reason why rural compulsory education impoverishment is that it suffers continual social exclusion, thus the "self-exclusion" psychological disintegrated the internal driving force in the rural areas. Based on the dual policy, the production version of symbolic significance, Industrialization of Education, and the"disempowerment"psychological, this article explains rural compulsory education impoverishment.The explanation of "social exclusion" are various in Social exclusion theory, including rejection of institution, resources, capacity and moral. Social exclusion is a behavior and a result; not only a process but also a Construction. In the development, rural compulsory education suffered multiple exclusions.The dual policy is a major rejection mode to rural compulsory education before transition period. Chinese dual social structure is a "The dual-structure system", extracted excessive sources from rural to city, and established strict boundaries between rural and urban areas. The system made rural compulsory education at a disadvantage at beginning. Unity- exclusion theory thinks groups with internal unity can exert upward or downward pressure to other groups, and gain the opportunity of Re-allocation of resources. But country is not in same level with government; therefore, they are unable to communicate. In society people all agree with that urban is better than rural. At the stage of compulsory education, resources and opportunities are monopolized by urban. Compared with urban, rural compulsory education has been excluded from the national Manpower.The transition period has not brought new opportunities for rural compulsory education. Instead, the rules of market economy infiltrate into the field of education, Education has become an industry, and turn on operating trend. All primary and secondary schools explore their own advantages, and make full use of their advantages to seek personal and school'gains. In such cases, the deprived means of compulsory education in rural areas have been excluded. First, the form of "economic before education" leads less capital investment necessary for the development of rural compulsory education. Second, social and personal invest in education under the influence of "investment-yield" principle; rural schools are often excluded from the scope of consideration for investment. Third, rural compulsory education is lack of enough teachers. Some teachers leaved school because of too little income. Finally, urbanization attracts school-age children in rural areas drop out of school.The one-room recycling of Symbolic significance is concerned about the"speaking right"in policy formulation of compulsory education, and the one-sided teaching to school-age children in rural areas. Under the existing teaching materials, the rural students'knowledge about society is a one-sided understanding. The values they formed are very far from their real life. When they fantasy their future life, the country is completely ignored and denied. Although the Description in textbooks does not mean urban life, in rural students` recognition, urban life is far better than rural life. In essence, this is a one-sided value orientation. As a media directional sense, teachers in rural areas strengthen the One-sided recognition. Nobody in the rural ponder what beautiful life in rural areas is and how country should develop.Disempowerment is a historical process and social process,the result is certain social groups in the state of powerlessness . It refers to a lack of capacity or resources, and forming a sense of, and then caught into the vicious circle. Because been excluded from positions for a long time, the rural school-age pupils and the masses have created"Disempowerment"mentality. The internal demand in rural areas lost. Students and parents have misunderstanding, rural teacher acquiescence the backward state."Disempowerment"mentality is the result of sustained multiple social exclusion.Solve the systemic exclusion must begin with the system, the input in compulsory education should be on first place in the order of public expenditure, establishing a mechanism for guaranteeing the input in compulsory education in rural areas, ensuring the development of compulsory education in rural areas to obtain the necessary funds by law. In addition, the city is obligated to provide assistance for the development of compulsory education in rural, full play the role of cities with resource advantages, strengthen interaction between urban and rural areas. Efforts must also be made by rural'self, firmly attract and retain teachers. On the place where market rules play role, we must guide, encourage and reward the community to invest to rural compulsory education.