A Study Into Equity For Ethnic Education Of The Imperial Examination System In China

Along with the development of the national education enterprise, the solutions to the national education equity issues have been growing into a focal point day by day. The effective solutions are related to the development of the multinational country's security, stability, and unity as well. Looking back to the past, the ideas, strategies , the national " preferential policies" that the feudal rulers had offered when they faced the national education equity issues are to provide references for today's national minorities education issues.The purpose of this study is to analyze how the feudal rulers implemented the imperial examination test, established the schools and adopted the national " preferential policies"to solve the equity problems of minority education in Liao, Jin, Yuan, Ming and Qing Dynasties under the imperial civil service examination system. Furthermore, this study is to give the inspirations of the past experiences into the resolution of today's minority educational equity issues.There are four parts in all.The Foreword is the basis of this study. It includes the origin, purpose and significance of the study; related concepts and comments; research methodology, research focuses, difficulties as well as a number of issues that should be noted in this study.The first part analyses how the three minority regimes of Liao, Jin, Yuan Dynasties adopted strategies for the development of national education in the face of national education issues, including how to implement imperial examinations , to popularize Confucianism in schools, and to improve the cultural lever of all the national minorities.The second part analyses how the Chinese Ming Dynasty, faced with such minorities education problems as isolation, being far backward compared with that of Han culture, adopted strategies to develop its national education. Specifically, how did the rulers implemented the imperial examinations, established schools, adopted preferential policies to improve cultural levels of the minorities. The third part analyses how the minority regime of Qing Dynasty adopted strategies for the development of national education, including how to implement imperial examinations, to popularize Confucianism in schools, to adopt preferential polices for the minorities, and to enhance cultural level of all the national minorities.The fourth part is the evaluation and the enlightenment. It includes an analysis of the imperial examination, school establishment, and the preferential policies adopted to promote the development of national education in all the dynasties. Based on that, an enlightenment on the resolutions to the today's minority education equity issues is given.