Research On Education Of Trans-territory Ethnic

With the global economic integration, international trade, including border trade havebecome increasingly frequent. Trans-territory Ethnic region’s economic and culturaldevelopment receives significant attention. Education of Trans-territory Ethnic is certainlynot out of sight.Trans-territory Ethnic education has attracted widespread attention for the past fewyears. Trans-territory Ethnic, as a group that cannot be ignored, whose stability and unitydirectly impacts on China’s social stability and modernized development. Consequently,Trans-territory Ethnic education plays an important role in China’s social stability anddevelopment. Trans-territory Ethnic educational level promotion and improvement of theirquality are closely related to national identity and cohesion, and have a very importantsignificance in strengthen international competitiveness of our country. Unfortunately, datashows that the population that migration from Xinjiang to Kazakhstan has increasedsteadily in recent years, and most of them were from Altay and Kashi etc. An investigationfound that majority of Kazakh moved to Kazakhstan with the hope that their childrenwould study in Kazakhstan. This result reveals the status of Trans-territory Ethniceducation in Xinjiang.Trans-territory Ethnic educational level is the symbol of our China’s national soft power,is an important embodiment of China’s educational level, and represents the internationalimage of China. In order that China’s Trans-territory Ethnic education achieves betterdevelopment, I compared education in Altay with Kazakhstan’s, intending to identify theshortcomings of Trans-territory Ethnic education in China, hoping to contribute to thedevelopment of our country’s Trans-territory Ethnic education.In this paper, the introduction part put forward the problems, research significance,research ideas and methods, and summarized existing Trans-territory Ethniceducation-related research results. In the second place, we introduced the Trans-territoryEthnic education policy in China, then described education policy and educational status inKazakhstan. Thirdly, we introduced the development of education in Altay, and analyzed the reason of majority of Kazakh children went to Kazakhstan for study. In the end, weproposed several suggestions as to strengthen Trans-territory Ethnic education in China.