On The Education Of Minority Children Left Behind

Since the reform and opening, the coastal areas to became the first pilot areas of the national economy. Their rapidly economic developments attribute to the successful transformation and further imbalance in regional economic developments. The difference between urban and rural are becoming gradually expanding. Meanwhile, rapidly growth of the population causes the contradiction between shortage of land resources and the needs of the population growth more notable. So many peasantry and rural surplus labor force come to city to find jobs. China’s household registration leads to the huge floating populations which cannot be ignored. And during these years, the size of the floating population is become bigger and bigger. Compared with the data of census in2000, in the sixth national census, the population living places separate from their household registers is increase117,000,000with81.03%. And the population exclude living places separate from their household is increase100360000with82.89%. These increases cause by the flow of the large number of rural surplus labor forces. From this trend, spouses, children and older people who follow the migration are increased. With the huge floating population, more children are left behind in the less developed village, especially in the ethnic enclaves. Most ethnic enclaves are located in remote mountainous areas. They have poor geological condition, inconvenient traffic and harsh living environments which also directly affect their own economic development. While poor communication with the outside world also affects the development of the local culture. Based on some study states, left-behind children’s education have many problems. For example, many children who should have study at school instead of working outside. The limited resources also influence the left-behind children’s education. With the detected data and reports about national third areas in2012collected by company management of floating population in the national population and family planning commission, this research describe and discuss the education status and problems in minority areas based on the left-behind children’s case in hongni village of Qiannan state in Guizhou province. Combining the differences of the minority areas, this study also offers some policies and advices. The fourth chapter analyzes the reasons that cause these education problems. We mainly summaries and analyzes the problems in three parts:school, family and minority. The fifth chapter is reflections and countermeasures. Based on the conclusion that analyzes by the data in Hongni village, this research summary the education problems on left-behind children in minority areas and has a reflection on them and put forward the author’s suggestions.This study is divided into five chapters. The first chapter is the introduction which explains the research background, significance and theory. The second chapter describes the education status of the left-behind children in minority areas. This chapter emphasizes the difference education status between the Han areas and minority areas. Under the macro analysis data, the third chapter introduces the typical case in hongni village of the Bouyei nationality. It including Hongni village’s profile, education status, left-behind children status which include basic features, families’features and parents’outside situations. The forth chapter introduce the hongni village and analysis the issue related to left-behind children. There are three aspects about school education, family education and national education. The last chapter is reflection and recommendations. The author gives the individual proposed suggestions.