Investigation And Analysis Of The Education Problems Of The Left Behind Children In Rural Areas Of Hengyang County

In the government report released by the National People’s Congress and the ChinesePolitical Consultative Conference in2014, it’s raised out that the steady implementation of thenew urbanization should be human-orientated and should ensure the legitimate interests of thepresents, among which education phenomenon of the left-behind children in rural areas hasattracted wide attention as well. Education issue for the left-behind children is no longer a freshtopic. With the implementation of the reform and opening up policy in1978in our country, thedevelopment of social economy has accelerated and the scale of urbanization is enlarging.Consequently, it requires increased volume of labor services export from the rural areas, whichhas led to the result that children of the migrant workers can’t follow their parents to livetogether. For such special social group which is the so called “left-behind children” or “emptynest children”, they can be identified as: one or both of the parents are working outside with theworking hours adding up to more than half a year, while the children have to be left behind inthe rural areas of their residential households without living together with their parents and aresubject to the custody of representatives or to live alone at the age of0-17. As a primary schoolteacher of Hengyang country, Hunan and with almost10years’ working experiences in ruralprimary schools’ education works, I have possessed both theoretical basis and practical basiswith rich research resources and typical cases. Taking the empirical materials of the"left-behind" children in rural areas of Hengyang country as the research basis, this paper hasmade detailed summarization and analysis on the related issues of the left-behind children inrural areas and has further purposed scientific and effective solutions, in order to providepolitical accordance and assurance for the local government of the country as well as topromote the research achievements to a larger extent.The left-behind children in rural areas are not only subject to the influence in education,instead this issue is more of a result caused by the social system. Featured by a large number ofimpacting people, unbalanced distribution, huge social impacts and great urgency to beresolved, the current education situation of the left-behind children in rural areas is of greatconcern. In the author’s opinion, according to the current situation of our country, it requires for a matched service assurance and education system as the powerful support. In order toaddress this issue, the other4head teachers and I have made up a subject research group.Through making visits, performing questionnaire surveys and conducting colloquia in the4counties in Hengyang, we have carried out ad hoc research. The research results suggest thatthe issue of the left-behind children is outstanding and is of great varieties. Especially when itcomes to the problems such as government guidance instead of government dominance, lack offamily education and weak social caring awareness and other aspects, there are too manyshortages and defects, which has resulted in the tremendous differences between left-behindchildren and normal children in terms of emotions, study, moral behaviors, living quality,physical health, custody security and so on.On basis of questionnaire survey, visits and colloquia, this paper has adopted combinedapproach of quantitative research and qualitative research with integration of the theories andpractices. Then through three major parts which are raising the issues, analyzing the issues andresolving the issues, this paper has come up with related strategies as for how to resolve theeducation issues for the left-behind children and how to change the current education status:Firstly, enhance government dominance and improve the polices; Secondly, integrate thestrength from both the home and the school with exertion of the individual strength as well;Thirdly, establish social caring services agencies and involvement platforms; Fourthly,vigorously expand local economy in the rural areas. Based on above approaches, construct amulti-dimensional educational network, ranging from the policy to the society and from hometo school.