Literacy Challenges in Rural China
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v2i6.577
Abstract
This article discusses the obstacles encountered in the process of literacy in rural China. Although China's overall literacy rate is high, there is a huge literacy rate gap between urban and rural areas. On this basis, this article explores the factors affecting the literacy rate in rural China, and concludes that the main factors are financial status, gender differences, health challenges, and policy interventions.
Keywords
rural China, literacy rate, literacy challenges
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[10] Lee, J.S, Frongillo, E.A.(2001). Nutritional and health consequences are associated with food insecurity among U.S. elderly persons. Journal of Nutrition, 131: 1503-1509.
[11] Lee, M. H. (2014). Schooling and Industrialization in China: Gender Differences in School Enrollment. Comparative Education Review. 58(2): 241–268.
[12] Lin, Z., and X. Pei. (2016). “Intergenerational Exchange of Resources and Elderly Support in Rural China.” The International Journal of Aging and Human Development, 83(2): 108–127.
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Children in food-insufficient, low-income families: prevalence, health, and nutrition status. Archives of Pediatrics Adolescent Medicine, 155: 508-514.
[2] Connelly, R. Zheng, Z. (2003). Determinants of school enrollment and completion of 10 to 18 year olds in China. Economics of Education Review, 22(4): 379-388.
[3] Cree, A., Kay, A., & Steward, J. (2012). The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. Final Report from the World Literacy Foundation. Melbourne: World Literacy Foundation.
[4] Dey, S. (2018). The Role of Employment Diversification in Reducing Vulnerability to Poverty among Marginal and Small-Holder Agricultural Households in India. Margin: The Journal of Applied Economic Research, 12 (1): 88–112.
[5] Fan, L., Xie. E (2014). Do Public Transfers Reduce Vulnerability? (In Chinese). Economic Research Journal, 8: 67–78.
[6] Greenhalgh, S. (2008). Just One Child: Science and Policy in Deng's China. Berkley, CA: University of California Press.
[7] Hamilton, M., & Hillier, Y. (2006). The changing face of adult literacy, language and numeracy 1970–2000: A critical history. Stoke on Trent: Trentham Books.
[8] Hannum, E., Liu, J. and Frongillo, E.A. (2014). Poverty, food insecurity and nutritional deprivation in rural China: Implications for children's literacy achievement. International journal of educational development, 34: 90–97.
[9] Hu, Y., and J. Scott. (2016). Family and Gender Values in China: Generational, Geographic, and Gender Differences. Journal of Family Issues, 37(9):1267–1293.
[10] Lee, J.S, Frongillo, E.A.(2001). Nutritional and health consequences are associated with food insecurity among U.S. elderly persons. Journal of Nutrition, 131: 1503-1509.
[11] Lee, M. H. (2014). Schooling and Industrialization in China: Gender Differences in School Enrollment. Comparative Education Review. 58(2): 241–268.
[12] Lin, Z., and X. Pei. (2016). “Intergenerational Exchange of Resources and Elderly Support in Rural China.” The International Journal of Aging and Human Development, 83(2): 108–127.
[13] Liu, Y., Jiang, Q. and Chen, F. (2020). Children's gender and parental educational strategies in rural and urban China: the moderating roles of sibship size and family resources. Chinese sociological review, 52(3): 239–268.
[14] Ministry of Education. (1993). Priorities of literacy work in China. Available at: http://www.moe.gov.cn. [Accessed in:30/03/2021].
[15] National Bureau of Statistics of China(NBS). (2020). Statistical Yearbook 2020. Available at: http://www.stats.gov.cn. [Accessed in:30/03/2021].
[16] Park et al.(2002). Financing Compulsory Education in China: Establishing a Substantial and Regularized Scheme of Intergovernmental Grants, Harvard China Review, 3(2): 15–20.
[17] Sen, A. (1999). Development as Freedom. New York: Alfred Knopf.
[18] Shu, X. (2004). Education and Gender Egalitarianism: The Case of China. Sociology of Education, 77(4): 311–336.
[19] UNDP (United Nations Development Programme). (2020). Human development report 2020. New York: United Nations.
[20] UNESCO (2020). Teaching and Learning: Achieving quality for all. EFA Global Monitoring Report. Paris: UNESCO.
[21] Wang, Wenna, et al. (2020). The Urban-Rural Disparity in the Status and Risk Factors of Health Literacy: A Cross-Sectional Survey in Central China. International Journal of Environmental Research and Public Health, 17: 11.
[22] Wu, Y. (2012). Gender Gap in Educational Attainment in Urban and Rural China. Chinese Journal of Sociology, 32(4): 112–137.
[23] Xing, X. ,Liu, X., Wang, M. (2019). Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese pre-schoolers' inhibitory control. Early Childhood Research Quarterly, 48 , pp. 237-245.
[24] Yang, Y. and Guo, X. (2020). Universal basic education and the vulnerability to poverty: evidence from compulsory education in rural China. Journal of the Asia Pacific economy, 25(4): 611–633.
[25] Zuo P.X, Gu Q, Li Z.C. (2013). Factors analysis of the developmental dyslexia in Uighur children. Chinese Journal of Child Care. 21: 1254-1255,1265.
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