Take for another
example the Yanbian Korean Autonomous Prefecture of Jilin
Province in northeast China long known as "a land
of education." The proportion of college and secondary
technical school graduates and intellectuals above the
medium grade exceeds the national average level. Schools
in ethnic minority autonomies used to seek a high proportion
of students going on to colleges. Today, they pay greater
attention to serving local economic and social development
by training primary and medium-grade professionals and
raising the overall educational level of the local people.
Ethnic minority autonomies have increased vocational education
content at the secondary school stage, made greater efforts
to eliminate illiteracy, and developed spare-time primary
and secondary education and various kinds of vocational
education.
However,
EEMP development lags quite behind educational development
of the nation as a whole. Problems afflicting economically
underdeveloped areas in remote and frontier regions include
inadequate financial input in education, a high student
dropout rate, comparatively poor teacher quality and comparatively
poor teaching quality. The Ministry of Education is formulating
plans and policies for speeding up EEMP, especially elementary
education in areas inhabited by ethnic minority people.
EEMP-related legislation is being |
|
speeded up
to ensure that EEMP will develop faster in the new century.
At the same time, attention is being paid to the development
of nationalities institutes and schools, the training
of teachers for them, and the promotion of nine-year compulsory
education in ethnic minority areas. |
