流动儿童在城市就学的教育困境 = The educational barriers faced by migrant children in China's urban cities

• Main Author: 李家馨 Li, Jia Xin
• Other Authors: Fang Xiaoping
• Format: Final Year Project
• Language: Chinese
• Published: 2019
• Subjects: DRNTU::Humanities::Language::Chinese
• Online Access: http://hdl.handle.net/10356/76476
• Institution: Nanyang Technological University

中国的义务教育面向城市户口和流动儿童长期无法取得平衡。纵使中央政府尝试从政策确立上保障流动儿童的义务教育，但户籍制度的束缚始终把流动儿童置于弱势地位。公办学校设立高门槛将流动儿童拒于门外，城市的教育资源也不允许被流动儿童竞争。所幸办学格局的多样化将教育公平的缺失稍稍弥合。民办教育的大力开发分 担了公办学校的供求压力，更为流动儿童谋求了更多入学机会。 然而这个共谋的成果还是让流动儿童被隔离于主流圈之外，经历着教育分流。难 以攻克的教育困厄造成流动儿童回流返乡，成为潜在的“留守儿童”。被城市遗弃的 教育孤儿从流动转变为留守显然不为中国政府乐见。明白问题根源所在的执政者着力 开展应对政策解决城市对流动儿童的排斥，但落实与祈望始终隔着距离。唯望教育政 策的改变能够推动教育公平趋向均衡，更为流动儿童寻得在教育环境里的立足点。 The persistence of the imbalance in China’s compulsory education continued when it was met with two groups of people – the urban, and the rural-urban migrant children. While the Chinese government attempted to protect migrant children’s rights to compulsory education by enacting laws, the restriction brought about by the country’s household registration (hukou) policy consistently placed them in a disadvantaged state. Government-owned urban schools set unrealistically high criteria for admission, thus denying migrant children the opportunity to enter and enrol. Moreover, they were disallowed from competing for educational resources in the urban cities. However, slight relief was brought upon when different types of institutions were explored, thus allowing the migrant children an equal fighting chance at a slice of the education pie in China. Non-governmental schools were widely built to resolve the demand and supply ratio disparity issue of government-owned urban schools, as well as to grant migrant children a chance at receiving compulsory education. Despite all these efforts, migrant children remained excluded from the public’s social circle, and had to experience various kinds of education streaming. As the possibility of breaking through the education barriers were slim, the migrant children returned to where they came from, and were likely to be a left-behind children again. It is not in the government’s favour to have the returnee children add on to the population of China’s left-behind children. Understanding the root cause was due to society turning its’ back on the migrant children, the Chinese government implemented regulations to resolve the issue. However, there is still a wide gap between the expected outcome and reality. It is with great hope that the changes in education policies can bring about equity and fairness for the migrant children, thus creating a greater space of inclusion for them in the education landscape.