An Empirical Analysis on the Adequacy and Balance of the Number of Teachers in Ordinary Primary School in China

DOI

10.2991/cesses-19.2019.209How to use a DOI?

Keywords

primary school teachers; urban-rural differences; educational balance; number of teachers

Abstract

The balanced development of education is a hot issue in today's society. Teacher resources are the most important factors affecting education equity. As the starting point of compulsory education, primary education plays a vital role in the growth and development of students. In recent years, China has carried out many positive explorations in narrowing the urban-rural gap in the allocation of teacher resources in primary schools, and has achieved many results. However, the uneven distribution of teacher resources for urban and rural compulsory education is still relatively obvious. In order to ensure the number of primary school teachers and promote the rational allocation of teacher resources for primary school, it is recommended to scientifically predict the needs of teachers according to the population, implement rural policy inclination, enhance teacher training, improve rural primary school infrastructure construction, improve the urban and rural primary school teacher exchange system, and stabilize rural primary school teachers.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yuwei Song
PY  - 2019/10
DA  - 2019/10
TI  - An Empirical Analysis on the Adequacy and Balance of the Number of Teachers in Ordinary Primary School in China
BT  - Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)
PB  - Atlantis Press
SP  - 927
EP  - 933
SN  - 2352-5398
UR  - https://doi.org/10.2991/cesses-19.2019.209
DO  - 10.2991/cesses-19.2019.209
ID  - Song2019/10
ER  -