There are groups of people in China who have low income and live a
poor life. They hold a relatively disadvantaged position in
society. We call them low-income groups. The basic reason is that
they lack knowledge and skills that enable them to obtain a good
profession or high income. How to solve the problem? Through
education. Only education can help them out of poverty.
Most Chinese farmers are in these groups, with a key factor being
that they have received low-level education. A survey by D. Gale
Johnson, former president of the American Economic Association,
economics professor at University of Chicago and an
honorary professor of Peking University who
has done considerable research on the gap between Chinese urban and
rural areas, shows that Chinese farmers' income grows by 3.5-5.5
percent if they go to school for one more year. That is to say, if
Chinese farmers can receive education for four more years, the
income gap between urban and rural workers will be reduced by 15-20
percent. The influence of education to farmers is not immediate,
but strong and far-reaching.
Similarly, the first group of laid-off workers in cities are often
those lacking knowledge and skills. They didn't get enough
education when they were children, nor did they continue their
education or improve their knowledge during work. Once they are
laid off, it becomes more difficult for them to find another
job.
"Graduation of a poor student from college means graduation of a
family from low-income groups," said Su Yan from Pufang Group of
Hubei Province at the recently concluded fifth Session of the Ninth
National People's Congress (NPC). However, education fees are
becoming higher and higher, and a poor family can hardly support a
child through to graduation. To avoid the unfavorable consequences
of this scenario, Su has called for policies in favor of low-income
groups.
Compared with other investments, investment in education will reap
rewards in at least 15 years. For the benefit of the whole society,
government must take the opportunity to popularize national
education. The rapid economic development of Western countries
after World War II in a large degree can be attributed to the
improvement of the quality of education.
In
the Report on the Implementation of the Central and Local
Budgets for 2001 and on the Draft Central and Local Budgets for
2002, Chinese Finance Minister Xiang Huaicheng said that China
gradually has increased its investment in science and education
gradually and effectively implemented its strategy of developing
the country through science and education. Expenditures for
education from the central budget for 2001 totaled 21.3 billion
yuan, of which expenditures in higher education were 11.816 billion
yuan. In 2002, a total of 25. 1 billion yuan of expenditures for
education and a total of 40.8 billion yuan of expenditures for
science and technology are earmarked in the central budget. The
expenditure in higher education is 15.098 billion yuan, up 27.77
percent from the previous year. Despite this great progress, the
investment in education of China is only one-third the average
level of developed countries and half the average level of
developing countries.
As
early as the 1980s, some warned that China would face serious
results if its backwardness in education were not changed quickly.
Recently, deputies to NPC and members of Chinese People's Political
Consultative Conference (CPPCC) also called for greater investment
in higher education.
Basic education is another big concern of NPC deputies and CPPCC
members. Wu Changshun, former president of Beijing No.5 Middle
School, urged that compulsory education free of charge be realized
as early as possible. China's per capita gross domestic product
(GDP) exceeded US$800 in 2000, he said, so it is possible for the
country to realize the compulsory education. Liu Bin, who has been
in charge of basic education for 16 years, said that compulsory
education in rural areas must be supported with government's
financial budget.
At
present, some 10 percent of primary school students, 50 percent of
junior high school students and 75 percent of senior high school
students still cannot gain access to a higher level education. And
college students only account for 9 percent of youths of the same
age. While in the United States, Europe, Japan and Republic of
Korea, the figure goes to 35-50 percent.
To
change this situation, approaches to education investment body must
become more diversified. In 1999, China deepened its reform in
higher education. Many colleges and universities began enrolling
more students, and a lot of private funds went into education,
especially into higher education. Premier Zhu Rongji took education
investment and consumption as an important part of expanding
domestic needs. If a college student spends 10,000 yuan each year,
the 500,000 students by extra enrolling will consume 5 billion
yuan. This will be a great contribution to China, which is now
experiencing deflation.
Another way to raise education funds is to sell education lottery
tickets, according to Zhu Jiongqiang, a CPPCC member. China's
education needs a large sum of money since it covers a wide range
of people. Based on experiences in issuing welfare and sports
lottery tickets, Zhu thought the education lottery ticket also was
possible. What's more, China can learn from foreign countries by
encouraging private and enterprise donations to education and then
giving preferences to donators.
After China joins the World Trade Organization, education
globalization will become a trend. Foreign education funding will
come to China sooner or later. There are great opportunities for
the Chinese education cause. If China can change ideas early and
perfect its operation model and relative rules, Chinese education
will surely face a new situation.
(科學時報 [Science Times]
translated by Li Jinhui for china.org.cn March 26, 2002)