Reflection on Balanced Allocation of Fundamental Education Teachers in Poverty-Stricken Areas of Ethnic Minorities: Example of a Survey in the Tibetan Autonomous County of Tianzhu in Gansu Province

doi:10.1007/s11516-005-0009-5

2006, Vol. 1

Issue (1) : 140-152 https://doi.org/10.1007/s11516-005-0009-5

Reflection on Balanced Allocation of Fundamental Education Teachers in Poverty-Stricken Areas of Ethnic Minorities: Example of a Survey in the Tibetan Autonomous County of Tianzhu in Gansu Province

Yang Jun

Research Center of Educational Development of Northwest Ethnic Minorities, Northwest Normal University, Lanzhou, Gansu 730070, China

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Abstract Balanced allocation of fundamental education teachers is one of the most important ways to achieve the highest quality of compulsory education. It also guarantees an accelerated achievement of a balanced development of fundamental education. In poverty-stricken areas of ethnic minorities, unbalanced teacher allocation is a major factor that restricts the development of fundamental education. The establishment of policy system, investment mechanism, and teachers training mechanism can be an effective way to promote balanced teacher allocation and to achieve a balanced development of fundamental education in poverty-stricken areas of ethnic minorities.

Issue Date: 05 March 2006

Cite this article:

Yang Jun. Reflection on Balanced Allocation of Fundamental Education Teachers in Poverty-Stricken Areas of Ethnic Minorities: Example of a Survey in the Tibetan Autonomous County of Tianzhu in Gansu Province[J]. Front. Educ. China, 2006, 1(1): 140-152.

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https://academic.hep.com.cn/fed/EN/10.1007/s11516-005-0009-5
https://academic.hep.com.cn/fed/EN/Y2006/V1/I1/140

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