As China’s education develops rapidly in recent years, many problems have occurred, one of which is the uneven distribution of resources. The urban regions, eastern coast and tertiary education are no doubt the beneficiaries of the imbalance. Statistics abound in support of this judgment. This situation also appears in other sides. For instance., the afterschool activities of the teenagers of the urban regions could be watch TV, go to a concert or play online games etc. They can afford the Wii Controller which is one of the coolest electronic products. In contrast, the recreation of children of the suburb region is a little bit plain. Boys walk along the streams and girls knit the grass to as a keychain that pretended themselves like beautiful ladies or princesses.
Education, as the most valuable tool in bridging the development gap among different groups of people, can promote social equality and bring hope to the poor. Equal access to education of equal quality for all groups of people, no matter where they live, in significant for our drive to build a harmonious society.
The problem also lies in the fact that China has put a large sum of money in higher learning instead of primary education, making it hard for some poverty-stricken regions to carry out basic compulsory education. This make our education development more prosperous and the kinds of the poverty strike could have the same status as other students of the urban regions.
Moreover, all this has happened against the backdrop that the state input in education accounts for less than 4 percent of its gross domestic product, a benchmark that the country has aspired to reach.
We should, therefore, by no means be complacent about the fact that China has established the world’s largest-scale educational system and become a major human resource power. But scale does not necessarily man competitiveness and equality, and quantity does not equal quality. In terms of the number of students, we may top the world in educational developemnt. But that does not mean much to us.
So long as the problem of uneven distribution of resources continues to exist, the rapid growth in, and large scale of, our education system is no cause for satisfaction. It will, understandably, take a long time to solve the problem, but we can no longer wait. This seems to have become the consensus of the state leadership and the public. What is needed is the action.