Eastern-Western Border Region Education Development Research on Corresponding Support

Author: Tang Dehai, Liang Wenming, and Yin Jintong
Publisher:
Publishing Date: 2006-04-01
Features: The book "Research on the Development of Education Counterpart Support in the Eastern-Western Border Areas" is a research achievement with theoretical value and practical significance obtained by the team members of the "Research on the Development of Education in Border Areas" project under the "Fifteenth Five-Year Plan" of Guangxi Education Science. Throughout the book, it is not difficult to see the hard work and efforts they have put into it. The highlights mainly include:
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The book presents a relatively complete picture of the achievements and accumulated experience in the implementation of education counterpart support between the east and west, as well as within the western border provinces, and proposes targeted strategies to address factors affecting the sustainable implementation of the project.
It explores the theory of education counterpart support in a valuable way. For example: it summarizes China's theory of educational equity and the major policy measures adopted, which holds practical significance for promoting equal educational opportunities; it constructs a theoretical framework for the diversified development of education counterpart support (central government-led planning, diversified main bodies of support, multi-level recipients of support); it establishes a running mechanism with long-term goals, including goal mechanisms, incentive mechanisms, constraint mechanisms, and supervision and evaluation mechanisms; and particularly, the book highlights the shift from "export support to win-win cooperation" as the new value orientation of education counterpart support, guiding supporters and recipients to deepen their understanding and consensus on this Chinese socialist innovation.
Using empirical methods, the book demonstrates the feasibility and scientificity of education counterpart support in the western border areas. The content is novel, well-supported by evidence, and beneficial to all readers: for the general public, it serves as a guide to understanding how China comprehensively promotes educational equity and equal opportunities; for teachers and educators, it is a teaching material that can be used for teacher training at appropriate times; for cadres at all levels, support personnel, and school administrators, it is an inspiration and reference for implementing education counterpart support work; and for educational researchers, it is a specialized book rich in information and worth savoring.
I sincerely hope that more scholars will continue to conduct in-depth research on this basis, exploring new ideas, approaches, and measures for the development of border education in China, in order to achieve new and more fruitful results.