Chinese authorities to take measures to raise level of basic education | TV BRICS, 13.03.24
Chinese authorities to take measures to raise level of basic education TV BRICS (Eng)
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China’s Efforts to Modernize Basic Education
China intends to take measures to modernise basic education and improve its quality. This was announced by Chinese Minister of Education Huai Jinpeng during a press conference on the sidelines of the 2nd session of the 14th National People’s Congress.
Optimizing Educational Institutions and Resources
Minister Huai Jinpeng stated that the government planned to further optimise the location of educational institutions, work out the rational distribution of educational resources in urban and rural areas, and improve conditions in rural schools. These efforts align with the Sustainable Development Goal 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Narrowing the Gap in Education Quality
The Education Minister added that the authorities will contribute to narrowing the gap in the quality of education between different schools. This is an important step towards achieving Sustainable Development Goal 10: Reduced Inequalities, which seeks to reduce inequalities within and among countries. By improving education quality across all schools, China is working towards creating a more equitable society.
Improving Teacher Training
In addition to optimizing educational institutions and narrowing the education quality gap, the government intends to continue improving teacher training. This aligns with Sustainable Development Goal 4, which emphasizes the importance of qualified teachers for providing quality education. By investing in teacher training, China aims to enhance the overall quality of education in the country.
According to Huai Jinpeng, China’s basic education system is the largest in the world, with some 487,900 primary and secondary schools and kindergartens.
Photo: IStock
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Number of students completing primary and secondary education |
| 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations | Gender parity index in education | |
| 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | Number of schools with child, disability, and gender-sensitive facilities | |
| 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States | Number of qualified teachers |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The article highlights China’s intention to modernize basic education and improve its quality. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
The article mentions China’s plans to optimize the location of educational institutions, improve conditions in rural schools, narrow the gap in education quality between different schools, and continue improving teacher training. These actions align with the specific targets mentioned above.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, the article mentions indicators that can be used to measure progress towards the identified targets:
– Number of students completing primary and secondary education
– Gender parity index in education
– Number of schools with child, disability, and gender-sensitive facilities
– Number of qualified teachers
These indicators can be used to track the completion rates of primary and secondary education, gender disparities in education, the availability of inclusive learning environments, and the supply of qualified teachers.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Number of students completing primary and secondary education |
| 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations | Gender parity index in education | |
| 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | Number of schools with child, disability, and gender-sensitive facilities | |
| 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States | Number of qualified teachers |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: tvbrics.com
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