![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This study examines the key historical stages of the sustainable rural education policy development, including the stage of Rural Education Restoration and Adjustment Period (1979–1985); the stage of Comprehensive Reform Period of Rural Education (1985–2003); the stage of Rural Education Coordinated Development Period (2003–2018); and the stage of Rural Education Revitalization and Development Period (2018 to present). Along with the analysis, the policy characteristics of sustainable development of rural education policy in China concentrates on adhering to the unified leadership of the Party as the fundamental, adhering to the principle of comprehensive reform, adhering to the goal of serving rural development; adhere to promoting equity in education as the main task; and adhering to the construction of teachers as the key. In addition, policy problems on the sustainable development of rural education in China are also highlighted in this study. The conclusion and remarks are finally offered in the last.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Funding
Notes on contributors
Eryong Xue
Eryong Xue, Professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.
Jian Li
Jian Li, Assistant professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.
Xingcheng Li
Xingcheng Li, Post-doctoral researcher, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.