This article aims to analyze inter‐provincial disparities of rural education and the convergence rate, and to discuss the effects of compulsory education reform after 2001.
Abstract
Purpose
This article aims to analyze inter‐provincial disparities of rural education and the convergence rate, and to discuss the effects of compulsory education reform after 2001.
Design/methodology/approach
The article estimates the rural average education years and education Gini coefficients of China's 31 provinces (municipalities) beside Hong Kong, Macao and Taiwan from 2001 to 2008, and applies the method of “economic convergence”.
Findings
The results show that after the reform of rural compulsory education, inter‐provincial rural education disparities and educational equality have been significantly improved and trend to convergence; nevertheless the convergence rate on inter‐provincial disparities of education equality declines. The defects of the education input system – “county as principle” – has been a factor that restricts the coordinated development of rural education.
Practical limitations
This paper suggests that it is necessary for China's provincial and central government to afford the expense of compulsory education. China's present investment system would also worsen inter‐provincial inequities of education.
Social implications
Education equality is one of the basic social priorities. In China education equality has been improved; however it could be better if China's provincial and central government afforded the expenses of compulsory education.
Originality/value
This paper applies the method of “economic convergence” to analyze China's rural education disparities among its regions.
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Pooja Darda, Om Jee Gupta and Susheel Yadav
Alexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration…
Abstract
Purpose
Alexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.
Design/methodology/approach
This content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.
Findings
Alexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.
Research limitations/implications
The study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.
Originality/value
Alexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.
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Nigel Poole, Fernando Álvarez, Nora Penagos and Roberto Vázquez
The purpose of this paper is to argue for appropriate formal education for rural young people in order to sustain and enhance viable rural communities.
Abstract
Purpose
The purpose of this paper is to argue for appropriate formal education for rural young people in order to sustain and enhance viable rural communities.
Design/methodology/approach
In reviewing the literature, it bridges the gap between thinking on education and development respectively, and links schooling with the concepts of livelihoods, human and social capital and life‐skills. By way of example, it summarises an empirical study of the content and delivery of tele‐education among indigenous communities in Chiapas, Mexico.
Findings
Developing and emerging economies and regions should prioritise effective and efficient rural education which incorporates practical and technical skills appropriate to the rural context in order to include young people in the agricultural development and agribusiness of rural areas. This means delivery of education that is rural, local and particular to the context, with appropriate technology, pedagogy and curriculum.
Research limitations/implications
The concepts and argument are of wide significance. The case study findings should not be readily generalised but the implications will relevant to many remote and marginalised communities where the rural economy is weak, opportunities are few and education resources are scarce.
Originality/value
The paper links different literatures and, by also drawing on empirical evidence consistent with the literature, makes a case for a significant reorientation of rural education towards appropriate life‐skills in order to create viable rural livelihoods.
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Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of…
Abstract
Purpose
Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum.
Design/methodology/approach
A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the paradoxical treatment of place in civic education in rural schools.
Findings
Participants implemented place-based pedagogies while simultaneously promoting the narrative that students leave their home communities after graduation due to limited post-secondary opportunities (i.e. place-based learning for future (dis)placements). Participants reconciled leaving narratives and the displaced futures of students by emphasizing “the basics” devoid of place.
Originality/value
The paradoxical treatment of place, as influenced by teachers’ perceptions and civic sensibilities, contrasted with theoretical perspectives on place-based education that emphasize inhabiting and attending to place. Findings suggest the need to prepare rural civics teachers for place-conscious civic pedagogies to challenge paradoxical treatments of place and engender democratic investments in rural communities.
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Mamdouh Abdelmoula M. Abdelsalam
This study explores the relevance of education in reducing poverty in Egypt's rural and urban areas.
Abstract
Purpose
This study explores the relevance of education in reducing poverty in Egypt's rural and urban areas.
Design/methodology/approach
The study applies the logistic model to Analyse Household Income Expenditure survey data.
Findings
The results indicate that spending on education in urban regions is higher than in rural areas. Second, the percentage of illiteracy in rural areas is higher than in urban areas. Third, educational spending is significantly inversely related to poverty across various geographical regions of Egypt. Fourthly, the more educated the head of the family is, the less likely the family is to fall into poverty. Finally, the potential for education to alleviate poverty in rural areas is more significant than in urban regions of Egypt.
Research limitations/implications
The suggested approach should be applied on data from different countries.
Practical implications
The paper suggests worthy policy recommendations for policy makers in Egypt.
Social implications
Results of the study worthy as it emphases the role of education in the society.
Originality/value
Based on microdata analysis, the study compares the potential role of education in combating poverty in Egypt's urban and rural areas. Thus, it can be used as a decision-support tool for policymakers.
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Developed collaboratively by the Caldas Coffee Growers’ Committee, the Government of Caldas, university institutions, government agencies and public and private companies, the…
Abstract
Developed collaboratively by the Caldas Coffee Growers’ Committee, the Government of Caldas, university institutions, government agencies and public and private companies, the Rural Education with New School Model is a pedagogical proposal that has brought formal education from pre-school to higher education to rural inhabitants of the department of Caldas, Colombia. The model aims to be flexible and adaptable to the circumstances of children, adolescents and young people in this region of the Eje Cafetero, stimulating the construction of life projects that facilitate and promote their permanence in rural territories. This chapter aims to provide an overview of the scope and limitations of the Escuela Nueva (EN) Rural Education Model in Caldas by describing the general characteristics of the EN, identifying particularities of its implementation and examining the testimonies of graduates of the University in the field. The primary information that feeds the study comes from interviews with young people in various rural localities in the Department of Caldas. The results of the study analyse the possibilities for educational inclusion that the Universidad en el Campo has opened up for young people, as well as the achievements and challenges faced by this model, which has sought to be replicated in other Colombian departments and even in other countries. This chapter’s findings highlight the importance of examining educational experiences developed at the departmental level and the fact that the Rural Education with New School Model offers continuity from pre-school to university level to rural children, adolescents and young people, following certain pedagogical principles. This is uncommon in urban and rural regions of Latin America.
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This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking…
Abstract
Purpose
This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.
Design/methodology/approach
This study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.
Findings
The literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.
Research limitations/implications
This conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.
Practical implications
This research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.
Social implications
This research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.
Originality/value
This research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.
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Xiaofei Li, Chengfang Liu, Renfu Luo, Linxiu Zhang and Scott Rozelle
The paper aims to discuss whether the younger generation of China's rural labor force is prepared, in terms of education level or labor quality, for the future labor markets under…
Abstract
Purpose
The paper aims to discuss whether the younger generation of China's rural labor force is prepared, in terms of education level or labor quality, for the future labor markets under China's industrial upgrading.
Design/methodology/approach
Using nationally representative survey data, the paper gives detailed discussions on the young rural laborers' education attainments, and their off‐farm employment status including job patterns, working hours, and hourly wage rates. The relationship between education and employment status is analyzed and tested. Through these discussions, an employment challenge is revealed, and some policy implications are made.
Findings
This paper finds that China's young rural laborers are generally poorly educated and mainly unskilled. They work long hours and are low paid. While they lack the labor quality that will be required to meet the industrial upgrading, an employment challenge may face them in the near future. This paper also finds a strong link between education levels and employment status for the young labor force, which implies the possible effect of policies such as improving rural education.
Originality/value
Based on a solid foundation of a national rural household survey, this paper updates the understanding of the education and employment situations of the young rural labor force in contemporary China. The concern about the employment challenges raised in the paper is related to the future of China's rural labor transition and the whole economy.
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Wen Wang and Zhirong Jerry Zhao
In recent decades, the responsibility for the financing of compulsory education in rural China has rested with townships and villages which, with limited tax authority and uneven…
Abstract
In recent decades, the responsibility for the financing of compulsory education in rural China has rested with townships and villages which, with limited tax authority and uneven revenue capacity, increasingly relied on a plethora of arbitrarily imposed fees for funding. To reduce farmers’ fiscal burdens, in 2000, the central government installed a series of rural taxation reforms. Correspondingly, the central government shifted the administrative responsibilities of rural compulsory education to the county level in 2001, and implemented a series of policies to make up for the loss of revenues to education. Using a provincial-level dataset from 1998 to 2006, we examined whether and how the rural taxation reforms affected the adequacy and equity of compulsory education finance in China, addressing related theoretical and policy implications from the perspective of intergovernmental fiscal relations.
The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for public…
Abstract
Purpose
The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for public education in South Australia from the mid 1930s through to the end of World War 2. The second is the local community, with references to Karoonda (and districts) in particular.
Design/methodology/approach
The paper locates the evolution of area schools in the comprehensive public secondary schooling movement and the practice of borrowing policy initiatives from overseas and other education jurisdictions. Primary source documents have been used extensively throughout the article.
Findings
Initial resistance to the closure of small schools to form area schools was overcome by the provision of free bus transport, and the wider availability of secondary education, locally. Originally intended to provide instruction to students who would remain for most of their lives in rural communities, within ten years of opening, area schools became the means of mobility for many.
Social implications
The continuing exodus of youth from rural areas in search of “greener pastures” has become one of the main issues confronting rural communities as they search for ways to maintain viability in a competitive, market driven economy.
Originality/value
The paper is a rigorously documented historical contribution towards debate and discussion about how governments, and others, may ensure access to secondary education in rural areas in light of demographic and economic factors.