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Related Experiment Video

Updated: May 29, 2025

Use of Principal Components for Scaling Up Topographic Models to Map Soil Redistribution and Soil Organic Carbon
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Educational sustainability: A multi-scale elementary school resource distribution variability from China.

Jiali Cai1,2, Wenhua Wei1

  • 1College of Education, Guizhou Normal University, Guiyang, 550025, China.

Heliyon
|February 3, 2025
PubMed
Summary

Educational resource allocation in China has improved, with decreased internal variability and enhanced rural resources. However, disparities in highly qualified teachers persist between urban and rural areas, particularly in the west.

Keywords:
Education sustainabilityEducational resourcesElementary schoolEmpirical study

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Area of Science:

  • Educational Policy
  • Resource Allocation
  • Sustainable Development

Background:

  • Equitable educational resource allocation is vital for sustainable development.
  • Assessing resource distribution requires multi-scale and multi-dimensional indicators.
  • China's regional development presents a case study for educational resource variability.

Purpose of the Study:

  • To develop a framework for assessing educational resource allocation indicators.
  • To analyze spatio-temporal variability in educational resource allocation across China's regions and development periods.
  • To identify policy impacts on educational resource equity.

Main Methods:

  • Developed a framework integrating multi-scale and multi-dimensional indicators.
  • Analyzed intra-regional and inter-regional variability in educational resources.
  • Examined spatio-temporal coupling variability characteristics using indicators like the Gini coefficient and coupling-cumulative variance ratio (CVR).

Main Results:

  • Internal variability of primary education resources significantly decreased across China's regions.
  • Macro-policy regulation reduced disparities in physical educational resources between regions.
  • The Rural Revitalization Strategy enhanced rural educational and physical resources.
  • Regional variability in teachers per capita with graduate degrees widened, especially between eastern urban and western rural areas.

Conclusions:

  • China has made progress in reducing educational resource disparities, particularly in physical resources and rural areas.
  • Persistent and widening gaps in highly qualified teachers highlight ongoing equity challenges.
  • A dynamic mechanism involving supervision, cooperation, communication, and guidance is proposed to maintain educational resource equity.
  • Methodological and data recommendations are offered for analyzing equitable resource distribution in other developing nations.