|
| EDU首页 > English > Education in China > Brief Introduction > Basic Education |
|
Basic Education in China(II)
|
||||
|
The Administration of Basic Education
|
||||
|
2001-01-01
|
||||
The central government exercises macro guidance over basic education, leaving its acturl daily management to local governments at various levels with appropriate division of labor. The MoE is responsible for formulating laws and regulations, policies and overall planning, and the basic elements of the education system; for establishing special funds for teacher training, and education in poor and minority areas, and for general supervision and guidance of the work of the local educational administrative departments. The responsibilities of provincial-level governments are to implement basic education in areas under their jurisdiction, including the design of development plans and teaching plans for local primary and secondary schools; the organization of evaluation and acceptance of accomplishment of compulsory education; the establishment of educational special funds to help poor and minority areas and the provision of subsidies to counties with inadequate educational expenditure. County-level governments bear the main responsibilities for implementing compulsory education, including the overall management of educational finance, the deployment and management of school principals and teachers, and the provision of guidance to education and instruction in primary and secondary schools. The township governments are mainly responsible for the implementation of compulsory education in the areas under their jurisdiction. The state encourages the active participation in the provision and management of primary education and secondary education (including pre-school education) by all quarters of the society so as to gradually establish the schooling system in which the government takes the main responsibility participated by all quarters of the social forces will develop together. the primary and secondary schools and kindergartens are advocated to join hands with nearby enterprises and institutions, neighborhood committees or villager's committees in setting up community educational organization to win the concern and support of various social quarters to the construction of schools. |
||||
|
||||
|
|
||
|
