A UNESCO official highlighted China’s positive contributions to improving education quality in rural areas, particularly through teacher incentives and training programs.
Carlos Miguel Vargas, chief of UNESCO’s section for teacher development, praised China’s efforts during the launch of the United Nations Secretary-General’s high-level panel on education in Johannesburg, South Africa. This panel aims to address gaps in global education systems, aligning with UN goals to achieve inclusive and equitable quality education for all by 2030.
Vargas specifically commended China’s success in attracting teachers to rural areas. He mentioned initiatives like providing housing facilities and competitive retirement packages. These measures go beyond mere financial rewards, as they encourage teachers to integrate into the rural communities they serve.
“There is progress in China in terms of rural education,” Vargas stated, highlighting programs like accessible housing that allows teachers “to spend time with the community and respond to their needs.” Additionally, he emphasized the establishment of a UNESCO center in China, further supporting education in rural areas.
China’s Vice-Minister of Education, Wang Jiayi, echoed the importance of collaboration in improving education standards. He addressed the meeting virtually, emphasizing the value of working with organizations like UNESCO and other countries. Wang detailed China’s efforts to raise educational standards through building more colleges and enhancing teacher training.
Furthermore, Wang highlighted China’s focus on attracting teachers to rural areas and promoting education in science, technology, and innovation.
This global recognition comes alongside UNESCO’s recommendation that public education funding reach at least 6% of GDP and 20% of total government expenditure. Additionally, the organization estimates a global need of over 44 million new teachers for primary and secondary education by 2030.
China’s progress in addressing rural education challenges, particularly through teacher incentives and training, serves as an example of potential solutions for other nations facing similar obstacles. As international collaboration continues, achieving the UN’s education goals by 2030 appears more attainable.