Impact of Changes in the Policy of Caring for Left-behind Children on the Educational Problems of Left-behind Children

Yakun Zhang

doi:10.54097/ehss.v23i.12888

Authors

Yakun Zhang

DOI:

https://doi.org/10.54097/ehss.v23i.12888

Keywords:

Left-behind Children, Educational Policy, Rural Revitalization.

Abstract

To make it possible to construct a socialist nation-state and implement the plan for rural revitalisation, it is crucial to address the educational problems of rural children who are left-behind. In this regard, this article starts from a policy-making and implementation perspective and considers the impact of policy changes in caring for those children on the educational problems of them. The article uses literature analysis to analyse China’s policies related to left-behind children from 2003 to 2023. Through the method of textual analysis, the article concludes that the policy system has gone through three stages: the stage of constructing authoritative tools, the stage of cultivating capacity-building tools, and the stage of developing endogenous incentive tools. Currently, China's policies on caring for left-behind children have already become a comprehensive and systematic system, with the characteristics of multi-agency collaborative nurturing and have a certain mitigating effect on the educational problems of this group. The policy's impact on the education of those children is certain. However, there are still shortcomings in the implementation and evaluation of the current policy system, and there is a need to continue to improve the safety management system and the evaluation system, and implement the responsibilities of the main bodies, so that China can encourage the policy system related to children who are left-behind to be implementation.

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