NN37, May 2006
Special Theme on Education and Training out of Poverty? A Status Report
SUCCESS STORIES BUT POLICY AND RESEARCH CHALLENGES
By Kai-ming Cheng, Hong Kong
As if it were arranged by the almighty, here in 2006, both China and India are seriously contemplating free basic education for all. In China, the National People?s Congress has endorsed in principle legislation to that effect. It was after about two years? research and negotiations that the notion of free basic education has become a consensus. Meanwhile, in India, there have always been calls for free basic education as a matter of children?s legal right and as an entry point for democratic participation. A document from the highest authority is also now in place.Understandably, the financial arrangements have become a focus of attention. In China, the nation will be classified into three regions according to their economic strengths, and will apply differential treatments by way of subsidy from the Central Government, 0%, 60% and 80% respectively. In India, 80% of the funding will come from the Central Government, across the board.
If we look carefully, the Chinese arrangement is very much the end product of a long process of interactions between the different levels of authorities, and also between the educational and financial limbs of the government. After legislation, it will very much be a matter of implementation according to the agreed plans. The scene in India could be rather different. The Central input, both in terms of legislation and funding, will be the starting point for the NGOs to work out their action plans. In a way, the movement in India was very much initiated by the NGOs who have now successfully mobilised the Central government to commit itself to a facilitating framework.
There is a difference therefore in culture, or assumptions. In China, whenever an undertaking is expected, people would start with the organisation, such as setting up the committee or bureau, appointing the officials, engineering the structure, and so forth. In India, people assume freedom, and they would prefer to achieve all that they wish for with the efforts of the grassroots NGOs, the Mothers? Committees, and the like, and will try to avoid the mediation of the officials.
Hence, while the Chinese educators complain that their Governments are doing too much and should let go, the Indian educators tend to complain that their Governments should be motivated to do more. These educators envy each other.
There are other major differences between these two gigantic nations and their two old civilisations, but this was just one example. Taken together, China and India form a spectrum of the various options for advancing education, and the society at large. This would also demonstrate to other developing countries that there is no one single great model for national development.