Abstract:
This case study is concerned with the perceptions towards education for the socio-economic development of one area in China. Its intention is to put into context the complex relationship between education and development, with respect to China's move towards a socialist market economy, coupled with the global trend to decentralize education. This study examines how leaders, teachers, parents, and students in Shangri-la perceive education amidst the rapidly changing economic conditions of the region. Furthermore, this study explores perceived problems that educational actors face within the unique multi-ethnic and geographically constraining environment of the Diqing Tibetan Autonomous Prefecture in Yunnan Province. Attention is given to values, perceptions, attitudes, and aspirations of educational stakeholders towards their current conditions, in light of the Central Government's desires to modernize and develop the western regions of China.
Questionnaires and interviews are analyzed from the perspective of a participatory approach to development, which recognizes that people are capable of improving their situation when they first are able to determine their own problems and voice their concerns. Parents and children in Shangri-la face a plethora of difficulties in seeing their educational goals realized. School fees, poor school infrastructure, and distances to schools are some obstacles they encounter. Similarly, teachers and leaders experience unique challenges for improving education in Shangri-la. Lack of educational funding, illiteracy, and teacher qualifications are some of the barriers they confront. Both groups have perceptions of their experiences with education, and these values and attitudes play an important role in their behavior to solve less than ideal educational realities. In simple terms, people perceive that education should be a certain way, but when it is not, they then face certain choices. Those choices will affect their capabilities for social and economic development.
The study suggests that moral and behavioral norms continue to be of major importance for education in Shangri-la, particularly from the standpoint of leaders and teachers. Likewise, while market reforms have improved economic opportunities in the region, parents and students are not convinced that education is the panacea they seek for their socio-economic advancement.
