Cultivating Equitable Education System for Tibetan Children Through Anti-Poverty Intervention Program in China

• In Event: The Role of Funding in Supporting Equitable School Reform Policies

Abstract

Due to its uniqueness in natural environment, ethnic culture and history, poverty level, the complexity of educational system, and the deficiency of educational resources, Tibet has been regarded as a typical intrinsic case for antipoverty studies of China. This study focused on implementation and effectiveness of “targeted poverty-alleviation by supporting education” (TPAE) intervention program, part of the holistic antipoverty strategy in China, and employed mixed-method case study approach to explain what the TPAE program did to influence the educational systematic change and equitable distribution of schooling resources, how the program worked, and why it worked in the case of Tibet in order to draw antipoverty patterns and lessons to be shared and learned by other societies.

Authors

• Yumei Han, Southwest University

• Wenfan Yan, University of Massachusetts - Boston