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Abstract Based on public data such as the Educational Statistics Yearbook and the National Statistics Yearbook, this paper analyzes the equalization trend of fundamental education in the Tibet Autonomous Region (hereinafter referred to as Tibet), China, using data on running conditions in primary and middle schools in Tibet from 2013 to 2020, and carries out clustering of the rankings of data from China in 2020. The results show that the equalization level of primary and middle education in Tibet has continuously improved from 2013 to 2020. This is evidenced by the increases and improvements in education funding per student, student-teacher ratios, numbers and academic qualifications of teachers, per capita teaching areas and per capita teaching assets. In 2020, the per student education fee in Tibet took the lead in China’s 31 provincial regions, and the student-teacher ratio was close to the national average. Running conditions in primary and middle schools in Tibet still require improvement. This is reflected in the low proportion of full-time teaching staff in primary and middle schools, lack of teachers with senior professional titles in middle schools, area of auxiliary teaching facilities (laboratories, computer rooms, gymnasiums, etc.) in middle schools, and especially in high schools, and shortage of teaching assets (books, computers, multimedia classrooms) in middle schools. |
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