EDUCATIONAL TRANSIT AND REGIONAL DISPARITIES: SOCIOECONOMIC IMPACTS AND POLICY FRAMEWORKS OF RURAL-TO-URBAN STUDENT MIGRATION

Abstract

The educational migration from rural to urban areas tends to be either presented as a vehicle for upward mobility or as a “brain drain” for sending areas. This paper will argue that both framings are incomplete. It is a multilevel lens to explore education-motivated migration, including children moving with caregivers; household migration to access urban schools; rural-origin students moving to undertake tertiary education; daily commuters and return or repeat educational migration. The four related mechanisms identified in a narrative synthesis are: the variably distributed geography of educational provision, socioeconomic selection into mobility, inequities in educational experiences and transitions, and the redistribution of human, financial and social resources from origin to destination place. The evidence from China is particularly rich, with comparative evidence from South Africa, the United States, Italy, Kazakhstan, Bangladesh, Australia, Brazil and other contexts showing some repeated mechanisms and some that are context specific. Mobility can enhance access to educational opportunities and long-term success, but it may only benefit those who have the capacity to take advantage of it, and in the context of school quality, admission policies and post-study labour-market access. Rural schools and communities can also be weakened by selective outflows and destinations can limit student advancement and/or segment students. The paper proposes a place-sensitive policy framework, which features portable education entitlements, population responsive funding, enhanced rural provision, transition supports and regional graduate employment strategies. The goal of the central policy must not be to limit student mobility, but to truly make it a choice and ensure that opportunity is not tied to the capacity of the family to move.