In the context of globalization, this paper takes Guangzhou, a megacity in China, as a case study to explore the practical dilemmas, causes and solutions to the problem of educational equity for migrant children. The study shows that as a national central city with a high degree of globalization and a huge foreign population, Guangzhou’s migrant children face typical problems in the allocation of educational resources, such as policy admission threshold restrictions, blocked access to higher education, and difficulties in social integration. The root reason is the concrete embodiment of the profound contradiction between the labor flow driven by globalization and educational resource allocation model based on the household registration system. This paper draws on international policy experience through comparative research on international cases such as the United States and Germany. Finally, it puts forward local and systematic countermeasures and suggestions for Guangzhou: deepen the reform of household registration and finance linkage in the system and explore “money goes with people”. In terms of policies, the enrollment process should be simplified, the right to go to higher education in other places should be guaranteed, and teacher training should be strengthened. Build a multi-collaborative support network at the social level. This study aims to provide theoretical reference and practical guidance for Guangzhou and other similar megacities to solve the problem of educational equity for migrant children and improve urban inclusiveness and sustainable development.
Cite this paper
Chen, S. (2025). Drawing on International Experience to Explore the Issue of Educational Equity for Migrant Children in China: A Case Study of Guangzhou. Open Access Library Journal, 12, e14530. doi: http://dx.doi.org/10.4236/oalib.1114530.
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