A comparative study of compulsory education policy enactment factors in county areas — A Case Study of China’s “Teacher Rotation System” and Finland’s “Non-differentiated Funding Mechanism”

College of Education, Ludong University, Yantai, Shandong, 264000, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Educational equity in rural areas has gained growing global attention, yet challenges such as uneven teacher distribution and structural disparities remain significant. This paper compares China’s Teacher Rotation System with Finland’s Non-differentiated Funding Mechanism to examine how differing governance models and socio-cultural contexts shape rural education strategies. China’s centralized approach allows for rapid implementation and targeted redistribution, addressing short-term gaps. In contrast, Finland’s decentralized model--emphasizing teacher trust, strong preparation, and equal funding--supports long-term equity and system resilience. China’s rural education reform could benefit from enhanced teacher professionalization, improved incentives, and equity-based funding frameworks. Drawing on both models, context-sensitive reforms can help build a more inclusive, sustainable, and high-quality rural education system aligned with 21st-century demands.