Among the most pressing problems facing education reformers was the scarcity of qualified teachers, which has led to a serious stunting of educational development. In 1986 there were about 8 million primary- and middle-school teachers in China, but many lacked professional training. Estimates indicated that in order to meet the goals of the Seventh Five-Year Plan and realize compulsory 9-year education, the system needed 1 million new teachers for primary schools, 750,000 new teachers for junior middle schools, and 300,000 new teachers for senior middle schools. Estimates predict, however, that the demand for teachers will drop in the late 1990s because of an anticipated decrease in primary-school enrollments.

To cope with the shortage of qualified teachers, the State Education Commission decreed in 1985 that senior-middle-school teachers should be graduates with two years' training in professional institutes and that primary-school teachers should be graduates of secondary schools. To improve teacher quality, the commission established full-time and part-time (the latter preferred because it was less costly) in-service training programs. Primary-school and preschool in-service teacher training programs devoted 84 percent of the time to subject teaching, 6 percent to pedagogy and psychology, and 10 percent to teaching methods. Inservice training for primary-school teachers was designed to raise them to a level of approximately two years' postsecondary study, with the goal of qualifying most primary-school teachers by 1990. Secondary-school in-service teacher training was based on a unified model, tailored to meet local conditions, and offered on a spare-time basis. Ninety-five percent of its curricula was devoted to subject teaching, 2 to 3 percent to pedagogy and psychology, and 2 to 3 percent to teaching methods. There was no similar large-scale in-service effort for technical and vocational teachers, most of whom worked for enterprises and local authorities.

By 1985 there were more than 1,000 teacher training schools--an indispensable tool in the effort to solve the acute shortage of qualified teachers. These schools, however, were unable to supply the number of teachers needed to attain modernization goals through 1990. Although a considerable number of students graduated as qualified teachers from institutions of higher learning, the relatively low social status and salary levels of teachers hampered recruitment, and not all of the graduates of teachers' colleges became teachers. To attract more teachers, China tried to make teaching a more desirable and respected profession. To this end, the government designated September 10 as Teachers' Day, granted teachers pay raises, and made teachers' colleges tuition free. To further arrest the teacher shortage, in 1986 the central government sent teachers to underdeveloped regions to train local schoolteachers.

Because urban teachers continued to earn more than their rural counterparts and because academic standards in the countryside had dropped, it remained difficult to recruit teachers for rural areas. Teachers in rural areas22b as also had production responsibilities for their plots of land, which took time from their teaching. Rural primary teachers needed to supplement their pay by farming because most were paid by the relatively poor local communities rather than by the state.

Data as of July 1987