Equity, Inclusion, and Access in Educational Systems: Evidence from China’s Educational Management Perspective

Abstract

Sustainable development has become a central prin ciple in global policy-making, with education playing a critical rol e in advancing the Sustainable Development Goals. Education is both a fundamental human right and a cornerstone of sustainable national development, serving to advance social equity and build human capital. For developing countries marked by large populations and regional disparities, ensuring equitable access, processes, and outcomes in education remains a critical governance challenge.This study examines how educational management mechanisms shape educational equity, with particular attention to regional inequality. Using China as a case study, it adopts a qualitative descriptive approach based on policy documents, statistical data, and academic literature from 2014–2024. A comparative analysis of Guangdong and Guizhou highlights the “geographic lottery” in resource distribution.Findings show that despite substantial progress in expanding access, disparities persist in funding allocation, teaching quality, and learning outcomes. Equitable resource redistribution, evidence-based policymaking, multi-level governance, and systematic monitoring emerge as key managerial mechanisms for narrowing these gaps.The study refines theoretical understandings of educational equity by incorporating governance perspectives and offers policy implications for other developing contexts, including Indonesia.