Chart.3below,wecanseethatChina’spre-schooleducationfundingisfarlessthanthatofprimaryandsecondaryeducation,reachingmerely8%oftotalnationaleducationfunds.Incontrast,thefundingforthe“MigrantEducationProgram”mainlycomesfromtheU.S.FederalGovernment’s“PrimaryandSecondaryEducationAct”andtheCaliforniaOfficeofEconomicDevelopment(Yang&Zhao,2012).Theperfectservicesystemrelievesparentsfromworryingaboutneglectingtheirchildren’scareduetoworkinghoursandhelpstoreducetheextraburdenonfloatingfamilies.Similartothenine-yearcompulsoryeducationthatourcountrywantstoadoptgenerally,theK-12educationsystemintheUnitedStatesensuresthateverychildcanreceivepre-schooleducationfromanearlierage,whichensuresrelativelyfairopportunitiesfromthestartingpointofeducation.Chart.SEQChart.\*ARABIC3NationalEducationFundsInvestedinEachStageofEducation(Han,2017)Apartfrompre-schooleducation,itisalsoquitenecessarytonarrowtheregionaldifferencesineducationalfunds.Basedontheaboveanalysisoftheinfluenceofexternalfactorsoneducation,westernChina,asabackwardareaineducation,shouldimproveitseconomicdevelopmentlevelandcreateanenvironmentconducivetoeducationalinvestment(Wang&Tan,2009).Duetothelowpercapitafundinginthecentralregion,theregionshouldimproveitsregionalcompetitivenessandeconomicstrengthandnarrowthegapineducationalinvestment.Intheeasternregion,educationalfinancingchannelsshouldbebroadened.ComparingtheratioofpubliceducationexpenditureindifferentcountriestoGDPintheChart.4andexpendituresofcentralaswellaslocalgovernmentonChart.5,Ithinkthecurrentexpenditureoneducationinpublicfinanceandexpenditureoneducationincentralfinanceshouldcontinuetoincreasetohelpreducethepressureoflocalgovernmentsonlocalfinancialexpenditure.Chart.4GovernmentexpenditureoneducationasapercentageofGDP(OECD,2017)Chart.5ProportionofCentralandLocalFinancialExpenditureonEducation(Han,2017)Additionally,thehighereducationsecuritypolicyshouldreducetherestrictionfromfamilybackgroundandsocialstratum.Theguaranteeisthateveryonehasequalaccesstotheuniversity,ratherthaneveryonecanentertheidealuniversity.Therearegreatdifferencesbetweenprimaryandsecondaryeducationofdifferentregionsinourcountry.Asanimportantinterfaceforcollegeentrance,highschooleducationneedstobeextendedtohighschooleducation(Yan,2011).Thegovernmentshouldprovidebasiclivingeducationgrantsforchildrenfromlow-incomefamiliesatthejuniorandseniorhighschoolstages(Wang&Ma,2017).Itisnecessarytoestablishacompleteandconsistentpolicyofincentives,loans,andtaxrelief.6.3DevelopEducationalInformatizationWiththeincreasingemphasisoneducationinformatizationinourcountry,theinfrastructureandequipmentofschoolinformatizationshouldbeimproved.Similarly,Japanattachesgreatimportancetothebalanceddevelopmentofcompulsoryeducationamongregions,andremoteareasarealsoitsfocus,suchasvigorouslystrengtheningtheconstructionofeducationinformatizationinremoteareas.Asearlyas1955,theMinistryofEducation,Culture,andSportsactivelycarriedoutresearchandexperimentsontwo-wayteachingandactivitiesbyconnectingschoolsinremoteareaswithschoolsincitiesthroughopticalcablesandintroducingavideoconferencesystem.Japanguaranteesthebalanceofresourcesamongcompulsoryeducationregionsandletseverystudentattainingcompulsoryeducationtohavethesameeducationalresources,whichreflectsthefairnessoftheeducationalprocess.Thusfar,thestatecouldinvestheavilyindevelopingonlineeducation,educationalbigdataandcloudplatforms,andothertechnologicalproducts,sothatmorebackwardareascanenjoythesamequalityofeducationwithoutbeingaffectedbyregionalfactors.

ConclusionThepurposeofthisdissertationwastodeterminewhethersocialstratificationwilllimitthemobilityofpeoplebetweentheclassinthefuturebywatchingandinterpretingthedocumentary

TheUpSeries.

Thisdissertationevaluatesthecausesofsocialclassoneducationfrombothinternalcircumstanceandexternalcircumstances.Fortheinternalfactors,themostobviousfindingtoemergefromthisstudyisthatnomatterinwhichversionofthisdocumentary,regardingtheupperclass,theyunquestionablyhavesufficientresourcesincludingeconomicandsocialcapitals,therebysupportingtheirchildinfulfillingbotheducationandfuturecareer.Apartfromthematerialassistance,anotherdiscrepancybetweenthevariousclassesistheeducationalconceptsandmethods.Forparentswithanexcellentacademicbackground,theytendtopaymoreattentiontotheinvestmentineducation.Whilstpeopleatthebottomoftheclassindifferentcountrieshavedifferentapproaches.Inthepast,mostpoorchildrenacceptedtheideathatmakingmoneywasthemostvitalthingandeducationshouldbeendedearly.Whenitcomestotheexternalfactors,regardlessofthefactthattherearestillrestrictionsforthebottomlikeunbalanceofregionaleconomicandculturaldevelopmentwithinanationandsoon,manycountriesmadeseveralmeasurestoensuretheequalopportunityineducationviathemodificationsintheeducationalresources,financialtilt,andtechnology.Insuchways,moreandmorelower-classfamiliesrealizedtheimportanceofeducationbecausearelativeequaleducationopportunitymightmakethemreapahigherlevel.

Beinglimitedtocastingandshootingtechniquesofthefilmincludingconstructingcertainsituationsfordramaticeffect,thisstudywasnotpossibletoexplainthecomprehensiveinfluenceofthecurrentsocialclassoneducation.Despitethisemphasisonhumaninterestandnarrativesuspense,theintercuttingbetweendifferentprogramsintheseriescanstillmaketellingpointsabouttheeffectsofclassonlifechancesandpersonaleducation,thefindingssuggestthatthegovernmentmaybecapableofrelativelyequalbyvariousmeansfromthebeginningtotheendofeducationtoovercomesomeinternalfactorssuchasdiversefamilybackground.Surely,educationisthecornerstoneofacountry,furtherstudiesneedtobecarriedoutinordertouncoverthebestpracticeforoureducationalequality.References[1]Caumont,A.(2016).PewResearchCenter’smost-readresearchof2016.RetrievedFebruary2,2020from:/fact-tank/2016/12/29/pew-research-centers-most-read-research-of-2016/.[2]Clark,G.(2014).GregoryClarkonnames.RetrievedFebruary3,2020from:/2014/04/gregory-clark-on-names/.[3]Corak,M.(2010).Economicmobility,familybackground,andthewell-beingofchildrenintheUnitedStatesandCanada.TheInstitutefortheStudyofLabor,4814,5.[4]Erikson,R.etal.(1979).Intergenerationalclassmobilityinthreewesternsocieties:England,France,andSweden.BritishJournalofSociology,30(4),415–441.[5]Ishida,H.(2015).Industrialization,classstructure,andsocialmobilityinpostwarJapan.UniversityofTokyo,52,579-604.[6]Kerley,P.(2015).Whatisyour21stcenturysocialclass?RetrievedFebruary2,2020from:/news/magazine-34766169.[7]OECD.(2010).Educationataglance2010:OECDindicators(1sted.,rev.).Paris:OECDPublishing.[8]OECD.(2017).Educationataglance2017:OECDindicators(1sted.,rev.).Paris:OECDPublishing.[9]Roberson,J.E.(1996).SocialstratificationincontemporaryJapan.LondonandNewYork:KeganPaulInternational.[10]Robson,D.(2016).HowimportantissocialclassinBritaintoday?RetrievedFebruary5,2020from:/ukchina/simp/vert_fut/2016/04/160421_vert_fut_how-much-does-social-class-matter-in-britain-today.[11]Strang,E.W.etal.(1993).Servicestomigrantchildren:synthesisandprogramoptionsforthechapter1migranteducationprogram.

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