One of the most commonly used measures of economic growth is GDP (gross domestic product). Because growth in China has been so exceptional, the overall reduction in poverty has been substantial. From 1978 to 2012, China's GDP growth reduced the number of rural people living in extreme poverty from 250 million in 1978 to 27 million in 2010. Despite these numbers, however, income inequality has increased. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Evidence has shown that in the 1980s the Gini coefficient in China was around 0.3, while it jumped to almost 0.55 in 2012. It is important to consider that a value of 1 corresponds to a single individual who owns all the income in the economy. Furthermore, recent studies have used CI (the indicator of poor health score) to measure the health inequality of migrant workers using a relationship between the cumulative population (classified by income) and the cumulative poor health score. A negative value indicates that poor health is concentrated in low-income groups, resulting in health inequality in favor of the rich. For example, the CI in China showed a value of -0.0866 in 2016. The purpose of this work is to present and analyze a policy using resources already in use in the academic system without additional costs to the government and/or changes in taxes. It is also important to consider that a tax is a custom collected for general public services while a tax is a charge collected for providing a service for the benefit of the people from whom the money is received. In particular, I will illustrate a conceivable policy of promoting income redistribution in China, providing more educational opportunities by setting different tuition fees depending on the area of ​​life, to encourage enrollments in specific courses for students from lower socioeconomic groups while stimulating overall productivity of work. Inequality in education can be addressed as one of the reasons for causing income inequality. Poor children and youth are less likely to access higher education because low income diminishes the potential accumulation of “human capital” (knowledge) and therefore forces poor families to cut investment in education. Since the workforce and its production efficiency may be highly dependent on education levels (perhaps in a system that generally promotes and rewards higher educational qualifications), this would in turn result in lower wages for people of the same age coming from different regions. In China, the notable difference in income and education between urban and rural areas supports this idea. Adapting university tuition fees between different specializations depending on sectors and areas could be a possible strategy. But can higher education really have the potential to raise wages? The benefits of adopting this policy and the answer to this question can be illustrated by measuring the ratio of wages earned in the United States by someone with a college degree to those earned by someone with a high school diploma. This phenomenon can be expressed with fundamental supply and demand curves. In the late 1960s the salary for college/high school was quite high. Then the supply of college students increased (a shift from S1 to S2), causing the ratio to fall until 1979. It is important to note that the fall in the ratio from 1971 to 1979 was caused by the increasing number ofstudents attending universities. In fact, the wage premium fell from 60% in 1971 to about 45% in 1979. Supply continued to expand (the percentage of the workforce with a college degree grew from 22% in 1979 to 29% in 1994) . transition from S2 to S3). The demand for college-educated labor has also increased, and the wage ratio has increased rapidly to a solid 80% for those with a bachelor's degree (a shift from D1 to D2). In China, the same result has been achieved after more than 20 years of market-oriented economic reforms, in which the average educational attainment has increased by about 60% compared especially to that of the 1980s and early 1990s. . This supports the fact that, over the years, higher education can encourage better wages. As a result, businesses can expand their operations, resulting in increased demand for labor from people from poorer areas. However, more details need to be analyzed to make this policy workable, including the negative impacts of its application. First, the various tuition fees should be determined directly by the university program administrative offices with the permission of a local non-profit entity. made up of entrepreneurs and students. Employers who are part of this authority may have the opportunity to list their production-related problems and thoughts, inspiring students to study in certain courses for which there may be high relative demand in the job market, spreading innovation also in the agricultural sectors. The appropriate policy response would be to provide pre-college information that is useful at appropriate stages of an individual's educational journey, meeting the needs of the skilled worker market in each region. For example, in the Yunnan-Guizhou plateau region, where agriculture is the main sector, universities could reduce fees for agriculture-related subjects, allowing poor students to study these specializations, resulting in greater opportunities for I work there. Secondly, university fees should be set lower in rural areas. In 2005, educational inequality between rural and urban areas accounted for more than 72% of overall educational inequality. However, giving such decision-making power to universities could actually lead to an increase in corruption, which is another major source of income inequality in China. For example, local institutions can use their power to achieve private gain by selectively promoting fees for specific courses. In this case, the anti-corruption campaign of recent years has promoted the prosecution of thousands of officials across the country. On the other hand, universities would be more sensitive to job demand in each region and this could lead to a lower variety of courses offered, especially in rural areas. A possible decrease in courses could lead to a loss of jobs in academic structures and also lead to a future reversal of the trend previously highlighted with a decrease in demand and an increase in supply, favoring a fall in wages. In this case, innovation will be vital to maintain the trend with a positive outcome. Please note: this is just an example. Get a custom paper from our expert writers now. Get a Custom Essay In conclusion, this policy offered a feasible solution using the resources already in use decreasing inequality in higher education and reducing income inequality in China. This has been demonstrated through the theory behind performance,.