Disadvantaged people still cannot support their children’s education until their children complete their school due to a lack of income. Although the government has been largely investing in the education sector by promoting free education,  the cost of school is still too onerous for many families to handle. As such, many are forced to out of schools in order to work and support their family.

The budget allocated for education in rural areas is much less than that of cities and teachers in these schools also tend to be less qualified.

The evaluation of the overall quality of education in the rural area (National Examinations) in a primary school, lower secondary school and high school is lower than that of many developing countries, especially in subjects such as Mathematics, Science, English and Social Studies. One of the reasons is an atmosphere in the classroom in which students are not encouraged to learn and think by themselves.

Most qualified teachers want to work in a school located in a city, and people who are highly qualified and competent to work in the academic field do not want to become  teachers because of the low income associated with such positions. Thus academic institutions inevitably are forced to recruit less qualified personnel. Moreover, according to the school quality assurance system, teachers have to spend considerable time preparing documentation for evaluations, so the time for developing teaching methodology is greatly reduced.