ABSTRACT
In this chapter, the analyses in the first three sections elaborate three key characteristics of the interim quasi-state school system, including belongingness to the state sector, offering quasi-state education and the interim nature. The fourth and fifth sections further reveal the challenged educational quality of these schools from the aspects of financial support, class size and the quantity, quality and stability of teachers. The challenges in educational quality are rooted in the government’s low-cost and inferior schooling approach. The whole system is treated as an emergency mechanism for solving the migrant children’s schooling problem, rather than as regular schools offering high-quality education. While realising the children’s right to education, this system does not guarantee them a “good” education.
