The Xinjiang Production and Construction Corps (simplified Chinese: 新疆生产建设兵团; traditional Chinese: 新疆生產建設兵團; pinyin: Xīnjiāng Shēngchǎn Jiànshè Bīngtuán), known as XPCC, the PCC or Bingtuan for short, is a unique economic and semi-military governmental organization in the Xinjiang Uyghur Autonomous Region of the People's Republic of China. The XPCC has administrative authority over several medium-sized cities as well as settlements and farms all across Xinjiang. It has its own administrative structure, fulfilling governmental functions such as healthcare and education for areas under its jurisdiction. The Government of Xinjiang Uyghur Autonomous Region does not usually interfere in the administration of these areas.
The XPCC was founded by Wang Zhen in 1954 under the orders of Mao Zedong. The stated goals of the XPCC are to develop frontier regions, promote economic development, ensure social stability and ethnic harmony, and consolidate border defense. In its 50-year history, the XPCC has built farms, towns, and cities, and provided land and work for disbanded military units. The XPCC also participates in economic activities, and is known as the China Xinjian Group (simplified Chinese: 中国新建集团; traditional Chinese: 中國新建集團; pinyin: Zhōngguó Xīnjiàn Jítuán). It has a number of publicly traded subsidiaries.
Read more about Xinjiang Production And Construction Corps: History, Organization, Administrative Structure, Demographics, Economy, Culture
Famous quotes containing the words production, construction and/or corps:
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)
“L’amour pour lui, pour le corps humain, c’est de même un intérêt extrêmement humanitaire et une puissance plus éducative que toute la pédagogie du monde!”
—Thomas Mann (1875–1955)