Willingness of Participating in New Professional Farmers' Training:Assessing the Role of Economic Capital,Educational Opportunity and Technology Inducement
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- 英文论文题名：Willingness of Participating in New Professional Farmers' Training: Assessing the Role of Economic Capital, Educational Opportunity and Technology Inducement
- 年：2016
- 英文论文关键词：Urbanization ; New professional farmers ; Willingness ; Factors ; Countermeasures
- 会议召开时间：2016-10-29
- 会议录名称：第四届中国农村教育高端论坛暨第二届现代田园教育论坛论文集
- 语种：英文
- 分类号：G725
- 学会代码：DBSF
- 会议名称：第四届中国农村教育高端论坛暨第二届现代田园教育论坛
- 会议地点：中国四川成都
- 主办单位：教育部人文社科基地东北师大农村教育研究所、中国人民大学教育学院、成都市统筹城乡教育发展研究中心
- 学会名称：东北师范大学农村教育研究所
- 页数：11
- 文件大小：1829k
- 原文格式：D
- 会议级别：全国
摘要
Urbanization is the most significant social change since Reform and Opening policy carried out in China. In the process of urbanization, and movement of population from the countryside to the city are emerging. Along with Rural-Urban Migration, in rural areas, problems such as lacking of agricultural labors, losing of agricultural land and lowering agricultural productivity, are obstructing the development of modern agriculture. Thus, it is crucial to train rural labor into new professional farmers who are knowledgeable, skilled, well handled and managing in the agricultural activities. And in the process of training new professional farmers, the key point is to understand their willingness of training, which exerts much influence on the quality of training. In fact, the willingness of new professional farmers' training(NPFT) is influenced by many factors such as gender, age, total annual household income, etc. Therefore, based on lifelong education theory, this study aims to analyze factors influencing rural labor's willingness of attending NPFT through a combination of questionnaires and interviews. In this paper, the binary logit model was adopted to analyze the factors on the willingness of participating in NPFT by selecting four ranges of factors including individual characteristics, economic capital, educational opportunity and technology inducement. And the data were collected from 543 questionnaires based on researched in Taibai, Ningqiang and Yanchang county in Shaanxi province. The result showed that the willingness of agricultural labor to participate in NPET is impacted by several related factors, such as the age, average land area and the total annual household income and training experience. The study suggests that new professional farmers' training system should be improved to meet the needs of agricultural labor. Then capital investment should be increased by government and a diversified investment system should be established. Lasty, the positive role of the training group who have experience should be made full use of to mobilize the enthusiasm of the rural labors.
Urbanization is the most significant social change since Reform and Opening policy carried out in China. In the process of urbanization, and movement of population from the countryside to the city are emerging. Along with Rural-Urban Migration, in rural areas, problems such as lacking of agricultural labors, losing of agricultural land and lowering agricultural productivity, are obstructing the development of modern agriculture. Thus, it is crucial to train rural labor into new professional farmers who are knowledgeable, skilled, well handled and managing in the agricultural activities. And in the process of training new professional farmers, the key point is to understand their willingness of training, which exerts much influence on the quality of training. In fact, the willingness of new professional farmers' training(NPFT) is influenced by many factors such as gender, age, total annual household income, etc. Therefore, based on lifelong education theory, this study aims to analyze factors influencing rural labor's willingness of attending NPFT through a combination of questionnaires and interviews. In this paper, the binary logit model was adopted to analyze the factors on the willingness of participating in NPFT by selecting four ranges of factors including individual characteristics, economic capital, educational opportunity and technology inducement. And the data were collected from 543 questionnaires based on researched in Taibai, Ningqiang and Yanchang county in Shaanxi province. The result showed that the willingness of agricultural labor to participate in NPET is impacted by several related factors, such as the age, average land area and the total annual household income and training experience. The study suggests that new professional farmers' training system should be improved to meet the needs of agricultural labor. Then capital investment should be increased by government and a diversified investment system should be established. Lasty, the positive role of the training group who have experience should be made full use of to mobilize the enthusiasm of the rural labors.
Urbanization is the most significant social change since Reform and Opening policy carried out in China. In the process of urbanization, and movement of population from the countryside to the city are emerging. Along with Rural-Urban Migration, in rural areas, problems such as lacking of agricultural labors, losing of agricultural land and lowering agricultural productivity, are obstructing the development of modern agriculture. Thus, it is crucial to train rural labor into new professional farmers who are knowledgeable, skilled, well handled and managing in the agricultural activities. And in the process of training new professional farmers, the key point is to understand their willingness of training, which exerts much influence on the quality of training. In fact, the willingness of new professional farmers' training(NPFT) is influenced by many factors such as gender, age, total annual household income, etc. Therefore, based on lifelong education theory, this study aims to analyze factors influencing rural labor's willingness of attending NPFT through a combination of questionnaires and interviews. In this paper, the binary logit model was adopted to analyze the factors on the willingness of participating in NPFT by selecting four ranges of factors including individual characteristics, economic capital, educational opportunity and technology inducement. And the data were collected from 543 questionnaires based on researched in Taibai, Ningqiang and Yanchang county in Shaanxi province. The result showed that the willingness of agricultural labor to participate in NPET is impacted by several related factors, such as the age, average land area and the total annual household income and training experience. The study suggests that new professional farmers' training system should be improved to meet the needs of agricultural labor. Then capital investment should be increased by government and a diversified investment system should be established. Lasty, the positive role of the training group who have experience should be made full use of to mobilize the enthusiasm of the rural labors.
引文
Bengtsson J.(2013).National strategies for implementing lifelong learning(LLL)-the gap between policy and reality:An international perspective.International Review of Education,59(3):343-352.
Becker,Gary S.(1964):Human Capital.A Theoretical and Empirical Analysis,with Special Reference to Education.1st Ed.New YorkLondon.
China's urbanization rate has reached 56.1%of the urban resident population of up to Seven hundred and seventy million http://www.china.com.cn/guoqing/2016-02/02/content_37713840.htm
Dailey,A.L.,Conroy,C.A.,&Shelley-Tolbert,C.A.(2010).Using agricultural education as the context to teach life skills.Journal of Agricultural Education,42(1),11--20.
Du,W.(2014).The resarch on the New professional farmers’training and countermeasure in Hubei Province.Hubei Agricultural Sciences,53:17.(10).
Di,C.H.(2009).Study on the demand of main types of technical service for farmers.Nanjing Agricultural University.
Fan,X.Z.(2007).education economics.Second edition.Beijing:Renmin University of China press.
Fan,X.Zhao,D.(2015).On Diversified Needs and Political Transformation of New Professional Farmers under Perspective of Lifelong Education--Based on the Empirical Investigation on Taibai County of Shaanxi Province.Vocational and technical education 10(28).
Guo,Z.Q.,Qi,G.,Y,H.,Zhao,P.,&Bai,Y.(2012).Research on cultivate the new peasant vocational problems.Chinese Vocational and technical education(15),7-13.
Gao,J,.(2015).Precise targeting of the exploration and practice of classification training on-demand supply-Xinjin County of Sichuan Province,the new occupation farmer training.Rural economy,(2):109-114.
Griffin,C.(2006).Research and policy in lifelong education.International Journal of Lifelong Education,25,561-574.
Harrel,F.E.(2015).Binary Logistic Regression.Regression Modeling Strategies.Springer International Publishing.
Holford,J.(2014).Adult and lifelong education:the european union,its member states and the world.International Journal of Lifelong Education,33(3),267-274.
Hu Linzhao.(2014).Research on new occupation farmer's cultivation.Guangdong agricultural science,7(7),233-236.
Jiang,X.,S,W.J,Xu,X.(2015).Current situation and influencing factors of migrant workers'vocational skills training--take the construction industry as an example.The Research World,(7):32-36.
Jin,X.B.(2009).education economics.Fourth edition.Beijing:People's Education Press:54;89.
Li,N.,Yu,Y.F,Zhu,X.J.(2013)Analysis on the willingness of new farmers to participate in training The Research world,10:40-42
Liu,Y.,Shao,H.T.,Zhang,D.M.(2015).Analysis on th Correlation between Income Level and Training Demand for Professional Farmers-Base on a Questionnaire Survey in Hebei Province.vocational and technical education,27:64-67.
Lv,L.M.,Xu,C.M.(2014).The role of foreign governments in the training of farmers and its implications for China.Vocational Education Forum(16),61-64.
Luo,M.Q.(2014).Agricultural Vocational Colleges:an important platform for the cultivation of new farmers.Chinese vocational and technical education 10(15):58-61.
National Bureau of Statistics:in 2014 China's urbanization rate reached 54.77%,http://www.ce.cn/xwzx/gnsz/gdxw/201501/20/t20150120_4386891.shtml
Ma,W.S.(2014).new occupation farmer education and training of vocational education.The forum,3(3):54-56.
Mathijs E.(2002).Social capital and farmers'willingness to adopt countryside stewardship schemes.General Information,32(1):13-16(4).
Walingo,M.K.(2006).The role of education in agricultural projects for food security and poverty reduction in kenya.International Review of Education,52(3),287-304.
Pack,H.,&Todaro,M.(1969).Technological transfer,labour absorption,and economic development.Oxford Economic Papers,21(3),395-403.
Mi,S.H.,H,Z.H.,&Zhu,Q.B.(2014)new professional farmers:current situation characteristics,growth path and policy needs--Based on the survey of Zhejiang,Hunan,Sichuan and Anhui.The rural economy(8).
Ministry of agriculture to start a new professional farmers cultivate pilot.http://www.farmer.com.cn/zt/kjpds/xg/201307/t20130724_870873.htm
No.1 document from the national central government in 2016,2012http://www.china.com.cn/legal/2016-01/28/content_37680784.htm
No.1 document from the national central government in 2015,2015.http://finance.sina.com.cn/china/20150201/190721447869.shtml[2015-04-02]
No.1 document from the national central government in 2012,2012.http://www.china.com.cn/policy/txt/2012-02/02/content_24528271_5.htm[2015-06-30]
No.1 document from the national central government in 2013,2013.http://www.gov.cn/jrzg/2013-01/31/content_2324293.html[2015-06-30].
Rola,A.C.,Jamias,S.B.,Quizon,J.B.,Rola,A.C.,Jamias,S.B.,&Quizon,J.B.(2002).Do farmer field school graduates retain and share what they learn?:an investigation in iloilo,philippines1.
Sen,A.,(1999),Development as Freedom,Oxford:Oxford University Press
Shan,W.X.(2014).China's new occupation farmer training:Based on the analysis of Hunan province Shimenn County 500 questionnaires.Occupation technology education,35(16):71-74.
Shu,J.H.,L,Z.L.,Wu,Y.G.,Liu,H.M.(2015).Colleges Based on occupation orientation and transformation of the new occupation farmer training.China occupation technology education,1(01):72-73.
Trauger,A.,Sachs,C.,Barbercheck,M.,Kiernan,N.E.,Brasier,K.,&Findeis,J.(2008).Agricultural education:gender identity and knowledge exchange.Journal of Rural Studies,24(4),432-439.
Trauger,A.,2004.‘‘Because they can do the work’’:women farmers in sustainable agriculture in Pennsylvania,USA.Gender.Place and Culture 11,289-307
Schultz,T.W.(1962).Investment in human capital:The role of education and research.New York:The Free Press
Schultz,T.W.(1981).Investing in people:,the economics of population quality.Berkeley Calif,4(100),206-207.
Walingo M K.(2006).The Role of Education in Agricultural Projects for Food Security and Poverty Reduction in Kenya.InternationalReview of Education,52(3):287-304.
Weinberg,M.,Lemelle,S.,&Ranz,J.(2014).Factors impacting the decision to participate in and satisfaction with public/community psychiatry fellowship training.Community Mental Health Journal,50(7),765-770.
WU,Y.X.(2014)Research on Status and Strategies of New Professional Farmers'Cultivation--Based on Empirical Analysis of Pingjiang County and Liling City in Hu nan Province.Vocational and technical education07:57-61.
Xie,G.D.,(2011).Lifelong education in China The East Asian journal for adult education and community studies Vocational and technical education(16),73-120,
Yang,C.M.,Zhang,M.H.,()Study on the Cultivation of New Professional Farmers in China Based on Multiple Perspectives,Vocational and technical education(28),76-82.
Zhao,B.H,Zhang,L.,Zhang,R.Q.(2013).China's new occupation farmer training model.Higher agricultural education,4(04):107-1un12.
Zhu,Q.B.Mi,S.H.,Huang,L.L.(2014).The new professional farmers in skills training and the wishes of the influen,cing factors of--Based on the scale of planting industry farmers empirical analysis.Zhejiang Journal of Agricultural Sciences,05(5):1361-1367.
Zhu,Q.Z.(2013).new occupation farmer and the family farm.Journal of China Agricultural University:Social Science Edition,02(02):157-159.
Zhu,M.Qi,Z.H,Wu,L.Y,L,X.R,Tang,S.Y.(2015).Empirical ananlysis ion factors of new agricultural business entities’agricultural technology needs:taking 385 scaled rice farmers in sourthern Jiangsu province as the example.China Rural Survey,01:30-38+93-94.
Becker,Gary S.(1964):Human Capital.A Theoretical and Empirical Analysis,with Special Reference to Education.1st Ed.New YorkLondon.
China's urbanization rate has reached 56.1%of the urban resident population of up to Seven hundred and seventy million http://www.china.com.cn/guoqing/2016-02/02/content_37713840.htm
Dailey,A.L.,Conroy,C.A.,&Shelley-Tolbert,C.A.(2010).Using agricultural education as the context to teach life skills.Journal of Agricultural Education,42(1),11--20.
Du,W.(2014).The resarch on the New professional farmers’training and countermeasure in Hubei Province.Hubei Agricultural Sciences,53:17.(10).
Di,C.H.(2009).Study on the demand of main types of technical service for farmers.Nanjing Agricultural University.
Fan,X.Z.(2007).education economics.Second edition.Beijing:Renmin University of China press.
Fan,X.Zhao,D.(2015).On Diversified Needs and Political Transformation of New Professional Farmers under Perspective of Lifelong Education--Based on the Empirical Investigation on Taibai County of Shaanxi Province.Vocational and technical education 10(28).
Guo,Z.Q.,Qi,G.,Y,H.,Zhao,P.,&Bai,Y.(2012).Research on cultivate the new peasant vocational problems.Chinese Vocational and technical education(15),7-13.
Gao,J,.(2015).Precise targeting of the exploration and practice of classification training on-demand supply-Xinjin County of Sichuan Province,the new occupation farmer training.Rural economy,(2):109-114.
Griffin,C.(2006).Research and policy in lifelong education.International Journal of Lifelong Education,25,561-574.
Harrel,F.E.(2015).Binary Logistic Regression.Regression Modeling Strategies.Springer International Publishing.
Holford,J.(2014).Adult and lifelong education:the european union,its member states and the world.International Journal of Lifelong Education,33(3),267-274.
Hu Linzhao.(2014).Research on new occupation farmer's cultivation.Guangdong agricultural science,7(7),233-236.
Jiang,X.,S,W.J,Xu,X.(2015).Current situation and influencing factors of migrant workers'vocational skills training--take the construction industry as an example.The Research World,(7):32-36.
Jin,X.B.(2009).education economics.Fourth edition.Beijing:People's Education Press:54;89.
Li,N.,Yu,Y.F,Zhu,X.J.(2013)Analysis on the willingness of new farmers to participate in training The Research world,10:40-42
Liu,Y.,Shao,H.T.,Zhang,D.M.(2015).Analysis on th Correlation between Income Level and Training Demand for Professional Farmers-Base on a Questionnaire Survey in Hebei Province.vocational and technical education,27:64-67.
Lv,L.M.,Xu,C.M.(2014).The role of foreign governments in the training of farmers and its implications for China.Vocational Education Forum(16),61-64.
Luo,M.Q.(2014).Agricultural Vocational Colleges:an important platform for the cultivation of new farmers.Chinese vocational and technical education 10(15):58-61.
National Bureau of Statistics:in 2014 China's urbanization rate reached 54.77%,http://www.ce.cn/xwzx/gnsz/gdxw/201501/20/t20150120_4386891.shtml
Ma,W.S.(2014).new occupation farmer education and training of vocational education.The forum,3(3):54-56.
Mathijs E.(2002).Social capital and farmers'willingness to adopt countryside stewardship schemes.General Information,32(1):13-16(4).
Walingo,M.K.(2006).The role of education in agricultural projects for food security and poverty reduction in kenya.International Review of Education,52(3),287-304.
Pack,H.,&Todaro,M.(1969).Technological transfer,labour absorption,and economic development.Oxford Economic Papers,21(3),395-403.
Mi,S.H.,H,Z.H.,&Zhu,Q.B.(2014)new professional farmers:current situation characteristics,growth path and policy needs--Based on the survey of Zhejiang,Hunan,Sichuan and Anhui.The rural economy(8).
Ministry of agriculture to start a new professional farmers cultivate pilot.http://www.farmer.com.cn/zt/kjpds/xg/201307/t20130724_870873.htm
No.1 document from the national central government in 2016,2012http://www.china.com.cn/legal/2016-01/28/content_37680784.htm
No.1 document from the national central government in 2015,2015.http://finance.sina.com.cn/china/20150201/190721447869.shtml[2015-04-02]
No.1 document from the national central government in 2012,2012.http://www.china.com.cn/policy/txt/2012-02/02/content_24528271_5.htm[2015-06-30]
No.1 document from the national central government in 2013,2013.http://www.gov.cn/jrzg/2013-01/31/content_2324293.html[2015-06-30].
Rola,A.C.,Jamias,S.B.,Quizon,J.B.,Rola,A.C.,Jamias,S.B.,&Quizon,J.B.(2002).Do farmer field school graduates retain and share what they learn?:an investigation in iloilo,philippines1.
Sen,A.,(1999),Development as Freedom,Oxford:Oxford University Press
Shan,W.X.(2014).China's new occupation farmer training:Based on the analysis of Hunan province Shimenn County 500 questionnaires.Occupation technology education,35(16):71-74.
Shu,J.H.,L,Z.L.,Wu,Y.G.,Liu,H.M.(2015).Colleges Based on occupation orientation and transformation of the new occupation farmer training.China occupation technology education,1(01):72-73.
Trauger,A.,Sachs,C.,Barbercheck,M.,Kiernan,N.E.,Brasier,K.,&Findeis,J.(2008).Agricultural education:gender identity and knowledge exchange.Journal of Rural Studies,24(4),432-439.
Trauger,A.,2004.‘‘Because they can do the work’’:women farmers in sustainable agriculture in Pennsylvania,USA.Gender.Place and Culture 11,289-307
Schultz,T.W.(1962).Investment in human capital:The role of education and research.New York:The Free Press
Schultz,T.W.(1981).Investing in people:,the economics of population quality.Berkeley Calif,4(100),206-207.
Walingo M K.(2006).The Role of Education in Agricultural Projects for Food Security and Poverty Reduction in Kenya.InternationalReview of Education,52(3):287-304.
Weinberg,M.,Lemelle,S.,&Ranz,J.(2014).Factors impacting the decision to participate in and satisfaction with public/community psychiatry fellowship training.Community Mental Health Journal,50(7),765-770.
WU,Y.X.(2014)Research on Status and Strategies of New Professional Farmers'Cultivation--Based on Empirical Analysis of Pingjiang County and Liling City in Hu nan Province.Vocational and technical education07:57-61.
Xie,G.D.,(2011).Lifelong education in China The East Asian journal for adult education and community studies Vocational and technical education(16),73-120,
Yang,C.M.,Zhang,M.H.,()Study on the Cultivation of New Professional Farmers in China Based on Multiple Perspectives,Vocational and technical education(28),76-82.
Zhao,B.H,Zhang,L.,Zhang,R.Q.(2013).China's new occupation farmer training model.Higher agricultural education,4(04):107-1un12.
Zhu,Q.B.Mi,S.H.,Huang,L.L.(2014).The new professional farmers in skills training and the wishes of the influen,cing factors of--Based on the scale of planting industry farmers empirical analysis.Zhejiang Journal of Agricultural Sciences,05(5):1361-1367.
Zhu,Q.Z.(2013).new occupation farmer and the family farm.Journal of China Agricultural University:Social Science Edition,02(02):157-159.
Zhu,M.Qi,Z.H,Wu,L.Y,L,X.R,Tang,S.Y.(2015).Empirical ananlysis ion factors of new agricultural business entities’agricultural technology needs:taking 385 scaled rice farmers in sourthern Jiangsu province as the example.China Rural Survey,01:30-38+93-94.
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