我国职业教育扶贫模式研究——基于2015-2018年网络报道的内容分析
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摘要
通过利用ROST CM 6.0软件对2015-2018年间以"职教扶贫"为主题的网络报道实施内容分析,获得我国职业教育扶贫"招生模式""育人模式""就业模式""创业模式"及"捐助模式"的核心要素和内容特征,在归纳上述五大模式并构建"综合模式"后,发现当前职教扶贫以中等职业院校为实施主体,企业、行业和高职院校的参与度有待进一步加强。在"2020年后"扶贫时代,我国"职教扶贫模式"的发展和转型方向为:从"多元扶贫主体"转向"全员扶贫主体";将"农民"视为一种职业,开发使其成为一种体面职业,并提升其收入的途径。
By using ROST CM 6.0 software to analyze the content of online reports on the theme of"poverty alleviation through vocational education"from 2015 to 2018, the core elements and content characteristics of"enrollment mode","education mode", "employment mode","entrepreneurship mode"and"donation mode"of poverty alleviation through vocational education in China are obtained. Based on the summarization of the above five modes and the construction of"comprehensive model", it is found that secondary vocational colleges are the subject of poverty alleviation through vocational education, and the participation of enterprises, industries and vocational colleges needs to be further strengthened. In the"post-2020"poverty alleviation era, the development and transformation direction of the"poverty alleviation model through vocational education"in China are: Transforming from the"multiple poverty alleviation subjects"to the"all-staff poverty alleviation subjects"; regarding"farmers"as an occupation, and developing a way to change it into a decent vocational and enhance its income.
By using ROST CM 6.0 software to analyze the content of online reports on the theme of"poverty alleviation through vocational education"from 2015 to 2018, the core elements and content characteristics of"enrollment mode","education mode", "employment mode","entrepreneurship mode"and"donation mode"of poverty alleviation through vocational education in China are obtained. Based on the summarization of the above five modes and the construction of"comprehensive model", it is found that secondary vocational colleges are the subject of poverty alleviation through vocational education, and the participation of enterprises, industries and vocational colleges needs to be further strengthened. In the"post-2020"poverty alleviation era, the development and transformation direction of the"poverty alleviation model through vocational education"in China are: Transforming from the"multiple poverty alleviation subjects"to the"all-staff poverty alleviation subjects"; regarding"farmers"as an occupation, and developing a way to change it into a decent vocational and enhance its income.
引文
[1]Cohn S.How Brazilian Vocational Education Reduces Poverty-Even If No One Wants to Hire the Trainees[M].Basingstoke:Published by Palgrave Macmillan UK,Employment and Development under Globalization,2012.
[2]Villa J.M.The Continuous Treatment Effect of an Anti-poverty Program on Children’s Educational Attainment:Colombia’s Familias en Accion[J].Review of Development Economics,2018,22(3).
[3]Xue E.,Zhou X.Education and Anti-poverty:Policy Theory and Strategy of Poverty Alleviation through Education in China[J].Educational Philosophy&Theory,2018:1-12.
[4]Qin G,Sui Y,Shi L.Welfare,Targeting,and Anti-poverty Effectiveness:The Case of Urban China[J].Quarterly Review of Economics&Finance,2015,56:30-42.
[5]田北超.发展民族职业教育增强扶贫工作活力──论民族地区的职教扶贫工作模式[J].西南民族学院学报:哲学社会科学版,1995(1):14-16.
[6]徐长发.发展农村职教与扶贫[J].职教论坛,2000(3):13-15.
[7]朱容皋.农村职业教育反贫困中的政府统筹政策框架探讨[J].现代农业科学,2008(12):139-141.
[8]游明伦,侯长林.职业教育扶贫机制:设计框架与发展思考[J].职教论坛,2014(4):61-62.
[9]豆小文,叶秀芬.职业教育扶贫的几点思考[J].成人教育,2014(7):58-59.
[10]朱成晨,闫广芬,朱德全.乡村建设与农村教育:职业教育精准扶贫融合模式与乡村振兴战略[J].华东师范大学学报:教育科学版,2019(2):127-135.
[11]杨智.劳务输出导向:民族地区职教扶贫模式的理性审视[J].职业技术教育,2016(24):52-55.
[12]张军,张娟.职教集团推进精准扶贫的协同优势与实施路径[J].中国职业技术教育,2018(33):38-42.
[13]彭增军.媒介内容分析法[M].北京:中国人民大学出版社,2012:56-78.
(1)高本分阶段:指高职院校和本科大学联合实施的一种人才培养模式,一般为“3+2”学制,即学生前三年在高职学院学习,达到规定条件后,后两年直接定向进入本科院校学习,也是“专转本”自主招生的一种形式。
[2]Villa J.M.The Continuous Treatment Effect of an Anti-poverty Program on Children’s Educational Attainment:Colombia’s Familias en Accion[J].Review of Development Economics,2018,22(3).
[3]Xue E.,Zhou X.Education and Anti-poverty:Policy Theory and Strategy of Poverty Alleviation through Education in China[J].Educational Philosophy&Theory,2018:1-12.
[4]Qin G,Sui Y,Shi L.Welfare,Targeting,and Anti-poverty Effectiveness:The Case of Urban China[J].Quarterly Review of Economics&Finance,2015,56:30-42.
[5]田北超.发展民族职业教育增强扶贫工作活力──论民族地区的职教扶贫工作模式[J].西南民族学院学报:哲学社会科学版,1995(1):14-16.
[6]徐长发.发展农村职教与扶贫[J].职教论坛,2000(3):13-15.
[7]朱容皋.农村职业教育反贫困中的政府统筹政策框架探讨[J].现代农业科学,2008(12):139-141.
[8]游明伦,侯长林.职业教育扶贫机制:设计框架与发展思考[J].职教论坛,2014(4):61-62.
[9]豆小文,叶秀芬.职业教育扶贫的几点思考[J].成人教育,2014(7):58-59.
[10]朱成晨,闫广芬,朱德全.乡村建设与农村教育:职业教育精准扶贫融合模式与乡村振兴战略[J].华东师范大学学报:教育科学版,2019(2):127-135.
[11]杨智.劳务输出导向:民族地区职教扶贫模式的理性审视[J].职业技术教育,2016(24):52-55.
[12]张军,张娟.职教集团推进精准扶贫的协同优势与实施路径[J].中国职业技术教育,2018(33):38-42.
[13]彭增军.媒介内容分析法[M].北京:中国人民大学出版社,2012:56-78.
(1)高本分阶段:指高职院校和本科大学联合实施的一种人才培养模式,一般为“3+2”学制,即学生前三年在高职学院学习,达到规定条件后,后两年直接定向进入本科院校学习,也是“专转本”自主招生的一种形式。