集中连片特困区教育精准扶贫绩效的空间差异研究——以燕山-太行山区8个连片特困县为例
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摘要
教育精准扶贫是集中连片特困区实现脱贫的有效路径和必然选择。实际上,教育精准扶贫在取得成绩同时产生了扶贫绩效的空间差异,而国内外对该问题鲜有关注。本文在全面阐释了集中连片特困区教育精准扶贫概念体系的基础上,采用层次分析法和德尔菲技术系统构建了集中连片特困区的教育精准扶贫绩效评估的指标体系,并以燕山-太行山区8个连片特困县为案例进行了实证分析。研究发现,这8个县的教育精准扶贫工作成效显著,但存在着较为明显的空间差异,这既表现在宏观层面的不同特困县综合绩效和均衡绩效的差异,也体现在微观层面的"贫困精准识别""教育精准帮扶""扶贫支持环境"等评估指标之间均衡绩效的差别。今后集中连片特困区应在贫困精准识别、教育精准帮扶以及教育扶贫支持环境等方面继续加大扶贫攻坚的力度,精准识别各贫困县和村的脱贫短板,开展更有针对性的精准帮扶及改善扶贫环境,以推动集中连片特困区的脱贫攻坚。
The targeted poverty alleviation by education is the effective way and critical guarantee to realize poverty alleviation strategy,especially for the contiguous poor areas. In fact,targeted poverty alleviation by education causes the space differences of performance together with great achievements,which is often neglected atour country and abroad. Based on the constructed conceptual framework of targeted poverty alleviation by education,this research builds a theoretical evaluation system by combining AHP technique and Delphi method for the performance of targeted poverty alleviation by education. The empirical analysis was conducted by taking Baoding as the study case,which is one of the most typist regions in Yanshan-Taihang Mountain concentrated contiguous poor area. The research finds that there are obvious spatial differences in the targeted poverty alleviation by education in contiguous poor area in spite of great achievements. These spatial differences can be shown from both the general performance and the balanced performance of the 8 counties from the macroscopical perspective and the assessment indicators of targeted identification,targeted alleviation,and targeted management from the microscopical perspective. In future,more measures should be taken to push the whole process of the targeted poverty by education in concentrated contiguous poverty-stricken areas.Moreover,based on the targeted identification,more targeted alleviation should be implemented and the supporting environment should be improved in order to push the performance of poverty alleviation in concentrated contiguous poverty-stricken areas.
The targeted poverty alleviation by education is the effective way and critical guarantee to realize poverty alleviation strategy,especially for the contiguous poor areas. In fact,targeted poverty alleviation by education causes the space differences of performance together with great achievements,which is often neglected atour country and abroad. Based on the constructed conceptual framework of targeted poverty alleviation by education,this research builds a theoretical evaluation system by combining AHP technique and Delphi method for the performance of targeted poverty alleviation by education. The empirical analysis was conducted by taking Baoding as the study case,which is one of the most typist regions in Yanshan-Taihang Mountain concentrated contiguous poor area. The research finds that there are obvious spatial differences in the targeted poverty alleviation by education in contiguous poor area in spite of great achievements. These spatial differences can be shown from both the general performance and the balanced performance of the 8 counties from the macroscopical perspective and the assessment indicators of targeted identification,targeted alleviation,and targeted management from the microscopical perspective. In future,more measures should be taken to push the whole process of the targeted poverty by education in concentrated contiguous poverty-stricken areas.Moreover,based on the targeted identification,more targeted alleviation should be implemented and the supporting environment should be improved in order to push the performance of poverty alleviation in concentrated contiguous poverty-stricken areas.
引文
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[2]杨海平.集中连片特困地区教育精准扶贫模式探析[J].当代农村财经,2017(1):26-27.
[3]刘欢,胡天天.家庭人力资本投入、社会网络与农村代际贫困[J].教育与经济,2017(5):66-72.
[4]汪三贵,郭子豪.论中国的精准扶贫[J].贵州社会科学,2015(5):147-150.
[5]张翔.集中连片特困地区教育精准扶贫机制探究[J].教育导刊,2016(6):23-26.
[6]肖庆华,毛静.贵州省集中连片特困地区教育扶贫的现状、问题及路径[J].经济与社会发展,2014,12(3):155-157.
[7]邢慧斌,席建超.燕山-太行山片区旅游精准扶贫模式创新研究[J].河北大学学报(哲学社会科学版),2017,42(2):118-125.
[8]李琼,白蓝.贫困地区中小学教育发展现状及精准扶贫对策———以湖南省武陵山片区为例[J].吉首大学学报(自然科学版),2018,39(1):90-94.
[9]王盼.黑龙江省教育精准扶贫路径探究[J].商业经济,2018(9):10-11.
[10]虎文华.西部少数民族地区职业教育精准扶贫研究综述[J].中国职业技术教育,2018(3):42-48.
[11]刘航,柳海民.教育精准扶贫:时代循迹、对象确认与主要对策[J].中国教育学刊,2018(4):29-35.
[12]刘雨.农村教育精准扶贫实现路径研究[J].滁州学院学报,2018(4):94-96.
[13]孙璐.扶贫项目绩效评估研究[D].中国农业大学,2015.
[14]向延平,陈友莲.教育精准扶贫绩效评价研究:以湖南省为例[J].中州大学学报,2016,33(5):112-114.
[15]邓维杰.精准扶贫的难点、对策与路径选择[J].农村经济,2014(6):78-81.
[16]陈爱雪,刘艳.层次分析法的我国精准扶贫实施绩效评价研究[J].华侨大学学报(哲学社会科学版,2017(1):116-129.
[17]张琦,史志乐.我国教育脱贫工作绩效评价指标体系构建[J].教育与经济,2018(2):35-42.
[18]段妍珺.贵州省精准扶贫绩效研究[D].贵州大学,2016.
[19]黄梅芳,于春玉.民族旅游扶贫绩效评价指标体系及其实证研究[J].桂林理工大学学报,2014,34(2):406-410.
[20]王嘉毅等.教育与精准扶贫精准脱贫[J].教育研究,2016(7):12-21.
[21]李兴洲,邢贞良.攻坚阶段我国教育扶贫的理论与实践创新[J].教育与经济,2018(1):42-47+56.
[22]金久仁.精准扶贫视域下推进城乡教育公平的行动逻辑与路径研究[J].教育与经济,2018(4):30-36+45.