精准扶贫视角下贫困地区居民职业教育需求分析——基于广东省4个贫困乡镇的调研
|
摘要
职业教育培训是推动精准脱贫的重要引擎,精准分析培训需求则是职业教育助推精准扶贫的首要环节。选取广东省4个贫困乡镇,采用问卷调查等方法调查了贫困地区居民职业培训需求,发现居民职业教育培训需求呈现多元化,培训需求实用性与时代性并存,但缺少持续性与长久性,不同学历、年龄、职业的贫困居民对培训需求也存在差异。实施精准扶贫需以提高贫困居民可行能力为导向,以满足培训需求为目标,提升需求侧的影响,扩大供给侧效能,实现二者的动态平衡。
Vocational education and training is an important engine to promote precision poverty alleviation, and accurate analysis of training needs is the primary link to promote precision poverty alleviation through vocational education. Selecting four poor villages and towns in Guangdong province, the methods of questionnaire survey the occupational training needs to people in poor areas, and it is found that residents' vocational education and training requirements is plural, training needs practicability and ages, but the lack of sustainability and poor residents in different degrees, ages, occupations of training needs are different. To implement targeted poverty alleviation, it is necessary to improve the feasible ability of poor residents, take meeting training needs as the goal, enhance the influence of the demand side, expand the effectiveness of the supply side, and achieve the dynamic balance between the two.
Vocational education and training is an important engine to promote precision poverty alleviation, and accurate analysis of training needs is the primary link to promote precision poverty alleviation through vocational education. Selecting four poor villages and towns in Guangdong province, the methods of questionnaire survey the occupational training needs to people in poor areas, and it is found that residents' vocational education and training requirements is plural, training needs practicability and ages, but the lack of sustainability and poor residents in different degrees, ages, occupations of training needs are different. To implement targeted poverty alleviation, it is necessary to improve the feasible ability of poor residents, take meeting training needs as the goal, enhance the influence of the demand side, expand the effectiveness of the supply side, and achieve the dynamic balance between the two.
引文
[1]王嘉毅,封清云,张金.教育与精准扶贫精准脱贫[J].教育研究,2016(7):12-21.
[2]高玉峰.中国职业教育扶贫:从全面覆盖迈向全面精准[J].中国职业技术教育,2017(6):37-41.
[3]邓廷云,唐志.连片特困地区非职业教育精准扶贫问题探析[J].职业技术教育,2016(22):62-66.
[4]陈平路,毛家兵,李蒙.职业教育专项扶贫机制的政策效果评估——基于四省雨露计划的调查[J].教育与经济,2016(4):56-62.
[5]阿马蒂亚·森.以自由看待发展[M].任赜,于真译.北京:中国人民大学出版社,2002.
[6]朱德全,吴虑,朱成晨.职业教育精准扶贫的逻辑框架——基于农民工城镇化视角[J].西南大学学报(社会科学版),2018(1).
[7]刘顺霞,侯小雨,闫志利.河南省贫困人口学历特征及培训需求的调查分析[J].成人教育,2019(1).
[2]高玉峰.中国职业教育扶贫:从全面覆盖迈向全面精准[J].中国职业技术教育,2017(6):37-41.
[3]邓廷云,唐志.连片特困地区非职业教育精准扶贫问题探析[J].职业技术教育,2016(22):62-66.
[4]陈平路,毛家兵,李蒙.职业教育专项扶贫机制的政策效果评估——基于四省雨露计划的调查[J].教育与经济,2016(4):56-62.
[5]阿马蒂亚·森.以自由看待发展[M].任赜,于真译.北京:中国人民大学出版社,2002.
[6]朱德全,吴虑,朱成晨.职业教育精准扶贫的逻辑框架——基于农民工城镇化视角[J].西南大学学报(社会科学版),2018(1).
[7]刘顺霞,侯小雨,闫志利.河南省贫困人口学历特征及培训需求的调查分析[J].成人教育,2019(1).