职业教育服务新农村建设的现状及对策研究
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摘要
新农村建设是我国一项长期战略,是解决“三农”问题的有效途径。在新农村建设中,新农民的培养是关键。从理论上讲,由于职业教育具有职业性、普及性、实践性、社会性等本质属性,因此在新农村建设中应发挥着其它教育类型所不可替代的重要作用,从培养直接服务于新农村建设的人才、培训农民、转移农村劳动力、提供技术服务、促进农村民主管理和精神文明建设等方面促进新农村的建设。在职业教育服务新农村建设实践中,抽样调查湖北省黄冈市57个村545户农户,通过问卷调查和个别访谈,统计分析发现,新农村建设中职业教育虽发挥了一定的作用,但在人才培养、促进农户增收、开展技术培训与服务、直接支援新农村建设等方面存在作用发挥不足的现象。职业教育在新农村建设中没能发挥应有的作用,制约因素主要有三个方面:一是职业教育自身存在缺陷,导致作用难以发挥;二是农村内涵发展不足,导致对职业教育服务的有效需求不足;三是政府在资金和政策上的支持不足,导致职业教育难以作为。职业教育要在新农村建设中发挥应有的作用,国家要在资金和政策上给予大力支持;农村要加强内涵发展,形成对职业教育服务的真实需求;职业教育本身要加大改革创新力度,提高服务能力。职业教育要增强服务新农村建设意识,通过人才输送、留守农民培训和农村剩余劳动力转移培训、技术服务、校村共建等途径,服务于新农村建设,真正实现职业教育服务经济社会发展职能,促进农业发展、农村繁荣、农民致富。
The new rural construction is a long-term strategy of our country, which is the effective way of solving the question of "agriculture, rural areas and farmers". The new farmer's cultivation is a key in the new rural construction. Theoretically speaking, because the essential attributes such as the professionalism, popularization, practicality, sociality of the vocational education, therefore, it should play an irreplaceable influential role in the new rural construction, from cultivating talented person for the new rural construction, training farmers, shifting rural labor force, providing technical services, promoting countryside democratic management and enhancing the social construction of ideological infrastructure to promote the new countryside construction. In the practice of vocational education serving the new rural construction, we made the sample investigation of 545 peasant households in 57 villages in the Huanggang City, Hubei Province through the questionnaire survey and the individual interview. The statistical analysis discovered that in the new rural construction the vocational education had played a certain role, but in the personnel training, promoting additional receive for the peasant, developing technical training and service, directly supporting new rural construction and so on, had the phenomenon which the function display was insufficient. The vocational education has not been able to play the proper role in the new rural construction. The restriction factors mainly have three aspects: First, the vocational education itself exists flaws, causing the difficulties to display its functions; Second, the connotation of the countryside develops insufficiently, causing the insufficient demand of the vocational education service; Third, it lacks the government' supports on funds and policies, causing the difficulties for the vocational education to do something. The vocational education must play the proper role in the new rural construction; the government should give considerable support on the fund and policy; the countryside should strengthen the connotation development, forming the real demand for the vocational education service; the vocational education itself must increase the reforming innovation dynamics, sharpens the serviceability. The vocational education should strengthen the awareness of serving the new rural construction, through supplying of trained people, training the remaining farmers and shifting surplus farm labours of countryside, technical service, the cooperation of schools and villages and so on, serving the new rural reconstruction, truly realizing the functions that vocational education services economy social development, promotes agricultural development, the prosperous of countryside and makes the farmers become rich.
The new rural construction is a long-term strategy of our country, which is the effective way of solving the question of "agriculture, rural areas and farmers". The new farmer's cultivation is a key in the new rural construction. Theoretically speaking, because the essential attributes such as the professionalism, popularization, practicality, sociality of the vocational education, therefore, it should play an irreplaceable influential role in the new rural construction, from cultivating talented person for the new rural construction, training farmers, shifting rural labor force, providing technical services, promoting countryside democratic management and enhancing the social construction of ideological infrastructure to promote the new countryside construction. In the practice of vocational education serving the new rural construction, we made the sample investigation of 545 peasant households in 57 villages in the Huanggang City, Hubei Province through the questionnaire survey and the individual interview. The statistical analysis discovered that in the new rural construction the vocational education had played a certain role, but in the personnel training, promoting additional receive for the peasant, developing technical training and service, directly supporting new rural construction and so on, had the phenomenon which the function display was insufficient. The vocational education has not been able to play the proper role in the new rural construction. The restriction factors mainly have three aspects: First, the vocational education itself exists flaws, causing the difficulties to display its functions; Second, the connotation of the countryside develops insufficiently, causing the insufficient demand of the vocational education service; Third, it lacks the government' supports on funds and policies, causing the difficulties for the vocational education to do something. The vocational education must play the proper role in the new rural construction; the government should give considerable support on the fund and policy; the countryside should strengthen the connotation development, forming the real demand for the vocational education service; the vocational education itself must increase the reforming innovation dynamics, sharpens the serviceability. The vocational education should strengthen the awareness of serving the new rural construction, through supplying of trained people, training the remaining farmers and shifting surplus farm labours of countryside, technical service, the cooperation of schools and villages and so on, serving the new rural reconstruction, truly realizing the functions that vocational education services economy social development, promotes agricultural development, the prosperous of countryside and makes the farmers become rich.
引文
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26.薛军民.农村劳动力转移与农村经济的公平和效率[J].财经研究,2003(4),55-60
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31.余广华,刘宗时.中国经济管理概论[M].北京:中国人民大学出版社,1995
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33.张广花,胡长效.对农业职业技术人才在新农村建设中作用的研究[J].安徽农业科学,2006(34).70-71
34.张杰飞.基于二元结构人口流动模型的“民工荒”现象分析[J].中国市场,2008(3),88-89
35.章铮.民工供给量的统计分析——兼论“民工荒[J]”.中国农村经济,2005(1),17-25
36.赵立莹,张西怀.国外农业教育对发展我国农业职业技术的启示[J].世界职业技术教育,2005(5),19-21
37.赵新亭.农村职业教育在社会主义新农村建设中的作用[J].继续教育研究,2007(6),53-55
38.周明星.现代职业教育本质属性探析[J].教育与职业,2003(1),27-28
39.Augus Maddison:The world Economy,a Millennial Perspective.OECD,2001.
40.HEP research and studies program.The development of human resource:New trends in technical and vocational education managing vocational education and training in Central and Eastern European countries.Unesco,1995.
41.Jay W.Rojewski.Preparing the Workforce Of Tomorrow:A Conceptual Framework for Career and Technical Education,National Dissemination Center,The Ohio State University.February,2002.
42.M.Harkins.The Future of Career and Technical Education in a Continuous Innovation Society,National Dissemination Center,The Ohio State University.February,2002.
2.崔奇.职业教育在新农村建设中的作用探析[J].辽宁教育行政学院学报,2006(10),7-8
3.杜静,吕振合.社会主义新农村建设视域中职业教育问题刍议[J].内蒙古农业大学学报(社会科学版),2007(2),201-203
4.范小玉,且淑芬.我国农村劳动力转移的总体状况与特征[J]、中国统计,2002(7),27-28
5.顾益康.统筹城乡发展,全面推进社会主义新农村建设[J].中国农村经济,2006(1),18-22
6.郭秀芬,丁太魁.发展中等职业教育是实现陕西农村青年就业的有效途径[J].陕西教育学院学报,2006(8),9-12
7.赫艳华.职业教育与我国农村人力资源开发研究[硕士学位论文].中国期刊网中国优秀硕士学位论文全文数据库,2007
8.黄俊.发展农村职业教育的必要性及对策[J].机械职业教育,2006(5),8-9
9.蒋国平.职业教育在社会主义新农村建设中的地位和作用[J].职教通讯,2006(2),17-19
10.蓝建.重新认识教育在建设新农村中的作用[J].高等教育,2006(2),19.
11.雷海章.现代农业经济学[M].北京:中国农业出版社,,2005
12.李有才.农村职业教育为新农村建设服务探微[J].河南农业(教育版),2007(1),16-17
13.林毅夫.制度、技术与中国农业发展[M].北京:三联书店,1992
14.凌云,高涵.建设社会主义新农村,农村职业教育应先行[J].职教论坛,2007(5),48-51
15.刘春生,刘永川.“三农”问题与农村职业教育[J].职教论坛,2006(5),15-19
16.刘军,陈兰.当前农民工流动就业数量、结构和特点[J].中国劳动保障报,2005.8.6
17.刘小勇,符少辉.高等农业教育在建设社会主义新农村中的战略作用论略[J].教育发展研究,2006(78),11-14
18.卢向虎,朱淑芳,张正河.中国农村人口城乡迁移规模的实证分析[J].中国农村经济,2006(1),35-41
19.欧阳河.试论职业教育的概念与内涵[J].教育与职业,2003(1),24-26
20.孙建华.韩国职业教育对我国农村职业教育发展的启示[J].农业科技通讯,2007(9),30-32
21.孙翔.90年代日本的农业与农业教育,农业科研,农业推广[M].中国农业出版社,1994
22.辛岭,王艳华.农民受教育水平与农民收入关系研究[J].中国农村经济,2007(S1),93-100
23.许丽遐,段学红.农村职业教育的制约因素及对策研究[J].教育与职业,2007(23),173-175
24.许小青,柳建华.关于农民工教育培训问题的研究[J].求实,2005(5),93-95
25.薛福连.也说美国职业教育[J].成人教育,2002(6),46
26.薛军民.农村劳动力转移与农村经济的公平和效率[J].财经研究,2003(4),55-60
27.杨春霞.德国双元制在中国本土化过程[J].教育与职业,2004(11),4-5
28.杨建军.新时期农民职业教育研究[硕士学位论文].中国知网中国优秀硕士学位论文全文数据库,2005
29.杨开祖.发展职业教育服务新农村建设[J].中国职业技术教育,2007(8),18-19
30.杨志其,涂莲英.大力发展职业教育建设社会主义新农村[J].职教论坛,2005(12上),33-35.
31.余广华,刘宗时.中国经济管理概论[M].北京:中国人民大学出版社,1995
32.曾荣青,王慧艳,罗芳等.发展职业和成人教育是化解“民工荒”的有效途径[J].中国成人教育,2007(7),21-22
33.张广花,胡长效.对农业职业技术人才在新农村建设中作用的研究[J].安徽农业科学,2006(34).70-71
34.张杰飞.基于二元结构人口流动模型的“民工荒”现象分析[J].中国市场,2008(3),88-89
35.章铮.民工供给量的统计分析——兼论“民工荒[J]”.中国农村经济,2005(1),17-25
36.赵立莹,张西怀.国外农业教育对发展我国农业职业技术的启示[J].世界职业技术教育,2005(5),19-21
37.赵新亭.农村职业教育在社会主义新农村建设中的作用[J].继续教育研究,2007(6),53-55
38.周明星.现代职业教育本质属性探析[J].教育与职业,2003(1),27-28
39.Augus Maddison:The world Economy,a Millennial Perspective.OECD,2001.
40.HEP research and studies program.The development of human resource:New trends in technical and vocational education managing vocational education and training in Central and Eastern European countries.Unesco,1995.
41.Jay W.Rojewski.Preparing the Workforce Of Tomorrow:A Conceptual Framework for Career and Technical Education,National Dissemination Center,The Ohio State University.February,2002.
42.M.Harkins.The Future of Career and Technical Education in a Continuous Innovation Society,National Dissemination Center,The Ohio State University.February,2002.