Research On EU Educational Poverty Alleviation Policy

With the changes of the times and social changes,the problem of poverty is still a difficult problem within countries,and it is also a common problem worldwide.How to alleviate poverty and reduce poverty is a huge challenge for mankind.Education has been playing an irreplaceable role in getting rid of poverty,which relates individual development and social progress.Both China and European Union will achieve the goal of poverty alleviation in 2020.In this final stage,we must trace back the past evolution process,explore the current action plan and consider the development trend post-2020.Learning from the experience of poverty alleviation abroad,it can enlighten the development of China's education poverty alleviation policy,it is also important to provide China experience for the world.This thesis selects the regional intergovernmental organization EU as the research object.According to the EU's official policy documents,following the basic research paradigm of education policy,the paper analyzes the formulation,implementation and evaluation of education poverty alleviation policies at the EU level,and finally proposes certain recommendations to China.The specific content in this paper mainly includes:The introduction part first expounds that education policy,education poverty alleviation policy and EU education research are the hotspots of domestic education research.After reviewing education poverty alleviation research at home and abroad,the thesis defines the core concepts in this study,then present the research design,and finally put forward research innovation and deficiencies.The first chapter of the thesis is the evolution of the EU policy.Driven by globalization,EU integration and differentiation among member states,the EU education poverty alleviation policy has experienced four periods under certain inflection points and has shown a coordinated,systematic and gradual evolutionary characteristics.The second chapter of the main text is an important subject of the EU policy.This study focuses on the EU-level policy,so it is divided into three main bodies,the decision-making body composing of the EU's core decision-making bodies,the advisory body that assisting in decision-making,and the NGOs at the EU level.The third chapter is the institutional arrangement of the EU policy.The specific policy content of EU implementation is elaborated from three aspects:legal guarantee,strategic planning and specific policy.It mainly involves two basic legal treaties of the EU,the European 2020 Strategy and the Education and Training 2020,and specific policies from pre-school education to higher education.The fourth chapter is the implementation characteristics of the EU policy.This chapter is based on the policy content of institutional arrangements.The characteristics include the concept of poverty alleviation promoting social integration,the poverty alleviation framework of synergy and the comprehensive coverage of the content system.The fifth chapter is the development trend of the EU policy.On the basis of the diachronic and synchronic analysis of the policy,the study reasonably explores the development trend of the EU education poverty alleviation policy including the current development difficulties encountered by the EU,the experience gained in value orientation,decision-making implementation and monitoring and evaluation,and finally reasonably predict the future direction of EU education poverty alleviation policy.The last chapter is the inspiration of the EU policy.The study investigates the experience and problems of the EU policy in a holistic manner,and combines the current concrete practice and follow-up planning in China so as to enlighten China,s policy from the perspectives of macro,meso and micro.This paper analyzes the EU education poverty alleviation policy based on the educational policy research paradigm.Its social exclusion theory is very distinctive which has theoretical implications for China.It is also worth noting that the EU situation differentes from China.Therefore,this thesis pays more attention to the localization of education poverty alleviation experience,combined with China's current poverty alleviation status,from the macro,meso and micro perspectives,to promote China's education poverty alleviation practice and process.