Research Into Responsibility Problems With Elimination Of Poverty By Vocational Education In Rural Areas

Since reform and opening-up, the governments at all levels have fought against poverty and poverty has been basically eliminated. However, with pace of urbanization in rural areas pushing forward, rural poverty is not thoroughly solved at all. It is of far-reaching significance that attention should be close paid to vocational education and research should be made into responsibility problems so as to make poor families in rural areas wipe out poverty and strive for a comfortable level of living.This dissertation begins with analysis of sense of responsibility, mixed with some related theories like economics and pedagogies, in which vocational education and poverty problems are systematically discussed. The significance of responsibility lies in the realization of social fairness and justice. Elimination of poverty by Vocational education in rural areas is not only a value target but also responsibility shared by all members in our society.This dissertation is divided into ten chapters. Chapter 1 is the introduction, in which background, purpose and significance about the dissertation are discussed. Besides, domestic and foreign research and review are presented. In Chapter 2 are some basic theories, of which are analyses some concepts such as education in rural areas, vocational education, vocational education in rural areas, responsibility and right, thinking that manpower capital theory, scientific concept of development and harmonious theory are the basic theories of this research. In Chapter 3, typical modes of elimination of poverty by rural vocational education in developed and developing countries are analyzed, thinking that an enlighten can be got from six experiences and lessons. Present situation about responsibility problems with elimination of poverty by vocational education in rural areas is analyzed in Chapter 4, thinking that poor students in rural vocational schools need to be identified. Besides, it is thought that there is certain logic between responsibility and rights and rights and duties in content system. Also, it is held that the inner standard of elimination of poverty by vocational school in rural areas is fairness and development and its value target is who rich first becomes and who, later. A detailed inquiry is made about causes of who is responsible for personal poverty in rural areas in Chapter 5, including basic feature, situation, responsibility consciousness, principle and so on. In Chapter 6, a serious consideration is taken into subjects, whose responsibility is to eliminate poverty by vocational education in rural areas, thinking that there is a focus on responsibilities of subjects and individuals and that government at all levels and the whole society bear different responsibilities. Therefore, achievements from elimination of poverty by vocational education in rural areas are affected by nine pieces of practice of responsibility to some extent. An analysis of modes on input into vocational education in rural areas is conducted in Chapter 7. In Chapter 8 are some typical cases. And finally, some Countermeasures and suggestions are put forward to solve who is responsible for elimination of poverty by vocational education in rural areas. a conclusion is reached and policy suggestions are put forward.Based on experience and lessons from elimination of poverty by rural vocational education in foreign countries and combined with actual conditions in China, Countermeasures and suggestions are offered: students in vocational schools should accept flexibility of curriculum; students in vocational schools should adapt themselves to teaching reform in their schools and new curriculum system; students in vocational schools should renew concepts of employment, and teachers make full cooperation in helping students choose a career; students should be aware of the responsibility of their own and promote duty consciousness of loving their work; policies should be timely adjusted in rural schools , and link and communication channels between vocational schools in urban and rural areas should be established; costs for studying should be cut down, and a supporting system for teaching quality service should be set up; projects of " Distinguished Teachers and Famous Schools" should be launched to develop vocational education, operation levels of schools should be upgraded, and positive development of vocational education in rural areas should be furthered to eliminate poverty; the governments at all levels should administrate education by law and fulfill responsibility of developing vocational education in rural areas; enhance co-ordination by the government, and special rules should be made with regard to the ratio between students in vocational education and those in general education; vocational education should be separated from general education; grasp the location of vocational education, and support county-level exemplary vocational schools and run vocational centers well; improve conditions in vocational education and ensure that correct orientation is maintained in public opinion; rectify the order of admission system in vocational education against disorderly competition; choose some counties or cities as experimental sites, where agriculture, science and education are integrated.