Study Of The Present Situation And Development Strategy Of Rural Primary Vocational Education

The development of rural vocational education, especially the development of the rural primary vocational education, and the improvement of the laborers'qualities in these areas are both the objective requirement to implement scientific development view, and the requirement to construct harmonious society and new socialist countryside. But the current existing scale of primary vocational education there is far from big enough to develop rural economy and to improve the laborers'qualities. Therefore, how to develop and perfect the rural primary vocational education system and how to enhance laborers qualities based on the existing conditions in these areas is an important subject.A variety of research methods have been adopted in this paper: the combination of theoretical research and school managing experience observation, the combination of literature study and field study, the combination of the common requirements of developing rural primary vocational education and characteristics of different areas. The paper also refers to the advanced experiences of different areas and theorizes these experiences. In a word, this study is both theoretically and practically systematic.The paper first defines rural primary vocational education: its starting point should be vocational and technical level of different training objectives; it should be based on the social requirements and generalized education of rural areas; it should include two forms to enable trainees to command primary vocational knowledge and techniques and their application. The two forms are primary vocational school education and vocational training. The second part of the paper reviews the development stages of rural vocational education in China, analyzes the difficulties and challenges it is facing, and proposes some strategies: arousing the enthusiasm of school main body, the elimination of dislocation of supply and demand, and adherence to combine agriculture with science and education. The last part of the paper compares and analyzes different rural primary vocational education mode, and proposes the author's idea: different training institutions need to adopt different educational mode according to the source of their students, their training objectives and the trainees'service orientation.