Research On The Rural Vocational Education Policy Changes And Implementation Strategies

The development of vocational education is inseparable from the improvement of related policies of the vocational education; similarly, the development of China's rural vocational education is also interconnected with its policies deliberation, discussion and eventual implementation. In recent years, with building a harmonious socialist society and constructing of a new socialist countryside, vocational education in rural areas has been given a new meaning and value, increasingly demonstrates its efforts to promote comprehensive development of rural social and economic function. The upgrading role of vocational education in rural areas and the functional significance, requires not only a breakthrough of the old vocational education system, but also need improvement from the policy and innovation in rural areas.Reading history can be wise, to the history of reference today, therefore, the studies of rural vocational education policy development and changes itself has a certain theoretical and practical value. Firstly, in part one of the thesis, we comb the actual profile of rural vocational education policy in socio-economic development at different stages of China systematically and explore its basic historical development trajectory through the history of observation and data analysis; Subsequently, access to the logical analysis of this policy research path by using the theoretical study and reflection on the value in part two, in order to identify the aspects of the lessons of history, experience of learning and implementation measures of the policy formulation and implementation.So, the thesis main uses of literature, historical research and other methods to divide the rural vocational education policy change process into three major phases to study based on the historical stages:Phaseâ… :Between 1949 and the Third Session of the Eleventh Central Committee of the CPC, vocational education policy in rural areas experienced the initial recognition to the resumption of development process and completely negated in the Cultural Revolution. At this stage, the key objective of rural vocational education policy is to promote the development of vocational education in rural areas in order to restore the development of Chinese agriculture, to train a large number of socialist builders and successors with moderate agricultural construction professional level.Phaseâ…¡:From 1978 to the last century, after the reform and opening-up, Vocational education policy in rural areas experienced three historical periods which including up again developed into a preliminary structural reform to explore and final in-depth reform, the govenment attaches great importance to the rural economic development, Proposed a "rely on science and education to rejuvenate the agriculture" strategy, to train professionals for building and promoting the comprehensive development of the rural economy, including secondary and tertiary industries.Phase III:From 2000 to "The seventeenth National Congress of the CPC", at beginning of the new century, rural vocational education policy began to be further concerned about "people" factor of the "Agriculture, Countryside and Farmer" issues, government has proposed a "people-oriented", "Construction of a New Socialist Countryside", "The Scientific Concept of Development" and "Talent Strategy". Rural vocational education policy began to focus on training of new farmers for the country in order that provide the based roll for the new rural development, naturally, Planning Urban and Country as a Whole reserves to the development of vocational education in rural and urban areas, then, rural vocational education policy is especially important.Through the review of the above three stages of rural vocational education policy and the problems research about rural vocational education policy, policy issues, measures and implementation status, we can find that the options of the value of vocational education policy at different times in rural areas, implementation measures and, ultimately, the implementation were mainly driven by the basic situation of the rural development, political and economic system transformation, as well as other relevant laws and regulations change policies. There is a little relevant law between them, interacting with each other constitutes the driving force of rural vocational education policy development and changes. In addition, the law of the rural vocational education policy changes embodies that the "Pedagogue" return the value of the policy concerns from the external socio-economic value of vocational education to the value of individual person concerned. Finally, the paper has made some constructive comments and suggestions for the improvement of rural vocational education policy, and we hope that it can contribute to a modest strength to the current construction of rural vocational education policy.