Research On The Development Of Minority Vocational Education In The Frontier Of Nujiang Prefecture From The Perspective Of Inclusive Education

Inclusive Education in understanding the differences, respect for differences, understand the differences on the basis of development for all concerned. The ultimate goal of inclusive education is to establish a no exclusion, equality, democratic and harmonious society. Development of national vocational education and establish the concept of inclusive education is essential. Nujiang lisu Autonomous Prefecture occlusion sinister geographical environment, complex and diverse ethnic composition, education development in low starting point and so to accelerate the development of local vocational education made demands.This study is the development environment in western Yunnan background, inclusive education philosophy as a guide, combined with the Nujiang Lisu Autonomous Prefecture of the actual situation, discuss border Ethnic Vocational Education Development. In this study, Nujiang Lisu Autonomous Prefecture ethnic specialized secondary schools as a case study method through the use of observation, interviews, comparative analysis, found that the school has achieved gradual improvement of hardware facilities, cross-border exchange of progress, construction activity driven culture results. But in terms of understanding the border Minority Vocational Education, school development, student development, teacher development, curriculum and teaching are still some problems.Nujiang Lisu Autonomous Prefecture for Ethnic development of secondary vocational education problems in the Inclusive Education proposed the following five suggestions. First, by increasing propaganda on ideas to enhance the community’s awareness of vocational education. Second, we must pay attention to everybody, particularly those concerned with minority areas of development status of teachers and students. Third, build Inclusive schools, relying on the government, to play the advantages of the border, the establishment of vocational education highland region, the quality of education go connotation of development. Fourth, the Developing Inclusive Teachers, the key is to improve teachers’ security and incentives. Fifth, the development of an inclusive curriculum, national vocational schools should be adjusted for professional and curriculum resources through the integration of the national culture, national cultural heritage play function.