The Comparative Study On Occupation Farmers Cultivation Of The BRICS

Education is a worldwide topic, and as a special case, farmers’ education has alwaysbeen of great importance in the whole world. Considering of as a big agricultural country,China has a large number of agricultural population which is at uneven levels in education,therefore, the cultivating of new occupation farmers is hard and difficult. Take a series ofeffective measures against the cultivation of occupation farmers or not, is not only relatedto the formation of rural human capital’s conformation and the conformation of aSynchronous new pattern about the urban-rural integration and the“four modernizations”,but also related to solving the difficulties of“Three Agriculture”and constructing the newsocialist countryside.The BRIC, concluding Russia, India, Brazil, South Africa, all develop rapidly inagriculture and cultivate lots of high-quality occupation farmers, which provides someuseful experiences in cultivating occupation farmers. In this paper, the author master thecurrent practices of the BRIC in cultivating occupation farmers, adopting methods ofliterature survey, and investigate occupation farmers’ cultivating in the BRIC viacomparative analysis. Based on comparative analyzing some related factors in the fourcountries, for example, the basic national conditions, relevant laws, OrganizationalStructure; Cultivate content, occupation farmers’ recognition system and, the Factors; theauthor finds that these countries are at the same stage of development in the cultivation ofprofessional farmers, There are many common features, National practices in theprofessional aspects of the farmers cultivate their own strengths, has a good reference forChina’s farmers cultivate new career.In view of the development status of farmers, rural area, agriculture in china,simultaneously, drawing the good practices of cultivating occupation farmers in the BRIC,the author summarizes the following revelation:(1) To speed up the professional farmerscultivating legal construction;(2) establish a migrant education system which isgovernment-led and appropriate to our national conditions;(3) The implementation ofintegrate agriculture, Play a role of the training;(4) Cultivate support policy, To cultivatecomprehensive security.