Research On The Implementation Of Vocational Education Policy In Liaoning Ethnic Areas

Vocational education has its unique advantages.Especially with the implementation of major national strategies such as targeted poverty alleviation,regional development,rural rejuvenation,and cultural heritage,the positive role of vocational education has become increasingly prominent.As an important part of vocational education,vocational education in ethnic areas is not only an important means to improve the comprehensive quality of workers in ethnic areas,but also the key to promoting economic and social development in ethnic areas.In recent years,in order to promote the improvement of human capital,economic development,social progress,and cultural transmission in ethnic areas,a series of policy documents have been formulated at the national and local levels to lead the development of vocational education in ethnic areas.Liaoning Province focuses on the development of vocational education in Liaoning's ethnic regions while implementing the national vocational education policy.In this article,the Liaoning ethnic areas refer to six Manchu Autonomous counties,including Xiuyan,Xinbin,Qingyuan,Benxi,Huaren,and Kuandian,Liaoning Province,two Mongolian autonomous counties in Fuxin and Kazuo,and two enjoying ethnic groups in Fengcheng and Beizhen.County-level cities treated by autonomous counties.In order to achieve the comprehensive development of Liaoning's ethnic regions,governments at all levels in Liaoning Province have actively formulated and implemented relevant vocational education policies,and have achieved remarkable results.It is undeniable that so far there are still some problems in the development of vocational education in ethnic regions in Liaoning,and the implementation of vocational education policies in ethnic regions still has certain obstacles.The key to the implementation of vocational education in ethnic areas lies in the guidance of government policy texts,the landing and rooting of policy texts in ethnic areas,and the accuracy of the positioning of vocational education itself.In this regard,the author uses the Horn-Mitte system model,quasi-public goods theory,and the four-helix theory as guidance,and uses literature research and field investigation tosystematically analyze the problems in the implementation of vocational education policies in the ethnic minority areas of Liaoning.It was found that the implementation of vocational education policies in ethnic areas in Liaoning has problems such as ineffective implementation of policies,difficulty in meeting the development needs of policy resources,low participation of policy target groups,narrowing the main body of policy implementation,and insufficient vitality of vocational education in ethnic areas.The reasons for the above-mentioned problems are: the lack of nationality of policy objectives;the unreasonable allocation of policy resources;the improper implementation of policies;the biased value orientation of policy implementation subjects;and the objective constraints of the system environment.Cause-oriented corresponding solutions are proposed,namely: refine the implementation goals of vocational education policies in ethnic areas;optimize the resource allocation of vocational education policies;improve the implementation of policy;multiple participation of vocational education;build a good policy execution environment.I hope to promote the implementation of the vocational education policy in the ethnic minority areas in Liaoning in line with the reality of ethnic minority areas,which will help the regional development of ethnic minority areas in Liaoning.