Research On The Dilemma Of Educational Poverty Alleviation In Absolute Poverty-stricken Areas

In March 2016,the 13 th Five-Year Plan for Economic and Social Development of the People’s Republic of China(2016-2020)has clearly pointed out: "To give full play to political superiority and institutional advantages,carry out the basic strategy of precision poverty alleviation,precision poverty eradication,innovative anti-poverty work mechanism and model,take extraordinary measures to increase poverty alleviation efforts,resolutely win the fight against poverty." China blows the horn to fight poverty on the land of China.As an important tool in the "five-group",Educational poverty alleviation plays a great role in poverty alleviation,but it is also necessary to have a clear understanding of the dilemma faced by the current situation,especially in the absolute poverty-stricken areas.In the absolute poverty-stricken areas,the disadvantaged location and development,and other complicated factors cause us to give priority to the present situation and predicament of Educational poverty alleviation in the poverty-stricken areas,so as to take accorded help measures for the following work of poverty alleviation.Therefore,this research selects the Lancang County,Menglian and Ximeng County of Yunnan Province in the absolute poverty-stricken areas as the research point and investigates the present situation of poverty alleviation in three impoverished counties and the predicament faced by poverty alleviation in education.The methodology used in this research are questionnaire survey and the interview,based on this investigation to the present absolute poverty-stricken areas,educational poverty alleviation’s dilemma mainly includes following several aspects: firstly,the agents and the recipients in poverty alleviation have a mismatch on the educational poverty alleviation in terms of subjective cognition and the praxis;secondly,Insufficient supply of educational resources and incomplete coverage make the poor groups fall into the dilemma of educational choices;thirdly,the mechanism of poverty alleviation has room to improve: the responsible institutions for Poverty alleviation lacks the top-level design and overall co-ordination,and efficient information exchange and communication between each other.Due to the long lag of the social and economic development and the deep-rooted poverty culture in the deeply impoverished areas,the causes of poverty are diverse and therefore,in the context of sustainable development in the deeply impoverished areas,the integration of other poverty alleviation methods,based on educational poverty alleviation,is a commitment to poverty alleviation in the impoverished areas.However,due to the low level of the overall education level of the people in the absolute poverty-stricken,economic difficulties,and "the idea of the uselessness of study" and other adverse social conditions,such as the influence of many factors led to backward ideas,the lack of attention to education,so that the absolute poverty-stricken areas of the family more easily fall into the intergenerational transmission in view of the above problems.this research attempts to set up a value system to handle educational poverty alleviation,and optimize educational poverty alleviation work mechanism,rational allocation of educational resources,so as to make the absolute poverty-stricken areas out of educational poverty alleviation dilemma,enhance individual’s feasible ability and use this to improve the education poverty alleviation effect,and finally cut down the intergenerational transmission of poverty.