Research On The Poverty Alleviation Model By Education In Tibet

Education poverty alleviation is the main measure to get rid of poverty and get rid of poverty.It is not only a booster to completely get rid of poverty,but also the main path to eliminate the “roots of poverty” and completely block the intergenerational transmission of poverty.It is also to improve the poor and the poor by “blood transfusion”.The ability to turn to "hematopoietic capacity" is a key factor.In August 2018,in the "Guiding Opinions of the Central Committee of the Communist Party of China and the State Council on Winning the Three Years of Fighting Against Poverty",it was indeed stated that in order to implement the education poverty alleviation policy,the level of compulsory education and education in poverty-stricken areas should be effectively improved,and the teaching level in deep poverty-stricken areas should be improved.And the quality of teaching,steadily solve the problem of students dropping out of school during the compulsory education period,and vigorously promote education and employment to help the poor.The Tibet Party Committee and the government attach great importance to education and poverty alleviation.They always regard education poverty alleviation as the first livelihood project for Tibet's development.Education poverty alleviation is the fundamental measure to achieve poverty alleviation in Tibet.It has enhanced the endogenous motivation to get rid of poverty and promote the income increase of the poor.Significant results.In 2018,the Tibet Autonomous Region advised 4,460 returning students to solve the problem of intensive poverty-stricken areas,vigorously implemented project projects,promoted project construction,and thoroughly implemented the infrastructure construction funds of 1.106 billion yuan for investment in deep poverty-stricken counties.In the school.The Tibet Autonomous Region is the only provincial-level concentrated contiguous poverty-stricken area and the overall deep poverty-stricken area determined by the central government.As Tibet is a key step in poverty-stricken areas as a poverty-stricken society,it is not only necessary to overcome the "material poverty" fortress.It is also necessary to bridge the bridge of "spiritual poverty." The poverty alleviation and poverty alleviation will help the poor,and the Tibet Autonomous Region will adhere to the development of the “Education for Poverty Alleviation and Poverty Alleviation” initiative to ensure that the intergenerational “genetic” is contained,and the education and poverty alleviation cause will flourish,laying a solid foundation for Tibet's accurate poverty alleviation.Education poverty alleviation is among other poverty alleviation measures,which can maximize the mental outlook of the poor,improve the mental outlook of the poor,and stimulate the endogenous motivation of the poor and poor people to escape poverty.The current education poverty alleviation model in Tibet mainly includes these five modes: “Education Investment Poverty Alleviation Model”,“Education Funding Poverty Alleviation Model”,“Education Aid for Poverty Alleviation Model”,“Education Employment Poverty Alleviation Model” and “Education Pairing Help Poverty Alleviation Model”.Based on the poverty alleviation model of Tibet education,this paper uses the literature research method,the case study method and the investigation research method to conduct macro and micro research on the poverty alleviation model of Tibet education.Firstly,it analyzes the general situation,facts and models of poverty alleviation in Tibet from a macro perspective.Secondly,from the micro perspective,the case analysis method is used to select the corresponding typical cases for the above five modes,including “brothers”,“family pro”,“inland Tibetan class at the doorstep”,“education + skills + employment” and “ hand in hand".Finally,through the analysis of macro and micro perspectives,it is found that through the education poverty alleviation model,the following problems exist in the five poverty alleviation models: First,the education input poverty alleviation model has high input costs and requires a large amount of funds as support and informationization.Construction needs to be improved.Second,the education-funded poverty alleviation model has high capital input costs and requires a large amount of funds as support.The qualification of the funded recipients needs to be improved.Third,there are certain obstacles in the communication between the teachers and Tibetan students and parents in the education aid and poverty alleviation model.The Tibetan teachers' working hours in Tibet do not match the education cycle.Fourth,the number of "double-teacher" teachers in the education and employment poverty alleviation model is insufficient,the quality is not high,the advantages of professional brand characteristics are not obvious,the pace of school information construction is slow,the teachers' teaching and research capabilities are relatively weak,and the information technology profession and the culture and art professions are employed.The rate needs to be improved.Fifth,the education pairing assistance model exists in pairs to help the interaction between schools to be improved,and should be increased to the Internet + use.Based on the above problems,it can be seen that under the circumstances of improving school conditions,it is suitable to adopt the education investment poverty alleviation model;to reduce the poverty-stricken situation,it is suitable to adopt the education-funded poverty alleviation model;and to narrow the gap with the mainland teaching level,It is suitable to adopt the model of poverty alleviation through education aid;to reduce the poverty-stricken mode due to lack of skills,it is suitable to adopt the education and employment poverty alleviation model;in the case of narrowing the teaching level between the regions,it is suitable to use education to help the poverty alleviation model;therefore,The above five kinds of education poverty alleviation models will be better promoted.We need to solve the above problems.Otherwise,we cannot make better use of poverty alleviation effects.Based on this,we should propose corresponding countermeasures and suggestions,and we must further expand the channels for capital investment,raise funds from various sources,and regulate poverty qualifications.Recognize management,improve the ability of students in farming and pastoral areas to understand Chinese,encourage the extension of teachers' aid time,increase the construction of masters,strengthen the construction of specialties,backbones,and key specialties,vigorously promote the construction of school information,and improve information And the employment rate of culture and art.In order to provide reference and inspiration for the education and poverty alleviation work in the western region of China and even the entire minority areas.