Study On The Degree Of Satisfaction Of Education Poverty Alleviation In Tibetan Agricultural Areas

The central government further clarified the poverty alleviation tasks in the coming period of time in 2015,and required governments at all levels to strictly implement the poverty alleviation tasks.It pointed out that in the new period,education poverty alleviation was officially given the mission of "blocking intergenerational transmission of poverty" important task.The goal of education poverty alleviation is to make the children of all poor families have fair access to quality education.Educational poverty alleviation has become the key to teaching people to fish.Since the implementation of education for poverty alleviation in 2016,although Tibet has made many efforts to improve the conditions for education,improve the student funding system,innovate forms of education assistance,carry out vocational training for farmers and herdsmen,and implement active employment,etc.In the process of continuous advancement,various problems are still emerging.China’s existing research on education poverty alleviation has laid an important foundation for a comprehensive understanding of education poverty alleviation,but it lacks attention to the direct beneficiaries of education poverty alleviation.The public’s subjective feedback on education poverty alleviation,that is,the degree of satisfaction with education poverty alleviation,is an orientation for evaluating education poverty alleviation work.In the research on degree of satisfaction,many scholars take the degree of satisfaction as a measure of the effectiveness of poverty alleviation policies.They believe that the degree of satisfaction aspect reflects the implementation andeffectiveness of poverty alleviation work and has important reference value for the improvement of poverty alleviation work.This article uses DuilongDeqing District of Lhasa as an example to study the degree of satisfaction of poverty alleviation in education in Tibetan agricultural areas.First of all,the core concepts and theoretical basis of the degree of satisfaction of poverty alleviation in education are defined and explained.Then it summarizes and describes the current policies and implementation of poverty alleviation in education in rural areas in Tibet.Then,based on the degree of satisfaction model of poverty alleviation for education in Tibet’s rural areas,a satisfaction measurement index system for poverty alleviation in education in Tibet’s rural areas was constructed,and a questionnaire was designed.The questionnaire was taken in Duilongdeqing District,Lhasa City as an example.Finally,the results of the questionnaire survey were statistically analyzed using SPSS22.0 software.Factor analysis is made on the sample data of preschool education and compulsory education.The results of satisfaction of education poverty alleviation objects in rural areas and the factors affecting the degree of satisfaction of education poverty alleviation in rural areas are obtained.Based on the statistical analysis of the results of the degree of satisfaction survey,the practical problems of poverty alleviation through education in Tibet’s rural areas are explored,and corresponding countermeasures are proposed.The focus of this article is to evaluate the implementation of education poverty alleviation from the perspective of the direct beneficiaries of education poverty alleviation.This part combines three aspects to construct a satisfaction measurementindex system for poverty alleviation in education in Tibet’s rural areas.These three aspects are:(1)Expected value of education poverty alleviation policy.Expected value of education poverty alleviation policy refers to the expected evaluation of education poverty alleviation object on the practical effect that education poverty alleviation policy can bring.(2)Perception of educational environment improvement.Perceived of education environment improvement refers to the satisfaction degree of education poverty alleviation objects that the education environment improvement effect caused by education poverty reduction policy.(3)Perception of education quality improvement.Perception of education quality improvement refers to the satisfaction degree of education poverty alleviation objects that feel the education quality improvement caused by education poverty reduction policy.