Anhui Rural Education Survey Report

Survey Report on Rural Education in Anhui Province I. Current Situation: Rural Vocational Education Has Both Downturn and Opportunities for Development

Anhui is a large agricultural province. At present, the rural population still accounts for more than 70%. At the beginning of the eighty years, the Anhui Provincial Party Committee and the provincial government vigorously promoted the integration of agricultural science and education on the basis of comprehensive county-level economic education survey. In the past 20 years, the rural vocational education in the province has cultivated 700,000 junior and middle-level talents in rural economic construction and social development. It plays an important role. However, in recent years, the development trend of vocational education in Anhui Province, especially rural vocational education, has reversed, and the scale of development has been declining year by year. The number of enrolled students in secondary vocational schools in the province and the proportion of students in the high school stage are from 1996. 61.37% and 59.60% fell to 32.24% and 41.95% in XX years

Second, the crux of the problem: rural vocational education in the new situation of increasingly strong social needs into the downturn, the crux of the problem lies in guiding ideas, work measures and many other problems.

The guiding ideology for running a school is in urgent need of adjustment.

The guiding ideology for the transition of rural education, that is, the transfer of education from the education to the guidance of the two local civilized construction services and the large-scale improvement of the quality of rural laborers. It should be said that it has become more and more clear. However, rural vocational education The guiding ideology of running a school or the problem of running a school is obviously not well solved. The main performances are as follows: First, the understanding of the word "farm" is too narrow, often limited to traditional agriculture; second, the positioning of the training target is too backward, still limited The cultivation of "rooted factions" that "does not leave the soil and not leave the country" is unscientific in the division of rural vocational education. The statistics are still limited to counties and counties. In fact, many vocational schools, colleges and universities, private schools in the city are mainly Recruitment is for rural students. For example, in the four Chinese vocational schools in Hefei, for example, more than 7,000 students in four schools in XX have enrolled more than 85% of the students in rural areas. Fourth, they are not suitable for the new needs of rural areas and employment. In the establishment of a traditional profession that is free from the main battlefield of economic construction, which is unattractive to peasant youth; the fifth is to limit rural vocational education to high school or vocational high school. Considering a large number of middle-school graduates who cannot rise to the middle stage, these rural youth, who account for more than 60% of the graduates in the country, are more urgently required to receive different levels of vocational training. There are data showing that more than 80% of rural youth who work outside the home or work in cities Without government organization or introduction, more than 80% of rural youth who have been trained before working are not educated and trained by government-run schools.

The macro-regulation of the educational structure needs to be strengthened

The expansion of enrollment in higher vocational schools and the expansion of the enrollment of vocational secondary schools, the proportion of graduates from rural vocational schools has increased year by year, and the advantages and disadvantages for running rural vocational education are greater than the disadvantages. However, from the survey situation, there are some shortcomings in the implementation. Performance: First, there is a one-sided understanding of the "two highs." Leaders in some places only understand the high school education as ordinary high school. This understanding even appears in some important work reports of party and government leaders. The rare development opportunities for roughing the industry are not well grasped. Some local education authorities have relaxed their leadership in vocational education, and have not coordinated the development of ordinary high school and secondary vocational education. They have let go of the recruitment work of rural vocational schools. The enrollment department only grasps the general education enrollment, emphasizes the general education, and the tendency of light vocational education is once again rising. In some places, even the risk of the reform of the secondary education structure is in danger of being destroyed. Third, the rural vocational education is still misinterpreted as the final education, and the higher education. There is no institutional connection and communication between education, and the “overpass” has not yet been constructed. Recruiting ordinary high school graduates, the proportion of graduates recruiting vocational school students is very small. Fourth, the guidance of the lofty academics is becoming more and more intense, flooding the newspapers, television is a doctoral student, a doctoral supervisor, a college entrance examination champion, etc., while for vocational education, for ordinary The propaganda of the workers is very weak. The third is the countermeasures: The current problems in rural vocational education are problems in development, and they are problems that can be solved through hard work. The key lies in understanding the situation and facing the situation. The gap, catching the crux, innovating, breaking through the difficulties, and driving the overall situation.

Adhere to the people-oriented guiding ideology, redefine the orientation and training objectives of rural vocational education.

Adhere to the government's coordinated and coordinated working methods and further increase the intensity of government functions.