A Study On The Satisfaction Of Vocational Students From Farmers And Herdsmen Families In The "9+3" Free Education Program In Ethnic Areas Of Sichuan Province

Vocational education,as a crucial part of the education system,has trained many high-quality talents with modern skills for economic development and poverty alleviation,especially vocational education in ethnic areas,which is an important way to remedy shortcomings of education in ethnic areas and promote educational equity.Sichuan Province’s “9+3” free education program(hereinafter referred to as the “9+3” program)is to promote economic and social development and achieve long-term stability in ethnic areas,since its implementation in 2009,has benefited many poor farmers and herdsmen families,gotten students’ families out of poverty,and trained a number of skilled people for the ethnic areas of Sichuan Province.At present,the program has been extended to Gansu and Guizhou and other places.However,with the emergence of problems such as poor employment stability of graduates,and whether the current “9+3” program can meet the needs of rural revitalization in ethnic areas,all sectors of society began to think about the effectiveness of the “9+3” program.This paper discussed the way to improve the “9+3” program and improve the quality of vocational education in ethnic areas from the perspective of the satisfaction of students in the “9+3” free education program in Sichuan Province(hereinafter referred to as “9+3” program students).Based on the domestic and overseas research on satisfaction of students and the customer satisfaction theory,this paper designed the satisfaction scale of secondary vocational students in the“9+3” plan,and conducts field research on some schools that carry out the “9+3”plan by sampling.In addition,on the basis of reference to the European customer satisfaction index model and the characteristics of the “9+3” plan,the variable of the image of vocational education has been added to establish the student satisfaction index model of the “9+3” program,consisting of six variables(including the image of vocational education,educational expectations,perceived quality,perceived value and student satisfaction and student loyalty.)Using AMOS structural equation software and SPSS statistical software to process and analyze the data,the results of the structural equation model are estimated,and the direct and indirect effects of each variable on student satisfaction and loyalty of the “9+3”program are estimated.The results of this paper indicate that,in addition to the better score of perceived quality,the average score of observation variables corresponding to other sub-variables(including vocational image,student satisfaction,educational expectation,perceived value and student loyalty)was not very good,which indicated that the satisfaction of students in the “9+3” program with secondary vocational schools and secondary vocational education needs to be further improved;The most indirect impact on student loyalty is the perceived quality,followed by educational expectations and perceived value.According to the results of the survey,some suggestions are put forward to improve the “9+3” plan and improve the quality of secondary vocational education in ethnic areas: strengthening the image construction of secondary vocational education,guiding students to establish appropriate educational expectations,and adhering to the “people-oriented”teaching and management concept.