Research On The Effect Of China's Education Poverty Alleviation Policy

Education is of vital importance in winning the war of poverty alleviation and establishing a well-off society in an all-round way.When it comes to the way employed by transforming the institutional advantages of China into the efficiency of national governance in poverty alleviation through education,it is an important proposition of poverty governance in the new era.This study explores to answer the question from the angle of the effect received from the implementation of the policies related to poverty alleviation through education.According to the study on the historical connotation and reality of poverty alleviation through education,this study carries out theoretical and empirical analysis on the evaluation over the effect obtained from policy implementation.As a result,this paper deepens the comprehension over the policies related to poverty alleviation through education in the relatively poor stage,and proposes the concept of upgrading poverty alleviation policies through education in the next stage,through the discussion over the Chinese characteristics and experience of the policies related to poverty alleviation through education,and taking into consideration the comparison with other countries around the world.The research ideas,main conclusions and findings can be summarized in the following part.Make clear the theoretical connotation of the policies related to poverty alleviation through education.In this paper,the concept of poverty alleviation through education includes educational development,educational support and educational assistance.Based on the analysis of national poverty alleviation documents,this study selects the release time of several iconic policies as the time node for the historical analysis of these policies,and divides these policies into five periods.The key point in relevant policies is realizing “guaranteed compulsory education” and “lifting a number of people out of poverty through the development of education”.Through satisfying the basic educational demands of the poor groups,poverty alleviation through education enhances the appreciation of human capital and the development of education,which is of basic significance to winning the war of povertyalleviation.Conduct relevant studies on the effect received from the implementation of the policies related to poverty alleviation through education by employing the execution evaluation model.After that,the fuzzy comprehensive evaluation method is employed for the evaluation over the actual implementation of the policies related to poverty alleviation through education.In the standard system where 100 points is deemed as the full mark,the result obtained from overall evaluation is 86.93.It is concluded that the level obtained from the overall implementation of the policies related to poverty alleviation through education is above the medium,and there is room for policy improvement.In different dimensions,the policy implementation in the aspects of “deficiency completion”(88.37),“educational support”(87.45)and “preschool education”(87.16)is good,while the implementation of “teacher development”(85.22)and “funding support”(85.79)lags behind to some extent.In different regions,the implementation of the policies related to poverty alleviation through education in the western region(86.64)is better than that in the central region(86.11),but the difference is not significant by taking into account the statistical indicators of education development in the rural area.In this study,detailed studies on the policies related to poverty alleviation through education are conducted by employing the “Importanceperformance Analysis”.It is then shown by the results that the current efforts of 14 policies,such as “preventing dropout and ensuring compulsory education”,should continue to be maintained.In addition,allocation of poverty alleviation related to resources about the 9 policies,such as standardization and the construction of boarding schools,should be optimized.Moreover,16 policies,such as the increase of funds focusing on vocational education,should be attached importance to in the policy upgrading after 2020.Presently,it is required that the optimization should be launched in the aspects of the quality about running senior high schools,helping disabled children,and the cultivation and introduction,as well as training and exchange,of teachers.It is shown by the results obtained from survey that after getting rid of the title of “poverty-stricken county”,the policies which should be further implemented include “enhancing the development level of basic education in poor areas”,“increasing the efforts paid in vocational skills training for poor people”,and “increasing security for the groups with special difficulties”.It is indicated by the results of path analysis that the implementation of the policies related to poverty alleviation through education has the hierarchical and periodical characteristics.According to relevant statistical data and research data collected by our country,this paper concludes and summarizes the Chinese characteristics and experience of the policies related to poverty alleviation through education.It is acknowledged that the policy related to poverty alleviation through education is known for the distinctive Chinese features of“guaranteeing compulsory education as a necessary condition for the withdrawal of povertystricken households” and “developing education as a significant method to overcome poverty”.Then,the Chinese experience of poverty alleviation through education with unique characteristics is formed.Firstly,the strategic position of education in the policies related to poverty alleviation is established.Secondly,the formulation of the implementation plans for the programs of accurate poverty alleviation varies from province to province.Thirdly,the main responsibility of poverty alleviation through education is assigned to specific counties.Fourthly,cadres specialized in poverty alleviation at grass roots implement policies precisely according to the actual situation of every people and household.Fifthly,diversified systems of education support are established.Taking into account the current situation of unbalanced and inadequate development of education in the counties which have already overcome poverty,this paper conducts a comparative study on the development history of the policies related to “poverty alleviation through education” in Britain,America and Japan,and it offers a reference in terms of the background about the conception of policy upgrading in China after 2020.After getting out of the stage of absolute poverty and throwing away the title of “poverty-stricken county”,there is still the phenomenon of unbalanced and inadequate development in the aspects of enrolment opportunities,education quality,and school-running conditions etc.in the counties which have already overcome poverty.This paper draws lessons from the development history of the policies related to “poverty alleviation through education” in Britain,America and Japan which focus on the policies about the vulnerable groups' education and training,assistance in the aspects of food and nutrition,participatory assistance to the members from low-income families,and enhancing the academic performance of children at a disadvantageous position.After that,what is proposed is that poverty alleviation through education should be focused on when China is relatively poverty-stricken,and it should be upgraded from “poverty alleviation in the field of education” to “poverty alleviation depending on education”.With regard to the scope of poverty alleviation,the method is changed from laying emphasis on rural education to education in both urban and rural areas.With regard to the way of poverty alleviation,it is upgraded from poverty alleviation depending on school education to the poverty alleviation depending on both school and family.When it comes to the effect of poverty alleviation,the policy conception of upgrading from attaching importance to the quantity only to the focus on both quality and quantity in poverty alleviation through education is proposed.In the end,this study proposes the suggestions about the policy design of poverty alleviation through education for the counties during the relatively poor stage.Firstly,it calls for establishing and improving the cohesive mechanism of the policies related to poverty alleviation through education.Moreover,it proposes the idea of setting up a policy buffer period for poverty alleviation through education implemented in the counties which are alleviated from poverty during the latter stage.Moreover,what should be focused on are the construction of the implementation and cohesion of policies during the buffer period in the counties during the relatively poor stage,the establishment of the cohesive mechanism between poverty alleviation through education and the strategy of rural revitalization,and the establishment of the cohesive mechanism between poverty alleviation through education and the policies in the area of basic public service.Secondly,the accurate identification of the objects related to poverty alleviation through education should be perfected.The policies related to poverty alleviation through education for the groups of filing riser will be further extended to the groups who are relatively poor,and the method about identification will be optimized.More than that,enhance the endogenous driving force of the poor through the strategy of accurate poverty alleviation.Thirdly,coordinate the policies related to poverty alleviation through health and poverty alleviation through education so as to form a joint force of policies.Moreover,strengthen the assistance in the construction of sanitary fittings at school,attach importance to the health education of students in poverty-stricken areas,and enhance the establishment of the policy linkage mechanism of “poverty alleviation through health and education”.