Research On The Performance Evaluation Of Educational Poverty Alleviation Policy In The Deep Poverty Area Of Xinjiang

The development of education is the fundamental solution to block the intergenerational transmission of poverty.At the present stage of the overall success of poverty alleviation of China,the focus of poverty alleviation has shifted from absolute poverty with the elimination of income poverty as the core to the control of relative poverty characterized by multidimensional poverty.As one of the important ways of human capital accumulation,education plays a long-term role in the process of controlling relative poverty.In the post-poverty era,scientific evaluation of the policy performance of poverty alleviation through education in the past period is of great significance to the subsequent policy adjustment.From the multi-disciplinary perspective of economics,management and pedagogy,using a combination of qualitative and quantitative research methods,combined with the special regional conditions in Xinjiang,this paper evaluates the effect,efficiency,fairness and satisfaction of the educational poverty alleviation policy in the deep poverty areas of Xinjiang.Based on the realistic background of economic and social development and poverty alleviation in Xinjiang,this paper puts forward the theoretical and practical significance of the research on the performance evaluation of poverty alleviation policies through education,combs the relevant research at home and abroad,and clarifies the main research objectives,research ideas,research contents and research methods.Further,it systematically combs the capacity poverty theory,poverty intergenerational theory,human capital theory and “3E” performance evaluation theory,and defines the core concepts of poverty,education poverty alleviation,deep poverty area and educational poverty alleviation policy performance,which lays a theoretical foundation for the construction of the article framework.Through the interpretation of the value,performance evaluation principles and index content of education poverty alleviation,the logic of research content is determined edit the starting point.Above all,in the main part of the research content,this paper summarizes the current situation of educational poverty alleviation policy in Xinjiang,and systematically expounds the basic development situation,poverty characteristics and the evolution of poverty alleviation policie.Further through the analysis of the value of education poverty alleviation,the principle of performance evaluation and the intrinsic pelation of evaluation index,the logical starting point of the research content is determined.On this basis,the multidimensional poverty level of the deep poverty areas in Xinjiang is measured from the level of families and counties,and the realistic representation and regional differences of multidimensional poverty in the deep poverty areas in Xinjiang are presented from both static and dynamic perspectives.Next,based on the “3E + S” performance evaluation criteria,this paper makes a comprehensive evaluation on the performance of the poverty alleviation policy of education in Xinjiang from four aspects of effect,efficiency,fairness and satisfaction.Specifically,first,from the basic value of human capital,based on the perspective of resource investment,using panel data model,System GMM model and quantile regression to analyze the implementation effect of education poverty alleviation policy,discuss the dynamic constraints and marginal income characteristics of the policy effect,and objectively present the influence effect of education poverty alleviation policy on poverty alleviation in deep poverty-stricken areas of Xinjiang.Second,under the support of resource scarcity perspective,using data envelopment analysis to analyze the efficiency of education poverty alleviation policy.By controlling the impact of other poverty alleviation policies on regional poverty alleviation,we can measure the net value of the efficiency level of education poverty alleviation policy,and seek a reasonable explanation mechanism for the change of policy efficiency from the perspective of static and dynamic combination.Third,based on the concept of difference measurement,this paper analyzes the equity of education poverty alleviation policy in Xinjiang.By using the theil index analysis method,the paper constructs a calculation formula based on resource input and multidimensional poverty level,and discusses the equity of educational poverty alleviation policy in resource allocation level from the level of northern and southern Xinjiang and prefectures and cities According to the degree of allocation,we can judge whether the allocation of policy resources is fair or not.Fourth,starting from the basic connotation of accurate poverty reduction,including the construction of accurate identification,accurate assistance,education and poverty reduction policies satisfaction degree based on the four elements of precise and accurate assessment of management,based on the 11616 family research data of deep poverty area,verify the effectiveness of the satisfaction evaluation model starts from the multi-dimensional poverty thinking and analyzes the satisfaction of families with different levels of poverty to education poverty alleviation policies.Finally,according to the empirical analysis,the research conclusions are drawn,and the policy optimization suggestions and deficiencies are put forward.The main conclusions are as follows: First,the problem of food and clothing in Xinjiang has been solved in an all-round way,but the multidimensional poverty problem has not been eradicated.Second,judging from the dynamic relationship between education investment and poverty alleviation progress over the years,the poverty alleviation policy of education in the deep-poverty areas of Xinjiang has achieved remarkable results,and shows the characteristics of stability and long-term,short-term benefits and dynamic constraints coexist,in the early comprehensive poverty alleviation effect is weak.Second,judging from the dynamic relationship between education investment and poverty alleviation progress over the years,the poverty alleviation policy of education in the deep-poverty areas in the deep-poverty areas of Xinjiang has achieved remarkable results,and it shows the characteristics of coexistence of stability and long-term,short-term benefit and dynamic restriction.Under the condition that the effect of comprehensive poverty alleviation in the early stage is weak,the current education investment shows more positive effect of poverty alleviation,it has given full play to its positive role in preventing and suppressing poverty.With the improvement of the comprehensive effect of poverty alleviation,the positive effect of poverty alleviation by education shows a trend of increasing first and then decreasing.This phenomenon is also prevalent in poor counties in northern Xinjiang,while in the base region,where conditions are weak,the educational poverty alleviation policy not only contributes significantly to the local poverty alleviation at the static level,but also shows the sustained characteristics of dynamic poverty reduction,the positive role of education in poverty reduction is characterized by increasing marginal returns.Third,The policy efficiency of education poverty alleviation in the deep poverty area of Xinjiang shows the characteristics of weakening trend and regional difference.The lack of scale efficiency is the main reason of low overall efficiency,and the high efficiency organization management system restrains the efficiency decline,which means the local government has played an active role in reversing the efficiency decline.The positive role of poverty alleviation through education in economic development,social governance,talent supply and poverty eradication needs to be examined from a more long-term perspective.Fourth,the policy of poverty alleviation through education in the deeppoverty areas of Xinjiang has achieved overall fairness,and there are obvious characteristics of inflection points.Compared with the poor counties in Xinjiang,the difference in the allocation of educational resources within the region is the main reason for the difference in poverty reduction policies compared with financial resources and material resources,the distribution of teachers in poverty-stricken counties and regions is more equitable.Fifthly,the residents have a higher satisfaction evaluation on the poverty alleviation policy of education.This phenomenon is common in families with different levels of poverty.There are obvious differences in the evaluation of the satisfaction of different regions and groups with different health status.On the whole,the implementation of the poverty alleviation policy of education has a solid mass foundation,which conforms to the fundamental interests of the overwhelming majority of the masses.