Study On The Practice System And Optimization Strategy Of Preventing Poverty Return Through Education Based On The Perspective Of Policy Analysis

Under the background of comprehensive poverty alleviation,how to consolidate the achievements of poverty alleviation and prevent the return to poverty and further realize rural revitalization and common prosperity is a topic worthy of in-depth discussion.Based on the perspective of policy analysis,this paper investigates and studies the practice of preventing return to poverty in education from the top-level design level and the local implementation level respectively,summarizes the shortcomings of the current practice of preventing return to poverty in education,and analyzes the reasons for the deficiencies based on the relevant theories of policy changes.On this basis,combined with the new risk management theory,the new human capital theory,the theory of vulnerability and resilience,deepen the understanding of the problem of returning to poverty and the value of education,summarize the theoretical analysis framework of preventing returning to poverty in education,and strive to clarify the relationship and essential connection between education and returning to poverty,so as to put forward the practice optimization strategy.Firstly,this paper takes the adjustment of China’s poverty alleviation strategy as the research background.Because now our country has achieved the remarkable achievement of eradicating absolute poverty.However,comprehensive poverty alleviation cannot be achieved once and for all.After the elimination of absolute poverty,there is still the problem of multidimensional relative poverty and the threat of poverty return.How to continuously consolidate the achievements of poverty alleviation and effectively connect rural revitalization and prevent poverty return is an issue of The Times worthy of in-depth study.The Party and the state also attach great importance to the adjustment of the strategic direction of poverty alleviation after comprehensive poverty alleviation,and propose to establish a governance mechanism and policy system to prevent the return to poverty.In a timely manner,the education system should also shift its focus to preventing the return to poverty.By reviewing the changing trend of our country’s cognition of the risk of returning to poverty,we can find that people gradually realize that the interaction of internal and external factors causes the phenomenon of returning to poverty.In the process of this change of understanding,the function of education in the prevention and control of poverty return is also highlighted,and the need to play its basic,leading and overall role is the core demand for education in the prevention and control of poverty return.How to promote education to play a more full role in preventing the return to poverty in the post-poverty era is a research topic worth thinking about.On the basis of combing and analyzing the research background,this paper investigates the anti-poverty work and the education anti-poverty practice from the two dimensions of top-level design and local implementation respectively.Among them,the central poverty prevention and control policy and case province poverty prevention and control work plan as the analysis object,to illustrate the degree of education in poverty prevention and control work;Taking the relevant deployment of the Ministry of Education and the interview data of 66 sample counties as the analysis objects,the current practice of preventing the return to poverty in education in China was investigated.The study found that education departments at all levels carry out national anti-poverty policies step by step and design local programs,forming an education anti-poverty chain composed of education departments at all levels and other relevant subjects.However,there are also shortcomings,which are generally manifested as the insufficient role of education in the practice of preventing poverty through education.Specifically,this can be analyzed from two perspectives: design level emphasizes the importance of education preventing poverty through education,but lacks innovative and operational guidance.Relevant designs are basically consistent with the stage of poverty alleviation through education.The fundamental difference between the role of the education system and other systems in poverty reduction has not been reflected in the context of ongoing poverty reduction monitoring in other areas;The implementation level has strong dependence on the design level,weak autonomy and initiative,and there are practical problems such as difficulties in implementing relevant policies.In order to analyze the reasons for the above problems,this paper starts from the perspective of historical institutionalism,combines the intermittent equilibrium theory and the path dependence theory,and comes to the conclusion that the current policy is in the equilibrium stage in the process of the change of the policy of poverty alleviation through education and poverty prevention,and there is a benign path to rely on between the policy of education and poverty alleviation through education.At the same time,this paper uses the multi-source theory to analyze the changing environment of the current education anti-poverty policy,and finds that the "window of opportunity" has not yet been opened,because on the one hand,the large-scale poverty phenomenon we do not want to see has not happened,on the other hand,the logical relationship between education and poverty has not been clearly understood,so the relevant programs have not formed a system.In addition,the foundation of economic and social development and education development in poverty-stricken areas is relatively weak,so it is difficult to ensure that education can fully play the role of preventing poverty.On this basis,this paper points out that keeping the poverty alleviation policy stable to prevent the "return to poverty" is not a simple policy continuation,if the problems in the previous stage are not completely solved,the problems in the new stage are found,it may cause the gradual transformation from benign path dependence to malignant path dependence.Therefore,it is necessary to adjust the education anti-poverty policy in time according to the social and economic changes,and make adequate program preparation for this adjustment from the theoretical level.On this basis,this paper organically combines the results of the investigation on preventing poverty through education with the relevant analysis and theories of economics and management,and puts forward the theory and action framework of preventing poverty through education,that is,it takes reducing the vulnerability after the victory of the poverty alleviation battle and improving the resilience level of poor areas and poor people as the action criteria.To construct a theoretical framework for preventing the return to poverty in education,which aims to combine the sustainable development of the subject,the donor and the carrier,namely the educated,the education itself and the environment in which the educated live with the rich accumulation of material capital,human capital and social capital.Reduce the vulnerability of families and individuals out of poverty by promoting the sustainable development of subjects and donors,and promote the effective accumulation of physical capital,human capital and social capital by relying on high-quality education development,thus improving the resilience of families and individuals out of poverty.Under the guidance of the theoretical framework and action criteria of preventing poverty in education,the policy of preventing poverty in education is adjusted and the work of preventing poverty in education is carried out to effectively block the chain of occurrence of poverty.Finally,based on the above theory,this paper further puts forward the concrete plan of implementing the optimization strategy of the practice system of preventing poverty in education.First,promote high-quality,balanced and high-quality development of education,strengthen the construction of teachers,improve the quality of education and teaching,improve the construction of education information technology,and improve the quality of education in preschool education and special education areas that have been lifted out of poverty.The second is to improve the monitoring mechanism of poverty return and dropout control in the education system,and pay attention to the physical and mental development of marginalized groups and special groups.The third is to give full play to the advantages of vocational education in stable employment and income increase,to enhance sustainable development capacity as the driving force for vocational education development,to further promote the coordinated development of vocational education in areas already out of poverty,and to establish a diversified system integrating "three education".Fourth,pay attention to the development of consumption education for various groups at the school level,family level and social level.Fifth,rely on education to help build social trust,improve the efficiency of social capital transformation with high-quality social cooperation,and promote the education and poverty prevention work.