The Development Of Rural Education And The Non-agricultural Transfer Of Agricultural Workers

Transfer of agricultural workers to non-agricultural field is a common topic of concern. As an important influencing factor, the development of rural education has become the research focus of domestic and foreign scholars. Then what is the relationship between the development of rural education and the of agricultural workers to non-agricultural field, and whether the impact be different as regional differences? Five parts of this article will answer this question.Firstly, Based on soft input theory, theory of labor mobility and human capital theory, we compare and analyze the rural per capita net income difference among Zhejiang, Henan and Gansu provinces after 30 years'reform and opening up. The shift to non-agricultural field can significantly impact agricultural productivity and then affect the rural per capita net income. Further analysis shows that the quality of soft inputs are the deep-seated reasons of the per capita net income difference among Zhejiang, Henan and Gansu provinces.Secondly, this paper further compares the industrial structure and employment structure among Zhejiang, Henan and Gansu provinces. This paper founds that the intensity of the shift to non-agricultural field in Zhejiang, Henan and Gansu provinces is gradually decreasing.Thirdly, this paper discussed the factors of transfer from agricultural workers to non-agricultural field and found that the quality of human capital is the main factor of this shift. Then the quality of rural residents and rural education development are closely related, so the development of rural education and the shift to non-agricultural are clearly related.Finally, this paper empirically analyzes the relationship between the development of rural education and agricultural laborers transferred to non-mutual area. The results showed that:In the long run, the average years of education, vocational education development and the intensity of the shift of Zhejiang, Henan and Gansu provinces have positive promoting co-ralationgship. But this relationship should be affected by its own mechanism effects. Their mechanisms are very poor, and comparably speaking, Zhejiang is the best. In the short term, the average years of education is inversely related to the amount of the trasferation. The rural vocational education is positivly ralated to the amount of the trasferation. Higher Education in Zhejiang and Henan and compulsory education in Gansu are all positivly ralated to the average years of education.