Research On The Interaction Between Rural Vocational Education And Peasants’ Social Mobility

With the development of urbanization, industrialization and marketization, our country’s rural vocational education, gradually, is and may be at the edge of the education system. Although the Party and country ever published many favorable documents and policies, took many valid measures, meanwhile, a lot of regions have also gone on some tests and explorations positively, and some other reformations also are put forward, which have made new progress on the development of rural vocational education. But all these improvements do not radically reverse rural vocational education situation that the rural vocational education is isolated from other types of education, and is weak in many sides, and is limited on the contents and purpose, and can’t adapt to the social development. Thus, the function of rural vocational education that services the rural construction and development, agricultural development and increases the income of peasants can’t be made use of fully. Especially the peasants group(class) who are the main body of rural construction and agriculture development, are not getting the benefits effectively from the rural vocational education. Currently, the social mobility of our peasants appears quickly level flow, appears fixed tendency of intergenerational flow and the characteristics of blindness groups flow, which causes it difficult to achieve the promotion of peasants’ social position and realization of peasants’ social mobility. In the new period, the rural vocational education should shoulder the historical mission, and exert its function--to agree with the "SAN NONG" problems, to increase peasants’ income, to realize agricultural modernization, to construct new socialist countryside, to promote and facilitate the realization of ascension of peasants’ social mobility to some extent, in the context of new socialist countryside construction and socialist harmonious society. All these things ask the rural vocational education should be associated with peasants in the social mobility, and should promote the interactions between the peasants’ social mobility and rural vocational education. These are the requirements of peasants’ rational and social development, and also the response of rural vocational education surviving development. Rural vocational education can supply agriculture science and technologies to the farm labors, supply professional skills to immigrants, and provides the content, consciousness, quality, ability and knowledge of the enterprise to the returnees, so that the peasants can realize their social mobility. To a certain extent, the realization of the peasants’ social mobility can also expand the scale of rural vocational education, and realize the diversification of fiscal way of rural vocational education so as to activate its development energy, to realize the benign interaction between the two sides. But because of the limitation of the rural vocational education’s function and peasants’ education level, the interaction between them was confined. Through the literature research and factor analysis, the author thinks that a democracy and stable political environment, the sustaining and balance economic development, opening and orderly social system environment, reasonable and effective education system are the important factors that guaranteeing benign interaction between rural vocational education and peasants’ social mobility. At the same time, the author points out, from the angles of education, politics and sociology and other disciplines, that the fruitful education reformation of rural vocational colleges, strong support and guidance of government and a series of institutional reforms of the society are the important approaches to promote benign interaction between the rural vocational education and peasants’ social mobility.