Research On The Construction Of Relative Poverty Evaluation Indicators For Compulsory Education After 2020

Absolute poverty will be eliminated after 2020,and poverty will exist in the form of relative poverty.In the field of education,solving the relative poverty of education is of great significance to the governance of relative poverty.Based on the in-depth analysis of the connotation and theory of relative poverty in education,this research takes compulsory education as an example,attempts to construct a relative poverty evaluation index system for compulsory education after 2020 based on practical problems and policy requirements,and proposes countermeasures to establish a relative poverty governance mechanism for compulsory education Suggest.The main process and conclusion include the following four parts:First,reconstruct the concepts of education poverty and education relative poverty,and establish the theoretical basis for the construction of evaluation indicators for education relative poverty.On the basis of analyzing the connotation and value orientation of the existing education poverty concept,guided by Marx’s historical materialism,the dual connotation of education poverty is established.Based on the reality of industrial society,education is relatively poor.One refers to the ability to complete the minimum level of education required for modern social production,but due to family conditions and educational resources,personal education does not reach the social average level,and is at a low level in the labor production value chain.end.The second refers to individuals who cannot be treated equally and respectfully in the process of education and communication,and they are degraded and excluded.Facing the future of human development,the relative poverty of education means that there are defects in the education training system,and the educated lack the ability and quality to participate in social production and communication for the benefit of the social community,and to achieve self-development in it.On the basis of existing research on relative poverty,two criteria for judging absolute poverty and relative poverty in education are established: one is whether the educated can be equipped with the ability to meet their own survival needs and social needs;the second is whether it exceeds the society’s education The tolerable range of inequality includes justice principles such as distributive justice,recognition of justice,and the free and comprehensive development of people.Second,establish relative poverty indicators for compulsory education after 2020.Based on the analysis of domestic and foreign education indicators,poverty indicators,and education poverty indicator system construction ideas and indicator selection,according to the concept and theoretical basis of education relative poverty,combined with my country’s compulsory education actual problems and policy requirements,the use of document method and text analysis Method,survey method and Delphi method to construct a relative poverty indicator system for compulsory education after 2020.To resolve the relative poverty of compulsory education after 2020,it is not only necessary to consolidate the results of compulsory education to control dropouts and to optimize the allocation of educational resources;it also needs to improve the internal talent training process of schools and cultivate the ability of disadvantaged students to get rid of poverty and develop independently.In this regard,the relative poverty evaluation index system for compulsory education is divided into three parts: "Consolidate the results of dropout control and save school,optimize the allocation of educational resources" is reflected in the "education starting point" and "education investment" parts of the evaluation index,including explicit/recessive schools 10 indicators such as dropout rate,school doctors and psychological counseling staff in large township boarding schools,and government purchases of service coverage of workers in township boarding schools;the "internal talent training process in the school" is reflected in the evaluation index "Curriculum Teaching and Evaluation" And the “interpersonal relationship”dimension,including 6 indicators such as teacher competence and principal’s teaching leadership ability,school labor education curriculum setting and implementation rate,students’ perception of poverty and stigma,support for disadvantaged students,and care index;Autonomous development ability is reflected in the "knowledge literacy" and "mental quality" dimensions of the evaluation indicators,including reading,mathematics,scientific literacy,students’ perception of poverty and stigma,self-efficacy,and self-worth.Third,establish a method for evaluating the relative poverty of compulsory education after 2020.Based on the analysis of the scope of application,advantages and disadvantages of existing poverty evaluation methods,and the requirements for data types,according to the characteristics of the relative poverty indicators of education,combined with the focus and value positioning of the evaluation,the "Compulsory Education Relative Poverty Incidence Rate" is used to calculate 2020 Relative poverty in postcompulsory education.This study calculates the incidence of poverty in 103 middle schools in 6 districts and counties in the west on the three indicators of "Principal Leadership","Student Reading Literacy" and "Student Poverty Stigma Perception",and demonstrates the application of poverty incidence measurement methods to compulsory education relative poverty.The actual operating procedures of the identification and the application of the results.The results show that the relative poverty incidence rates of compulsory education in the three dimensions are 11.77%,9.83%,and 5.17%,respectively.Fourth,build a "government-school-family" trinity compulsory education relative poverty governance mechanism.Resolving the relative poverty of education after 2020 not only requires the government to fulfill its responsibilities in terms of educational opportunities and resource allocation,but also requires schools to play a leading role in talent training.At the same time,it needs to stimulate the sense of responsibility of poor students and guide parents,communities and other relevant interest groups.Participate and cooperate to build a five-in-one governance pattern of government,school,family,society and students.Recommendations: Implement the policy of “providing overall planning at the provincial level,focusing on the county”,clarify the powers and responsibilities of various government departments at all levels,and build a multi-sectoral coordinated compulsory education and relatively poor government governance mechanism;strengthen the internal development of schools to promote student freedom,For the goal of comprehensive development,build a mutual aid and cooperative compulsory education and relatively poor school governance mechanism;take the cultivation of students’ ability to achieve ideal life and serve social development as the fundamental orientation,and build an educational relatively poor social governance mechanism in which parents and communities actively participate;"Education supports the will" as the goal,strengthens the education of students’ ideological,moral and behavioral norms,and builds a longterm governance mechanism that stimulates students’ endogenous motivation and sense of responsibility.