|
|
|
| Achievements， Problems and Prospects of the Implementation of Education Poverty Alleviation in China——Based on the Survey of 18 Key Poverty-Alleviation Counties (Districts) in 6 Provinces of Central and Western China |
| Fu Weidong1 Zeng Xin2 |
| 1.Institute for Advanced Studies in Humanities and Social Sciences， Central China Normal University， Wuhan 430079；2.School of Education， Central China Normal University， Wuhan 430079 |
|
|
|
|
Abstract Education poverty alleviation is the most direct and effective way of targeted poverty alleviation. Based on the survey of 180 rural primary and secondary schools in 18 key poverty-alleviation counties (districts) of 6 provinces in central and western China， it is found that the education poverty alleviation has achieved preliminary success： a “full coverage” financial assistance system for impoverished students ranging from preschool education to higher education has been established； the problem of students’ malnutrition in poverty-stricken areas has been alleviated； the shortage of infrastructure construction in rural schools has been covered； the shared development of urban-rural compulsory education has been realized； the construction of teaching staff in rural poverty-stricken areas has been strengthened. At the same time， there are still many problems in education poverty alleviation， the overlook of the long-term and arduous nature of education poverty alleviation， the relatively lagging of the targeted identification mechanism in poverty alleviation， the relatively insufficient investment in software construction in rural schools， the less attention paid to the all-round development and endogenous motivation of impoverished students， and the relative simplification and equalization of the support measures for impoverished students. Therefore， this paper puts forward some suggestions： strengthen the top-level design of the policy of education poverty alleviation， pay attention to the all-round development and endogenous motivation of impoverished students， and put emphasis on the quality improvement of school education in poverty-stricken areas.
|
|
Received: 26 September 2019
|
|
|
|
|
|
|
2019, Vol. 58 
