易地教育扶贫——破解“三区三州”深度贫困的非常之策
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摘要
"三区三州"是中央统筹、重点支持的深度贫困地区,是深度贫困地区脱贫攻坚的"难中之难"。教育扶贫作为中央统筹的重要一环,是解决深度贫困的长效措施。"三区三州"的教育数据统计及调研结果显示:"三区三州"高中教育存在明显短板且短期内难以实现跨越式发展,制约了教育阻断代际传递的作用。积极采取超常规教育扶贫模式,将易地扶贫搬迁和教育扶贫有机结合打出政策组合拳,深入开展"易地教育扶贫",是充分发挥深度贫困群众的内生动力,有效防止其返贫的重要手段。
"Three Regions and Three Prefectures",which are uniformly coordinated and supervised by the central government,remain tough as povertystricken areas in China. As a crucial means to relieve poverty,anti-poverty by Education is deemed as an effective measure to tackle the problem in the long run. The statistics and survey results in the "three regions and three prefectures"disclose that high school education is inadequate in these areas and is unable to achieve progress in a short period,thereby constraining the role of education in interrupting poverty generational transmission. To improve this situation,positive efforts should be made to adopt unusual means in the anti-poverty project,and to implement a policy mix by combining anti-poverty by relocation and by education.
"Three Regions and Three Prefectures",which are uniformly coordinated and supervised by the central government,remain tough as povertystricken areas in China. As a crucial means to relieve poverty,anti-poverty by Education is deemed as an effective measure to tackle the problem in the long run. The statistics and survey results in the "three regions and three prefectures"disclose that high school education is inadequate in these areas and is unable to achieve progress in a short period,thereby constraining the role of education in interrupting poverty generational transmission. To improve this situation,positive efforts should be made to adopt unusual means in the anti-poverty project,and to implement a policy mix by combining anti-poverty by relocation and by education.
引文
[1]这四年,精准扶贫实现历史跨越[EB/OL].(2017-11-30)[2017-12-15].http://xhpfmapi.zhongguowangshi.com/share/index.html?docid=2480921&channel=weixin.
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[16]王姣娜.教育结构与人力资本红利---挑战、证据与路径选择[J].河北学刊,2016(3):191-196.
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(1)凉山州美姑县中学(西昌校区)介绍资料。
[2]中共中央办公厅、国务院办公厅关于支持深度贫困地区脱贫攻坚的实施意见[EB/OL].(2017-11-14)[2017-12-15].http://www.xxz.gov.cn/xxgk/2017zwgkgzyd/hmsxxgk/fptp/fpzc_45715/201711/t20171114_824474.html.
[3]2016年全国义务教育均衡发展督导评估工作报告[EB/OL].(2017-02-23)[2017-12-15].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2017n/xwfb_170223/170223_sfcl/201702/t20170222_297055.html.
[4]四川省又有31个县(市、区)通过了国家督导评估认定全国义务教育发展基本均衡县达到126个[EB/OL].(2017-10-14)[2017-12-15].http://sichuan.scol.com.cn/ggxw/201710/56009216.html.
[5]西昌、德昌通过国检达到义务教育发展基本均衡评估[EB/OL].(2016-09-14)[2017-12-15].http://www.lsiptv.cn/show-6-32785-1.html.
[6]四川126个县(凉山4个)实现义务教育均衡发展!快看看你的家乡达标了吗?[EB/OL].(2017-10-15)[2017-12-15].http://www.sohu.com/a/198207531_655291.
[7]国家统计局.中国统计年鉴2016[M].北京:中国统计出版社,2016.
[8]西藏自治区统计局.西藏统计年鉴2016[M].北京:中国统计出版社,2016.
[9]甘肃发展年鉴编委会.甘肃发展年鉴2014[M].北京:中国统计出版社,2014.
[10]国家教育督导检查组对西藏自治区15个县义务教育均衡发展督导检查反馈意见[EB/OL].(2017-12-08)[2017-12-15].http://www.moe.edu.cn/jyb_xwfb/moe_2082/zl_2017n/2017_zl79/201712/t20171208_320925.html.
[11]Loyalka P,Liu C,Song Y,et al.Can Information and Counseling Help Students from Poor Rural Areas Go to High School?Evidence from China[J].Journal of Comparative Economics,2013,41(4):1012-1025.
[12]赵力涛.中国农村的教育收益率研究[J].中国社会科学,2006(3):98-109.
[13]柳建平,刘卫兵.西部农村教育与减贫研究---基于甘肃14个贫困村调查数据的实证分析[J].教育与经济,2017(1):75-80.
[14]於世为,诸克军,袁可红.不同教育层次对人力资本的贡献[J].系统管理学报,2007,16(2):114-119.
[15]Siphambe H K.Rates of Return to Education in Botswana[J].Economics of Education Review,2000,19(3):291-300.
[16]王姣娜.教育结构与人力资本红利---挑战、证据与路径选择[J].河北学刊,2016(3):191-196.
[17]雷万鹏,钟宇平.中国高等教育需求中的城乡差异---人力资本与社会资本理论的视角[J].北京大学教育评论,2005,3(3):48-57.
[18]都阳,朴之水.迁移与减贫---来自农户调查的经验证据[J].中国人口科学,2003(4):56-62.
[19]王德文,蔡昉,张国庆.农村迁移劳动力就业与工资决定:教育与培训的重要性[J].经济学,2008,7(4):1131-1148.
[20]胡联,孙永生,王娜,等.贫困的形成机理:一个分析框架的探讨[J].经济问题探索,2012(2):1-5.
[21]Mountford A.Can a Brain Drain be Good for Growth in the Source Economy?[J].Journal of Development Economics,1997,53(2):287-303.
[22]Beine M,Docquier F,Rapoport H.Brain Drain and Economic Growth:Theory and Evidence[J].Journal of Development Economics,2006,64(1):275-289.
[23]Stark O,Helmenstein C,Prskawetz A.A Brain Gain with a Hrain Drain.[J].Economics Letters,1997,55(55):227.
[24]李彬.浅谈内地民族班(校)学生的文化适应问题[J].中国民族教育,2008(12):16-18.
[25]马鞍山迎来大凉山57名彝族少年将开展6年学习生活[EB/OL].(2017-09-04)[2017-12-15].http://www.sohu.com/a/191968570_660944.
[26]扎实推进教育脱贫着力阻断贫困代际传递[EB/OL].(2016-09-30)[2017-12-15].http://views.ce.cn/view/ent/201609/01/t20160901_15478309.shtml.
[27]桐城市多举措推进教育扶贫工作[EB/OL].(2017-07-20)[2017-12-15].http://www.ahedu.gov.cn/29/view/348540.
[28]我的未来不是梦---北京市商业学校职教帮扶云南保山地区学生小记[EB/OL].(2015-06-10)[2017-12-15].http://news.xinhuanet.com/local/2015-06/10/c_1115576112.htm.
[29]教育部:高考各地录取率不降低缩小省际录取率差距[EB/OL].(2017-05-10)[2017-12-15].http://www.guancha.cn/Education/2017_05_10_407701_s.shtml.
(1)凉山州美姑县中学(西昌校区)介绍资料。