scholarly journals Analysis on the Existing Main Problems and Countermeasures of Rural Education

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Bo Peng ◽  
◽  
Piaopiao Sun ◽  
Anqi Lou ◽  
Chuanling Zhang ◽  
...  
Keyword(s):  
Rural Education ◽  
Human Resources ◽  
Vocational Education ◽  
Rural Areas ◽  
Rapid Development ◽  
Family Education ◽  
Vulnerable Groups ◽  
Local Characteristic ◽  
Rural Teachers ◽  
Rural Revitalization

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in Education funds, strengthening the construction of school standardization; Improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; Strengthening the role of family education and sharing the responsibilities of vulnerable groups; Improving the quality of education and creating local characteristic courses; Vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

scholarly journals Analysis on the Existing Main Problems and Countermeasures of Rural Education

2021 ◽  
Author(s):  
Bo Peng ◽  
Piaopiao Sun ◽  
Anqi Lou2 ◽  
Chuanling Zhang ◽  
Yanfang Sun ◽  
...  
Keyword(s):  
Rural Education ◽  
Human Resources ◽  
Vocational Education ◽  
Rural Areas ◽  
Rapid Development ◽  
Family Education ◽  
Vulnerable Groups ◽  
Local Characteristic ◽  
Rural Teachers ◽  
Rural Revitalization

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in Education funds, strengthening the construction of school standardization; Improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; Strengthening the role of family education and sharing the responsibilities of vulnerable groups; Improving the quality of education and creating local characteristic courses; Vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

scholarly journals Representações sociais sobre o processo formativo de professores do campo e da EJA no Brasil: a realidade na Amazônia Paraense

2021 ◽  
pp. 1-25
Author(s):  
Alessandra Sampaio Cunha ◽  
Armando Paulo Ferreira Loureiro ◽  
Joana dArc de Vasconcelos Neves
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Social Representations ◽  
Structured Interview ◽  
Pedagogical Practices ◽  
Way Of Life ◽  
Rural Teachers ◽  
The Social ◽  
Psychosocial Processes ◽  
Teaching Learning

This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas.

scholarly journals Sustainable Development of Education in Rural Areas for Rural Revitalization in China: A Comprehensive Policy Circle Analysis

2021 ◽  
Vol 13 (23) ◽  
pp. 13101
Author(s):  
Eryong Xue ◽  
Jian Li ◽  
Xingcheng Li
Keyword(s):  
Sustainable Development ◽  
Rural Education ◽  
Rural Areas ◽  
Primary Schools ◽  
Policy Design ◽  
Teaching Staff ◽  
Sustainable Rural Development ◽  
Depth Analysis ◽  
Rural Revitalization ◽  
Education Administrators

Rural revitalization to promote sustainable rural development is a key strategy promoted by the Communist Party of China. We conducted a comprehensive policy analysis to explore the development of sustainable rural education for promoting rural revitalization in China. Integrity, openness, and endogeneity are critical in the development of sustainable rural education. We investigated the formulation and implementation of sustainable development policies supporting rural education in China through an in-depth analysis of the rural education policy circle (policy design, content, and implementation) and administered a survey among rural education administrators and teachers to elicit their perspectives. Education personnel employed in rural areas within 10 provinces, including school and education administrators, teaching staff and researchers, and teachers (in kindergartens, primary schools, and middle schools) were recruited for the study. A total of 741 questionnaires were sent out and returned (a recovery rate of 100%). Our findings indicated that the policy design was unreasonable, and its focus on rural-based care was inadequate. Moreover, integration and symbiosis of policy content was lacking, and the governance system was also inadequate, leading to poor policy implementation associated with insufficient support of teacher resources. In addition to addressing the above issues, we suggest that the policy should have a rural orientation to enhance integration and symbiosis, with a focus on building and consolidating the ranks of rural teachers.

scholarly journals The Problem of Labor Loss under the Background of Rural Revitalization and Countermeasure Analysis

2021 ◽  
Vol 8 (8) ◽  
pp. 141-145
Author(s):  
Shidong Zhang ◽  
Keyword(s):  
Rural Development ◽  
Rural Areas ◽  
Rural Population ◽  
Rapid Development ◽  
Central Committee ◽  
Recent Past ◽  
Rural Land ◽  
Rural Labor ◽  
Rural Revitalization ◽  
Countermeasures And Suggestions

In the Fifth Plenary Session of the Nineteenth Central Committee of the recent past, it was pointed out that in order to achieve comprehensive prosperity and eliminate poverty completely, my country must focus on the “three rural issues” and implement the rural revitalization strategy. As a large agricultural country, our country has a large rural population, and the rural land is relatively vast. Therefore, if our country wants to achieve full prosperity, it must promote the implementation of the rural revitalization strategy, so as to enable the rapid development of rural areas. Looking at this problem from a micro perspective, there are still certain restrictions and constraints, such as the serious loss of rural labor, resulting in an empty nest phenomenon, or the serious aging of the rural population. These reasons all restrict rural development and rural modernization. The advancement of urbanization. This article mainly focuses on the problem of rural labor loss under the current rural revitalization strategy, and further proposes countermeasures and suggestions to solve the problem in response to this phenomenon, in order to provide a certain reference and reference for rural development.

scholarly journals Analysis on the Problems and Countermeasures of Agricultural Product E-commerce Development under the Background of Rural Revitalization

2021 ◽  
Vol 8 (10) ◽  
pp. 32-37
Author(s):  
Guanghao Liu ◽  
Keyword(s):  
Rural Areas ◽  
Rural Economy ◽  
Rapid Development ◽  
Strong Support ◽  
Agricultural Product ◽  
Chinese Government ◽  
Time Period ◽  
Rural Revitalization ◽  
Strategic Goals ◽  
Development Paths

With the rapid development of science and technology in recent years, and the strong support of the Chinese government, the world’s most extensive Internet area has been formed. In recent years, my country’s E-commerce has developed very rapidly, which has promoted the development of rural E-commerce. The development of rural E-commerce has promoted the development of the rural economy, especially in the current country’s rural revitalization strategy. The report of the 18th National Congress of the Communist Party of China stated: “Insist on focusing on the construction of national infrastructure and social development in rural areas, deepen the construction of new rural areas and poverty alleviation development, comprehensively improve rural production and living conditions, strive to increase farmers’ income, and maintain a sustained and rapid income of farmers. increase”. Rural E-commerce is a key link in the realization of the strategic goals of rural revitalization. Although my country’s rural E-commerce development has made some outstanding achievements at this stage, in terms of the time period of rural E-commerce development, it is only in its infancy. There are bound to be many problems to be solved, and some problems in the treatment of the juvenile industry may make this industry disappear. This article is based on the rural revitalization strategy. This article explores the current problems in the development of rural E-commerce in my country, and proposes specific development paths to contribute to the further development of rural E-commerce.

scholarly journals Between the countryside and the city: struggles for the right to an eminently peasant education

2021 ◽  
pp. 1-26
Author(s):  
Naura Sthocco Silva ◽  
Helder de Moraes Pinto
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Public Universities ◽  
Political Process ◽  
The State ◽  
Rural Teachers ◽  
The Public ◽  
The Social ◽  
The Right ◽  
The City

From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade.

“Internet Plus” Integration in Rural Education in China

2017 ◽  
pp. 289-306 ◽  
Author(s):  
Xuefeng Qiao
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Teaching Practice ◽  
Rapid Development ◽  
Rural Teachers ◽  
Teacher Communities ◽  
Information And Communication ◽  
Education In China ◽  
Role Of Information

This chapter examines the role of information and communication technology (ICT) in improving rural schools in China. China has experienced rapid development in rural education during recent decades. However, a large gap between rural education and urban education remains. Because ICT plays an essential role in rural education, China has prioritized the construction of ICT facilities. A lack of communication among colleagues constitutes an obstacle for teachers who attempt to integrate ICT into teaching practice. Therefore, China's national government initiated an “Internet Plus” strategy to build connections between rural schools and the broader education system through ICT. This chapter concludes that Internet Plus Rural Education paves a potential way for rural teachers to participate in teacher communities and to develop their teaching practices.

scholarly journals Modernization of vocational education in the context of rural human resources development in China

2020 ◽  
Vol 6 (1) ◽  
pp. 76-90
Author(s):  
Nataliya Stoyanets ◽  
Hejun Zhao ◽  
Guohou Li
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Rapid Development ◽  
National Level ◽  
Policy Support ◽  
Human Resources Development ◽  
Reform And Opening Up ◽  
Education In China ◽  
Opening Up ◽  
Resources Development

Purpose. The purpose of the article is to study the experience of the development of rural vocational education since the reform and opening up, analyze and summarize the rapid development of rural vocational education in China in the context of rural human resources development. Methodology / approach. The methods adopted in this research are mainly literature research and thematic research. Through thematic research on vocational education-related fields since the reform and opening up, and analysis, research, and induction of policies, data, phenomena, and conclusions in various vocational education literatures, it forms an objective summary of the development of rural vocational education in China since the reform and opening up. Results. Reform and opening up is the most critical period for the rapid development of various industries in China, including vocational education. This paper studies the overall situation of the development of vocational education in China since the reform and opening up, the relationship between the development of rural vocational education and policy support at the national level is concluded, it demonstrates that rural vocational education is an important cornerstone of national construction and development, and the focus and characteristic of rural vocational education is to condense the Chinese experience of school-running characteristics, it also summarizes the main problems of rural vocational education in China. Originality / scientific novelty. A multi-dimensional analysis of the development of China’s rural vocational education in the 42 years of reform and opening up has been made, and conclusions have been drawn for the development of rural vocational education with Chinese characteristics. Practical value / implications. This paper analyzes the key factors for the success of rural vocational education in China through the study of China’s practice in the field of rural vocational education since the reform and opening up, it has certain reference significance for the future policy formulation and development of rural vocational education, promotes the development of rural human resources and increases the rate of urbanization.

scholarly journals What Are the Impacts of Social Innovation? A Synthetic Review and Case Study of Community Forestry in the Scottish Highlands

2021 ◽  
Vol 13 (8) ◽  
pp. 4359
Author(s):  
Carla Barlagne ◽  
Mariana Melnykovych ◽  
David Miller ◽  
Richard J. Hewitt ◽  
Laura Secco ◽  
...  
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Community Forestry ◽  
Social Innovation ◽  
Local Development ◽  
Evidence Base ◽  
Social Dimension ◽  
Vulnerable Groups ◽  
Study Approach

In a context of political and economic austerity, social innovation has been presented as a solution to many social challenges, old and new. It aims to support the introduction of new ideas in response to the current urgent needs and challenges of vulnerable groups and seems to offer promising solutions to the challenges faced by rural areas. Yet the evidence base of the impacts on the sustainable development of rural communities remains scarce. In this paper, we explore social innovation in the context of community forestry and provide a brief synthetic review of key themes linking the two concepts. We examine a case of social innovation in the context of community forestry and analyse its type, extent, and scale of impact in a marginalized rural area of Scotland. Using an in-depth case study approach, we apply a mixed research methodology using quantitative indicators of impact as well as qualitative data. Our results show that social innovation reinforces the social dimension of community forestry. Impacts are highlighted across domains (environmental, social, economic, and institutional/governance) but are mainly limited to local territory. We discuss the significance of those results in the context of community forestry as well as for local development. We formulate policy recommendations to foster and sustain social innovation in rural areas.

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