The Research Report on Future Vocational Education Needs of Poor Girls in China released by China Children and Teenagers Foundation on June 5438+00 shows that vocational education has achieved remarkable results in helping poor girls.
In order to implement the national strategy of precise poverty alleviation and precise poverty alleviation, understand the future vocational education development needs of poor girls, and put forward action suggestions to promote the future vocational education development of poor girls, China Children and Teenagers Foundation and China Public Welfare Research Institute of Beijing Normal University started in the first half of 20 17, which lasted for 4 months. In Shanxi, Henan, Sichuan, Yunnan and Xinjiang provinces 158 sample villages and counties in the central and western regions 10, a field survey and research were conducted on the future vocational education development needs of poor girls by means of questionnaires and home interviews.
Zhu Xisheng, Secretary-General of China Children's and Teenagers' Fund, released the Research Report on the Future Vocational Education Development Needs of Poor Girls in China, saying that poor girls have a stronger desire to change their living environment through education and employment, and they need more help from the government and society to receive vocational education, and their demand for vocational school education is more diversified.
The report shows that the vocational education of poor girls is still facing challenges such as excessive urban-rural differences, imbalance between supply and demand and lack of professional guidance. The vocational education of poor girls urgently needs to be demand-oriented, and a vocational education promotion system for poor girls should be constructed to further improve their living conditions.
In addition, influenced by China's traditional "son preference" thought, poor girls need more support from their families. According to the survey, even if girls are studying, only 43% parents will pay attention to their children's usual study, and 1 1% parents never ask questions. This figure is much lower than that of boys, and little attention is paid to girls' personal future planning.
In this regard, the report puts forward four measures and suggestions. In terms of policies, it is proposed to face up to regional gender differences, establish policies to support poor girls in poor, remote and ethnic areas, implement local free secondary vocational education system, explore vocational education training methods with local characteristics, and promote educational gender and regional fair and balanced development.
In terms of specialty setting, it is proposed that vocational education must aim at gender differences and the special needs of special groups, improve vocational education courses and specialty settings, develop and improve vocational education content, so as to obtain employment resources and job opportunities, fully tap women's own potential and strengthen vocational skills training.
In the aspect of employment guidance, it is planned to set up an employment guidance group composed of teachers, employment guidance experts and parents of students to give targeted guidance to girls, establish career expectations, guide poor girls to combine their own interests and abilities, and change the current situation of "disconnection" between vocational education and employment.
In terms of enterprise recruitment, it is proposed to establish a cooperative mechanism of directional or entrusted training, explore "order-based" training, promote enterprises to cultivate more professional and efficient talents, enhance the employability of poor girls after graduation, and improve their own market competitiveness.