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Research on Evaluation of plan "9+3" Sichuan Tibetan free vocational education

Author: ZuoXiaoHui
Tutor: FuShaoHong
School: Sichuan Academy of Social Sciences
Course: Chinese and foreign political system
Keywords: “9+3”program Vocational Education Public Policy Policy Evaluation
CLC: G719.2
Type: Master's thesis
Year: 2013
Downloads: 14
Quote: 0
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Abstract


In June2009, The General Office of Sichuan Provincial People’s Government haspromulgated a file that About the Implementation Opinions on Vocational Educationof the Tibetan areas, indicated "9+3" program was officially launched. This documentclaims that Tibetan junior high school graduates(who had received nine-yearcompulsory education but failed to enter senior middle school) can transferred to theprovincial vocational and technical schools of the mainland for3-year free vocationaland technical education. And also, provincial administrative department of educationhas also issued a series of documents, which clearly defined the contents oforganization and management, school choice, education and teaching, financialsupport, employment promotion.According to the requirements of these document, wehave formed a work mechanism that “Overall lead by the party committee andgovernment, the relevant departments actively participate in, relevant governmentclosely cooperate with, all sectors of society support and devoted ".So far,84schoolsacross the province is implementing the program of "9+3" free vocationaleducation.From2009-2012, the total enrollment is nearly3.5million people, studentscan choose from69majors of17professional categories.The policy has helped the children of Tibetan areas to continue their educationafter nine-year compulsory education,it has been widely welcomed.However,thisprogram has been criticized by some people about problems of teaching management,the quality of student training, employment promotion, they believe all these problemsare due to the defects of this program. In order to clarify the problem, in2012, Ifollowed a research group to conduct a field research.we went to some schools,student internships enterprises and Kangding, Luding, Ya Jiang, Litang County ofGanzi State. The purpose was trying to judge the effects of this program from themacro level of the economic, political and cultural.About the economic effects. First of all, this program helps to enhance thequality of human resources of Tibet.It can not only improve the level of knowledgeand skills of people,but also have significant effects of enhancing regional stock ofhuman capital. Each year,about10,000students participate in the program,For therelatively small population of Tibetan areas of Sichuan speaking, the improvement ofthehuman resources’ quality is very impressive.Secondly, this program is closing tothe industrial personnel training needs, and it helps boosting the optimization andupgrading of industrial structure. Professional and technical personnel, rural utilitypersonnel are scarce of Tibetan areas,there is an urgent need to be replenished.Judging from the employment and internship situation of2009,2010"9+3" students,about one-third of the students have being hired in their hometown,which can fill theindustry talents vacancies effectively. At the same time, the difficulties of Tibetan’sindustry focus adjustment lies in the low quantity of talent possession in secondaryand tertiary industries. Most of the "9+3" program students were major in specializedsubject that the secondary and tertiary industries in the most urgent need, it will play apositive role in the local industrial structure optimization.Thirdly, this program helpsguiding the labor force employment. The local employment platform of Sichuan Tibetan is insufficient, and according to “the main functional area plan” of the state,most regions of Tibet area of Sichuan province are classified as RestrictedDevelopment Zones and Prohibited Development Zone, relatively labor surplusissues highlighted.Nearly two-thirds graduates of "9+3" of grade2009had employedin local market, about65%students of grade2011are willing to take jobs in differentplaces,this can help to ease the local employment pressure.About the political effects. Firstly, it can protect the educational rights ofvulnerable groups,helps increasing the social equity.About87%students of "9+3"program are from ordinary families of farmers and herdsmen, the majority of them arevery poor.Constrained by the weak purchasing power of education, most studentsdrop-out after the nine-year compulsory education, reflect the fact that education isnot fair.After the implementation of this program, the tuition of students’ will be paidby government,in the meantime,they also will get some living allowance. Theproblem of insufficient purchasing power of poor group on education has beenrecovered, it makes education more equitable. Secondly, it helps enhancing the overallquality of students,including the civic awareness. In addition to the professional andtechnical education, according to the characteristics of students, it launched Educationin patriotism, national unity, law-abiding, civilized behavior, endeaver to success,which helps improving the degree of the students’ acceptance of institution, the state,law, public morals,and increased our strength of struggling with separatist forces,illegal religious forces over the people. Thirdly, it helps improving the livelihood ofthe people of Tibetan areas. In the four years, Sichuan provincial finance has allocatedabout600million special funds for this program, benefited nearly40,000families.About cultural effects. Firstly, it helps increasing the students’ ability of adaptingto the different culture. Most of the executive schools of the program are located inthe more developed regions of the province, it’s also the place where mainstreamculture concentrated. Students of "9+3" program have learned, lived in these areas,and also have to adapt to the cultures from the material level, the institutional level,the spiritual level. The research indicates that over a period of learning, students ofTibetan areas has improved significantly in habits, language, adapting to theenvironment of urban society.Secondly, it provided an opportunity for culturalexchange and integration. Students of "9+3" program have multi-ethnic background,the school provides a platform for the cultural integration. In the learning process ofthree years, students of "9+3" program not only can fully demonstrate their owncultural characteristics and the excellent ingredients contribute to their own culture,but also give full awareness, understanding, absorbing the advanced component ofother national and regional cultures. Thay can learn from each other and promote eachother.In short, I believe that the "9+3" program has significant positive effects in theeconomic, political and cultural aspects, and it’s worthy of recognition.

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CLC: > Culture, science,education, sports > Education > Vocational and technical education > Vocational and technical education profiles of the world > China
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