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Strengthen the connotation of development and enhance the service capabilities.doc

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Strengthen the connotation of development and enhance the service capabilities

Strengthen the connotation of development and enhance the service capabilities A basic situation of rural vocational development Secondary vocational schools in rural areas after nearly two decades of development, especially in Guangxi vocational education campaign of recent years, increasing the funds for vocational education, secondary vocational schools in rural areas has been rapid development with the process of industrialization, urbanization the acceleration of the increase in population, agricultural production continued pressure, reasonable and sustainable development of agricultural production, greatly promoted the rise and development of modern agriculture are emerging of the new agricultural model, to further clarify the reform and development of vocational education in rural areas goals and tasks for the next ten years, vocational education in rural areas to promote the county’s economic and social development as the goal, both adhere to the school of education and skills training, full-time and part-time and try to vigorously develop human resources in rural areas, and gradually adapt to the social development of the county economy requirements. visible, strengthen rural practical talents and agricultural scientific and technological talents, provides a rare opportunity for both rural vocational education, and vocational education in rural areas facing severe challenges. Rural vocational attractive key issues 1 biogenic number of declining. Than 30 years of family planning and the transfer of rural labor, the rural population decreased year by year, the impact of the “S amp; P high fever, vocational education in rural areas is still in a weak position. Quanzhou County in 2008 to 2010 During the year, the junior high school graduates were 10456 people, 9986 people, 6884 people, into the high school for 6950, 6480, 5720, and to enter vocational schools each year less than 10%, about 20% of the staff flow directly into social or directly to wo