【作者】 景琴玲；

【导师】 贾金荣；

【作者基本信息】 西北农林科技大学 ， 农业经济管理， 2012， 博士

【摘要】 我国是个农业大国，农业职业教育是影响农业与农村经济持续发展、农民素质提升的关键因素之一。改革开放后特别是上世纪80年代中期以来，我国农业职业教育实现了跨越式发展，在发展规模、结构体系、基础建设能力方面都取得了显著成效，有力支撑了农业与农村经济社会发展。进入新时期，促进农业产业结构升级、加快农村城镇进程、提升农民科技文化素质等对农业职业教育提出了新的要求。农业职业教育在满足日益增长的社会需求的同时，必须积极探索新的发展方式，更好地服务农业与农村经济社会发展。因此，深入研究我国农业职业教育发展模式问题，对于农业职业教育可持续发展具有重要的意义。本文在梳理相关理论和国内外研究动态的基础上，从曲折发展期、快速发展期、改进与拓展期三个阶段阐述了我国农业职业教育的演变过程与特点，在此基础上进一步剖析了影响其发展的环境要素；结合宏观统计资料与微观调查数据，深入分析了我国农业职业教育需求与参与意愿、发展实践与成效以及发展过程中存在的主要问题；以全要素生产率作为表征农业职业教育发展质量的度量指标，运用基于DEA的Malmquist指数法测算了2004-2008年我国农业职业教育生产率变动状况及其根源；立足于我国区域不平衡的实际，结合我国农业职业教育已有发展模式，在借鉴国外农业职业教育发展经验的基础上，提出了适合我国不同区域农业职业教育发展的可选模式；从优化外部环境、完善内部机制以及农业职业学校自身三个层面分析了保障我国农业职业模式运行的必要条件。论文主要研究结论如下：（1）建国以来，我国农业职业教育发展经历了曲折发展期、快速发展期、改进与拓展期三个时期，不同发展时期，其发展环境与特点也会有所不同，而且各自也有不同的发展阶段。而推动其发展演变是政府政策、经济发展水平、社会转型以及文化价值观念的外部要素与教育自身要素共同作用的结果。（2）借助陕西省微观调查数据，通过对农业职业教育需求及其参与意愿的实证分析发现，从事农业耕作的农户对农业技术培训有强烈的需求，影响农耕者参与职业技能培训的主要因素是培训时间长短、对培训收益的评价和家庭收入状况；而后继农民子弟对农业职业教育能否提供非农转移性职业培训表现出明显的偏好，家庭经济负担能力以及能否获得职业资格证书与文凭是影响在读学生选择农业职业教育的关键因素。从农业职业教育发展现状来看，在国家资助政策的大力支持下，我国农业职业教育在办学规模、组织机构体系、基础能力建设等方面有了明显改善。但从总体上看，仍然存在有效供给不足、体系结构不合理、法律体系不完善、经费投入机制不健全、思想观念陈旧等方面的问题。（3）如何评价我国财政投入大量资金和得到我国各级政府大力支持的农业职业教育的发展质量，已成为我国农业职业教育领域亟待解决的关键问题。以全要素生产率作为表征农业职业教育发展质量的测指标，采用基于DEA的Malmquist指数法对2004-2008年我国农业职业教育全要素生产率的变动情况进行实证考察，结果显示：这一时期中国农业职业教育全要素生产率增长主要是由规模效率推动的，而由于技术进步水平的限制使得农业职业教育TFP整体处于无效状态。从区域间农业职业教育全要素生产率的差异来看,东部地区的增长速度明显高于中、西部地区。（4）为提高农业生产率和农业劳动者的素质，世界各国都十分重视农业职业教育与培训。由于历史文化背景、政治体制、经济发展水平等方面的差异，导致世界各国在发展农业职业教育过程中，形成了各具特色的发展模式。通过对发达国家和新兴发展中国家农业职业教育典型发展模式的比较分析，总结其发展的共同经验，为我国农业职业教育模式的选择提供了有益借鉴。（5）我国农业职业教育发展实践中探索出的发展模式，对农业职业教育发展起到积极作用的同时存在一些缺陷。应立足于我国经济发展区域不平衡与资源配置不均衡的实际，依据农业职业教育发展模式选择的基本原则和关键因素，提出了适合我国不同区域农业职业教育的发展模式，即东部发达地区的都市服务型总体发展模式及集团化办学、联合办学和远程开放办学三类具体办学模式；适合中部欠发达地区的资源开发型总体发展模式及中心辐射型办学、因层制宜办学和城乡联合办学三类具体办学模式；适合西部不发达地区的反贫困型总体发展模式及区域网络化办学，三方互动式办学和东西合作转移办学三类具体办学模式。（6）尽管不同的农业职业教育发展模式的运行需要不同的运行条件，但是无论何种模式的运行，都需要通过外部发展环境的优化、内部运行机制的完善以及增强农业职业教育学校自主发展能力来保证其正常运行。更多还原

【Abstract】 China is a large agricultural country. agriculture vocational education is the key factor toaffect the development of agriculture and rural economy, and the improvement of farmers’quality. since the reform and opening up, especially since the middle of1980s, agriculturevocational education realizes the leaping development, which has changed a lot indevelopment scale, structure system, and infrastructure ability. agriculture vocationaleducation should explore new development mode when meet the increasing needs of societyat the same time in order to better service the rural economic and social development.Therefore, further researching the developing mode of agriculture vocational education is ofgreat significance for the sustainable development of agricultural professional education.On the basis of reviewing the relative literatures in home and abroad, this paper firstlyexpounded the three developing stages and analyzed the present situation and main problemsexisting in the developing process of agricultural vocational education combining with themacro and micro survey data statistics. Then this paper evaluated the efficiency of Chineseagricultural vocational education during2004and2008based on DEA-Malmquist indexmethod; due to the regional imbalance, this paper put forward the suitable developing modefor different areas on the basis of summarizing the existed developing mode of agriculturalvocational education in China and using the developing experiences in abroad for references. Atlast, this paper analyzed the essential conditions to keep the developing mode of agriculturevocational education running normally.The main researching results are as follows:Since the founding of New China, agriculture vocational education has experiencedthree developing periods whose developing environment and characteristic also are differentand each has different developing stage. The factors which promoted the development ofagriculture vocational education are government policy, the level of economic development,social transformation, cultural values and education own.According to the microscopic survey data in Shaanxi province, this paper empiricallyanalyzes the demand and influencing factors of agriculture vocational education. And theresults of the analysis showed that the training demands of farmers focus on practicaltechnical training in agriculture and the factors influences farmers to participate in agriculture vocational education are training time, training benefits and family income. But the demandof subsequent farmer’s trend to non-agricultural transfer training and the main factors,influenced subsequent farmers to participate in agriculture vocational education, are familyincome and whether they can obtain the professional qualification certificate and diploma.From the present situation of agriculture vocational education, we can see thatagriculture vocational education has developed greatly on the aspects of scale scale of runningschool, organization system and basic ability construction under the national policy supports.However, there are still many problems existed in agriculture vocational education, such asthe effective supply is not enough, the system structure is unreasonable, input mechanism isnot sound, the thought idea is obsolete and supervision ensures mechanism is imperfect, etc.How to evaluate the developing quality of agriculture vocational education in China,which obtained a large amount of fiscal and policy support, has become to be a key problemin the field of agriculture vocational education need to be solved. This paper evaluates theefficiency of Chinese Agricultural Vocational Education based on former educational studiesthrough DEA-Malmquist index method. The empirical results shows that the efficiency ofChinese Agricultural Vocational Education haven’t obvious rules and fluctuated greatlyduring2004and2008;the efficiency changes of agriculture vocational education depends onthe production efficiency changes,in which the scale efficiency takes the main place; theefficiency increase of agriculture vocational education is shown obvious regional differences,in which the factor productivity in central section is the highest, the east takes the secondplace and the western is the lowest.In order to improve the agricultural productivity and the quality of agricultural laborers,governments around the world have attached great importance to agriculture vocationaleducation. Owing to the differences in historical cultural background, political system,economic development level, each country has created many unique model in the process ofdeveloping agriculture vocational. Through comparing the typical developing mode inadvanced countries and developing countries, this paper summarized their same developmentexperiences, which can give a lot of very important reference value and significance for thedevelopment of agriculture vocational education in China.Different mode of agriculture vocational education need different operating conditions,but there must be some essential conditions to keep the mode of agriculture vocationaleducation running normally whatever what kind of developing mode. The essential conditionscan proposed from the aspects of external development environment and internal operationmechanism.更多还原