政策工具视角下我国职业农民培育政策的历史演进与工具特征  

The Historical Evolution and Tool Characteristics of China's Professional Farmers'Cultivation Policy from the Perspective of Policy Tools

作　　者：王倩 谯欣怡 WANG Qian;QIAO Xin-yi(Guangxi University,Nanning Guangxi 530004,China)

机构地区：[1]广西大学公共管理学院,广西南宁530004 [2]广西大学区域社会治理创新研究中心,广西南宁530004

出　　处：《职业教育研究》2022年第6期13-18,共6页Vocational Education Research

基　　金：教育部人文社会科学研究一般项目“滇桂黔石漠化区职业教育精准扶贫的民众获得感研究”(项目编号:19YJA880049)。

摘　　要：我国职业农民培育政策经历了四个阶段:从业农民培育阶段、新型农民培育阶段、新型职业农民培育阶段、高素质农民培育阶段。在四个阶段各选两份标志性政策文本为主要研究对象,依据政策工具理论,借助NVivo12.0软件进行文本编码,对我国职业农民培育政策工具的使用特征进行量化分析。研究发现,政策工具的整体使用具有明显的非均衡性特征,各阶段政策工具的使用逐渐丰富,但内部要素的组合尚不合理。因此,建议职业农民培育政策的后续制定与优化,一要降低环境型政策工具使用频率,适量加大内部金融财政要素的供给;二要提高供给型政策工具的使用频率,尤其是内部基础设施和资金投入要素;三要提高需求型政策工具的使用频率,充分发挥市场机制的作用。The cultivation policy of professional farmers in China has gone through four stages:professional farmers cultivation stage,new farmers cultivationstage,new professional farmers cultivation stage,High-quality farmers cultivation stage.In the four stages,two iconic policy texts areselected as the main research objects.According to the policy tool theory,quantitative analysis of the use characteristics of professional farmers'cultivation policy tools in China is performed with the help of NVivo12.0 software for text coding.The study found that the overall use of policy tools has obvious non-equilibrium characteristics,and the use of policy tools in each stage is gradually enriched,but the combination of internal factors is not reasonable.Therefore,the follow-up formulation and optimization of the cultivation policy for professional farmersare suggested.Firstly,reduce the frequency of use of environmental policy tools and appropriately increase the supply of internal financial and fiscal factors.Secondly,increase the frequency of use of supply-oriented policy tools,especially internal infrastructure and funds input elements.Thirdly,strengthen the frequency of use of demand-based policy tools and give full play to the role of market mechanisms.

关 键 词：职业农民 农民培育 政策工具 

分 类 号：G710[文化科学—职业技术教育学]