基于广义熵指数的残疾人职业教育资源配置分析

Analysis of Vocational Education Resource Allocation for Disabled People Based on Generalized Entropy Index

残疾人职业教育均衡发展对解决残疾人就业问题有重要意义。采用广义熵指数作为测度方法,对近6年来我国残疾人职业教育均衡发展总体水平、残疾人中等职业学校(班)个数、残疾人中等职业学校(班)在校学生人数、残疾人中等职业学校(班)毕业生获得资格证书人数、城镇残疾人职业培训基地个数以及城镇残疾人年度职业培训人数等指标进行实证分析。结果表明:我国残疾人职业教育总体均衡发展水平日趋提升,总体教育资源配置差距日渐缩小;区域内部差异是构成全国残疾人职业教育区域差异的主要因素,区域之间差异的影响较小,两者均趋于缩小;西部地区的内部差异对区域差异的影响最大,中部地区内部差异居中,东部地区内部差异最小;5项指标差异大小依次为:残疾人中等职业学校(班)毕业生获得资格证书人数>残疾人中等职业学校(班)在校学生人数>城镇残疾人职业培训基地个数>残疾人中等职业学校(班)个数>城镇残疾人年度职业培训人数。我国在残疾人职业教育区域发展中,应注意:全方位考虑残疾人职业教育区域教育资源配置问题,精准扶持西部,发挥东部引领作用;注重区域经济协调发展对残疾人职业教育均衡发展的驱动作用;通过对教育大数据的深入挖掘与分析,促进残疾人职业教育均衡发展;不断提升残疾人职业教育资源配置的效率。

The balanced development of vocational education for disabled people is of great significance to the employment of the disabled. By using the method of generalized entropy index （GE index ） as a measure, empirical analysis is made on several aspects based on the data of the last six years, including China＇ s overall level of equilibrium development of the vocational education for the disabled, the number of secondary vocational schools （classes）for the disabled, the number of students in secondary vocational schools （classes）, the number of disabled graduates of secondary vocational schools （classes） who obtained qualification certificate, the number of vocational training base for the disabled, and the number of the disabled who have been trained in town. The result shows ： the overall balanced development level of vocational education for the disabled in China is increasing day by day, and the overall education resource allocation gap is narrowing; the intra-regional differences are the main factors that make up the regional differences in national vocational education for disabled people, while the impact of inter-regional differences is relatively small, and both tend to shrink; the internal differences in the western region have the greatest impact on regional differences, the central region internal differences are in the middle, and the eastern regions internal differences have the smallest impact on regional differences. Five indicators are ranked as ： the number of disabled graduates of secondaU vocational schools （classes） who obtained qualification certificate 〉 the number of students in secondary vocational schools （classes） 〉 the number of vocational training base for the disabled 〉 the number of secondary vocational schools （classes） for the disabled 〉 the number of the disabled who have been trained in town. In the area development of the vocational education for the disabled, we should pay attention to： comprehensively considering the region resource allocation of the vocational education for the disabled, accurately supporting the west and letting the east playing a leading role; the role of regional economic development in promoting the balanced development of the vocational education; promoting the balanced development of the vocational education for the disabled through the in-depth mining and analysis of big data of education, as well as improving the efficiency of education resource allocation.