政府主导的学前教育发展制度设计与选择——以宁波市江北区慈城镇为例
发布时间：2018-12-28 16:29
【摘要】：随着《国家中长期教育改革与发展规划纲要(2010—2020)》与《国务院关于当前发展学前教育的基本意见》的颁布施行,可以预见学前教育必将在全国掀起新一轮的大发展,但要实现国家宏观政策在基层地方的落实还需要进一步明确目标、细化政策。目前很多地方政府提出"以公办幼儿园为主,以公办教师为主,以公共财政投入为主"的"三为主"发展模式,应是也只能是学前教育基础发展较好、公共财政保障能力较强的地方追求的目标,对于全国大多数地方来说,更需要考虑本地实际情况慎重选择与实践发展学前教育的制度模式。作为国家学前教育"明确政府责任"项目的改革试点城市,宁波市江北区慈城镇积极探索更富弹性与可行性的学前教育发展"五.三"制度模式,可能更具示范价值与推广价值。该制度设计在当前学前教育发展的五个重要方面都提出了三种选择,而每个方面三种选择的结构比例及以何者为重,都需要地方政府切实考虑当地实际发展水平与需要来确定,不能盲目推行"以公为主"。具体而言,在探索解决办园体制问题方面,该制度设计提出公办幼儿园、普惠性民办幼儿园、选择性民办幼儿园并举的模式,通过大力发展前两者建设"广覆盖,保基本"的学前教育公共服务体系,以满足本区域所有适龄幼儿的入园需求;通过发展选择性民办幼儿园满足群众个性化的教育需求。在探索解决园舍建设这一当前学前教育发展的重中之重,优先中之优先问题时,该制度设计提出新建居住小区配套建设、新农村建设中公共服务设施配套建设、中小学富余校舍改建三种途径并行。在探索改革公共财政投入体制方面,该制度设计提出补教师、补幼儿、补幼儿园的三种方式,其实质是强调只有多方式多途径的公共财政投入体制才能有效平衡公办园与民办园、公办教师与非公办教师、城镇教师与山村教师、入读公办园幼儿和入读民办园幼儿等不同主体的利益。在探索改革学前教育成本分担机制方面,该制度设计提出由县(区)财政、乡(镇)财政、幼儿家庭三方共同分担,并十分强调县(区)一级政府的财政投入责任,以彻底改变以往主要依靠财力相对薄弱的乡(镇)一级政府举办幼儿教育的疲软局面。在探索解决幼儿教师队伍管理问题方面,该制度设计主张对公办幼儿教师应坚决落实其公办教师待遇;对目前实际存在的大多数非公办幼儿教师,则应积极施行资格准入和注册登记制,创造条件让他们参加事业保险,并逐步实现统一工资标准,同时提供通过公开招考等途径转为公办教师的机会。此外,还应允许幼儿园根据实际需要灵活聘用幼儿教师,以保持一定的幼儿教师进入与退出机制,保证幼儿教师队伍的活力。
[Abstract]:With the promulgation and implementation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the State Council's basic opinions on the current Development of Pre-school Education, it can be predicted that preschool education will surely lead to a new round of great development throughout the country. However, to realize the implementation of national macro-policy at the grass-roots level, it is necessary to further clarify the objectives and refine the policy. At present, many local governments have put forward a "three-oriented" development model of "focusing on public kindergartens, public teachers and public financial input", which should be or can only be a better foundation for pre-school education. For most parts of the country, it is necessary to carefully choose and practice the system mode of developing preschool education by considering the actual situation of the local government. As a pilot city for the reform of the national preschool education "clear government responsibility" project, the Cicheng Town of Jiangbei District of Ningbo City actively explores more flexible and feasible pre-school education development. Three "system model, may be more demonstration value and promotion value." The design of the system has put forward three choices in five important aspects of the current pre-school education development, and the structural ratio of the three choices in each area and what is the most important need to be determined by the local government taking into account the actual level and needs of the local development. We should not blindly carry out the principle of "focusing on the public". In particular, in exploring and solving the problems of running a kindergarten system, the design of the system puts forward a model of public kindergartens, inclusive private kindergartens and selective private kindergartens, which can be widely covered by the development of the former two types of kindergartens. (a) A basic "public service system for pre-school education to meet the needs of all children of appropriate age in the region"; Through the development of selective private kindergartens to meet the needs of the masses personalized education. In order to solve the most important and priority problems in the development of preschool education, the design of this system puts forward the construction of new residential district and the construction of public service facilities in the construction of new countryside. There are three ways to rebuild surplus school buildings in primary and secondary schools. In exploring the reform of the system of public financial input, the design of the system puts forward three ways to supplement teachers and kindergartens. Its essence is to emphasize that only a multi-way and multi-channel public financial input system can effectively balance public and private gardens, public teachers and non-public teachers, urban teachers and mountain village teachers. The interests of different subjects such as children in public kindergartens and children in private kindergartens. In exploring the reform of the cost-sharing mechanism for preschool education, the system is designed to be shared by county (district) finance, township (town) finance and young children's families, and emphasizes the responsibility of the county (district) government's financial input. In order to completely change the past rely on relatively weak financial resources township (township) level government to organize early childhood education weak situation. In the aspect of exploring and solving the problem of the management of preschool teachers, the design of this system advocates that the public teachers should be treated firmly. For the majority of non-public kindergarten teachers who actually exist at present, they should actively implement the qualification admission and registration system, create conditions for them to take part in the enterprise insurance, and gradually realize the uniform wage standard. At the same time, the opportunity to become a public teacher through open recruitment and other channels. In addition, kindergartens should be allowed to employ preschool teachers flexibly according to the actual needs, so as to maintain the mechanism of entry and withdrawal of kindergarten teachers and ensure the vitality of kindergarten teachers.
【作者单位】： 宁波市政府办公厅教卫处;宁波市江北区教育局;
【基金】：宁波市科学技术局立项课题“关于完善宁波学前教育体制机制的对策研究”(编号:201001A1011002)的阶段性研究成果
【分类号】：G619.2
本文编号：2394177
[Abstract]:With the promulgation and implementation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the State Council's basic opinions on the current Development of Pre-school Education, it can be predicted that preschool education will surely lead to a new round of great development throughout the country. However, to realize the implementation of national macro-policy at the grass-roots level, it is necessary to further clarify the objectives and refine the policy. At present, many local governments have put forward a "three-oriented" development model of "focusing on public kindergartens, public teachers and public financial input", which should be or can only be a better foundation for pre-school education. For most parts of the country, it is necessary to carefully choose and practice the system mode of developing preschool education by considering the actual situation of the local government. As a pilot city for the reform of the national preschool education "clear government responsibility" project, the Cicheng Town of Jiangbei District of Ningbo City actively explores more flexible and feasible pre-school education development. Three "system model, may be more demonstration value and promotion value." The design of the system has put forward three choices in five important aspects of the current pre-school education development, and the structural ratio of the three choices in each area and what is the most important need to be determined by the local government taking into account the actual level and needs of the local development. We should not blindly carry out the principle of "focusing on the public". In particular, in exploring and solving the problems of running a kindergarten system, the design of the system puts forward a model of public kindergartens, inclusive private kindergartens and selective private kindergartens, which can be widely covered by the development of the former two types of kindergartens. (a) A basic "public service system for pre-school education to meet the needs of all children of appropriate age in the region"; Through the development of selective private kindergartens to meet the needs of the masses personalized education. In order to solve the most important and priority problems in the development of preschool education, the design of this system puts forward the construction of new residential district and the construction of public service facilities in the construction of new countryside. There are three ways to rebuild surplus school buildings in primary and secondary schools. In exploring the reform of the system of public financial input, the design of the system puts forward three ways to supplement teachers and kindergartens. Its essence is to emphasize that only a multi-way and multi-channel public financial input system can effectively balance public and private gardens, public teachers and non-public teachers, urban teachers and mountain village teachers. The interests of different subjects such as children in public kindergartens and children in private kindergartens. In exploring the reform of the cost-sharing mechanism for preschool education, the system is designed to be shared by county (district) finance, township (town) finance and young children's families, and emphasizes the responsibility of the county (district) government's financial input. In order to completely change the past rely on relatively weak financial resources township (township) level government to organize early childhood education weak situation. In the aspect of exploring and solving the problem of the management of preschool teachers, the design of this system advocates that the public teachers should be treated firmly. For the majority of non-public kindergarten teachers who actually exist at present, they should actively implement the qualification admission and registration system, create conditions for them to take part in the enterprise insurance, and gradually realize the uniform wage standard. At the same time, the opportunity to become a public teacher through open recruitment and other channels. In addition, kindergartens should be allowed to employ preschool teachers flexibly according to the actual needs, so as to maintain the mechanism of entry and withdrawal of kindergarten teachers and ensure the vitality of kindergarten teachers.
【作者单位】： 宁波市政府办公厅教卫处;宁波市江北区教育局;
【基金】：宁波市科学技术局立项课题“关于完善宁波学前教育体制机制的对策研究”(编号:201001A1011002)的阶段性研究成果
【分类号】：G619.2
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中国期刊全文数据库 前2条
1 刘璐;蔡迎旗;;农村“留守幼儿”问题解决中政府应承担的责任[J];学前教育研究;2007年06期
2 张玉林;分级办学制度下的教育资源分配与城乡教育差距——关于教育机会均等问题的政治经济学探讨[J];中国农村观察;2003年01期
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