體驗區
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| 篇名 |
我国学前教育财政投入的特征与对策研究——基于国际比较的视角
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| 並列篇名 |
The Characteristics and Strategies of Financial Investment in Preschool Education in China: A Perspective Based on International Comparison
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| 作者 |
李芳(LI Fang)
、祝贺(ZHU He)
、姜勇(JIANG Yong)
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| 中文摘要 |
基于国际比较视角，回顾2006—2016年我国学前教育财政投人的发展，发现：(1)我国学前教育成本分担结构不合理，政府承担比重偏低，家庭负担沉重，社会力量发挥不足；各级政府间投人责任不明确，地区之间投人水平不够均衡。(2)学前教育投人规模不断扩大，但与OECD发达国家仍有较大差距；生均教育经费增长速度较为缓慢，支出绝对值与发达国家相差甚远。(3)经费配置中偏重资本性支出，经常性支出不足；对学前教育质量核心要素的投人不够，教师薪资待遇水平偏低。基于此，应构建“保基本、广覆盖、有质量”的普惠性学前教育公共服务体系，对策如下：一是各级政府应承担投人的主体责任，聚积社会力量，减轻家庭负担，提供“付得起”的学前教育；二是分级分类设立学前教育发展项目，直指处境不利儿童，提供“顾得广”的学前教育；三是调整经费配置结构，关注教师的薪资保障和专业发展，提升学前教育质量，提供“配得齐”的学前教育。
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| 英文摘要 |
Based on the perspective of international comparison, this paper reviews the development of financial investment in preschool education in China from 2006 to 2016, and finds that: (1) the structure of preschool education share in China is unreasonable; the government undertakes a low proportion of investment, while the family burden is heavy and the social forces are not fully developed; the responsibility of governments at all levels is not clear, and the level of investment between regions is uneven. (2) The scale of investment in preschool education continues to expand, but there is still a big gap with OECD developed countries; the growth rate of per capita education expenditure s relatively slow, and the absolute value of expenditure is far from that of developed countries. (3) In the allocation of funds, the emphasis is on capital expenditure and the recurrent expenditure s insufficient; the input of the core elements of preschool education quality s insufficient, and the salary level of teachers slow. Based on this, we put forward the following strategies to establish a basic, wide-coverage, high-quality and generally beneficial public service system of preschool education. Firstly, governments at all levels should take the main responsibility of investment , and create a stable and friendly investment environment for social forces, reduce family burden and provide “affordable” preschool education. Secondly, classified preschool education development projects should be established at different levels, pointing directly to disadvantaged children. Thirdly, we should adjust the allocation structure of funds, pay attention to teachers' salary guarantee and professional development, improve the quality of preschool education, and provide “well-matched” preschool education.
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| 頁次 |
043-054
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| 關鍵詞 |
学前教育
、普惠性
、财政投人
、生均教育经费
、经费配置结构
、preschool education
、generally beneficial
、financial input
、per capita education expenditure
、funds allocation structure
、CSSCI
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| 卷期 |
16:1
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| 日期 |
202002
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2020.01.006
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