Early childhood system reform includes the following concepts.
(a) kindergarten ownership change: both kindergarten property rights of the nature of the change, such as state ownership, collective ownership, individual ownership, etc., through the property rights of the buyout, etc., to change the nature of ownership. (As was done at the time of the collapse of the Soviet Union.)
(2) kindergarten system change: under the premise of property rights remain unchanged, through leasing, cooperation, contracting, commissioning, annexation, etc., to change the right to use, change the kindergarten organizers and the mode of running the kindergarten.
(3) change in the management system of early childhood education: the government to redefine the early childhood education management institutions and division of labor. Such as: "vertical cut" (the state-run kindergartens, nurseries, by the education administration department in charge of education, the health department in charge of child care); "horizontal cut" (the education department in charge of kindergartens, the health department in charge of child care centers); "mixed cut " (both the education department and the health department run kindergartens and nurseries, and cross-manage education and child care); "socialization" (a variety of social systems run kindergartens, nurseries and community-based early-childhood education, with the relevant government departments dividing up the work and providing safeguards and supervision).
(d) kindergarten internal management change: under the premise of ownership, right of use, external management system remains unchanged, within the scope of the policy allows, the introduction of competition mechanism, reform of internal personnel, funding, management system.
The reform of the kindergarten system is a complex systematic project involving the state, cities, districts, kindergartens, parents and society as a whole. The focus of our discussion today is the reform of the kindergarten system and the reform of the external management system of kindergartens.
Two, the future direction of kindergarten system development
China's future direction of early childhood education system development is to socialize early childhood education, the state-run kindergarten is the leading kindergarten, private kindergartens will become the main body of the kindergarten. The basis is as follows.
1. Look at the world: regardless of developing countries, developed countries, most of the pre-school education is privately run.
The United States: the school attached to the "kindergarten", the implementation of the preschool year of compulsory education, and "Preschool", "Daycare "Preschool", "Daycare", "Children's World Learning Center", mother and child play centers, etc. are mostly privately run, most of the group management, the director of the management of education.
Japan: The government runs "nursery schools" to accept children aged 0-6 who have no one at home to take care of them, and provides every child with the basic right to education; the private sector runs "kindergartens", which charge higher fees, receive financial subsidies from the government, and focus on education.
Hong Kong: pre-school education institutions are all private, organized by associations and private individuals, broadly divided into two categories: one is under the jurisdiction of the Government's Education Department "kindergartens", mainly for children aged 3 to 5, mostly half-day, focusing on culture and knowledge education; the other is under the jurisdiction of the Government's Social Welfare Department The other is the "Child Care Centers" under the jurisdiction of the Social Welfare Department of the Government, which enrolls children between the ages of 2 and 6 years old, mostly on a full-time basis, and is part of the social welfare system.
Most of the kindergartens in Malaysia, Thailand, and Singapore are run by enterprises, organizations, private individuals, and charitable organizations.
2. Look at the national situation: China is a developing country, is a poor country to run a large education, compulsory education is still a shortage of funds, let alone pre-school education. Therefore, the state-run kindergartens are impossible and should not be.
The impact of China's socialist market economy, there has been a slippage in the cause of early childhood education, a large number of early childhood education resources loss phenomenon, if you do not take the initiative to adapt to social change, reform of the system of kindergarten education and early childhood education and the external management system, such a situation will become more and more serious.
With the advancement of society, economic development, family income increases, personal quality improvement, people's expectations for a high level of education more and more strongly, the economic affordability is more and more high, the formation of the social basis of private preschool education.
3. Look at the nature of early childhood education: Early childhood education is not compulsory, it is both education, public welfare, services, industry and other multiple attributes, therefore, it can not be run by the government, should be concerned about the whole society and support.
It's public welfare decision: the state must guarantee a certain percentage of pre-school education funds, and a certain percentage of the annual promotion, to ensure that every child's basic right to education.
It's service-oriented decision: who benefits, who pays, who wants to receive good education, good service, who must pay more.
It's industrial decision: input, output, both social and economic benefits, no benefits can not be developed.
4. Look at the practice of reform: in recent years, the kindergarten system reform has been gradually promoted, private early childhood education flourished. Reform practice has proved:
(1) conducive to the development of early childhood education. According to statistics, the country's existing private kindergartens more than 20,000, it does not use state funds for millions of young children to provide the opportunity to enter the school, for millions of families to solve the worries of hundreds of thousands of workers to provide jobs;
(2) is conducive to improving the quality of education, care, service. Private gardens are placed under the pressure of the market economy, and must survive on quality. I made eight private garden parents questionnaire, parents of teaching, care, service satisfaction of more than 90%, education has its own characteristics, the head teacher higher education;
(3) is conducive to the growth of kindergarten self-survival vitality. China's decades of planned economic model, the kindergarten is lying in the arms of the national planned economy can not grow up dolls, accustomed to waiting. Rely on . To. Kindergarten system reform introduced a market economy operating mechanism, a few years of exercise, showing a strong vitality, vitality.
Three, the management of kindergarten system reform
1. Clear concept
Educational sovereignty: is the national will in education, materialized in the direction of education, policy, to train what kind of successor. Educational sovereignty is not determined by investors, organizers, but by the national education policy, the director of the school's ideology, kindergarten education objectives, curriculum, teaching materials. Therefore, "institutional reform" and "cooperation with foreign countries" do not mean "loss of educational sovereignty". The government must control the sovereignty of education, and must not violate our education policy or deviate from the direction of education, and must grasp the right to approve and supervise the operation of kindergartens. Kindergarten property rights: that is, the right to own kindergarten assets. Kindergarten assets include real estate, equipment, teaching aids, toys and other "hard property", but also includes "brand name effect", "management concept", "education", "experience", "education". Experience", "operation manual", "computer software" and other "soft property". Kindergarten organizer: the organizer can be the owner of the property rights; can be the two sides to invest assets, cooperation to run the kindergarten; can also be entrusted, leased, contracted, annexed, etc., the separation of the ownership and the right to use the owner of the kindergarten will be provided to the institutions, groups, individuals to run the kindergarten. The organizers have the right to make decisions on kindergarten operations, the right to appoint the director.
Kindergarten management rights: the director must be a Chinese citizen, and be an early childhood education professional who meets the qualifications for the position of director. The director may be appointed by the organizer himself or herself. The director is authorized by the organizer to manage the kindergarten education, child care, personnel, finance, etc., to ensure the normal operation and development of the kindergarten.
Kindergarten Supervision: The relevant government departments supervise kindergartens in accordance with the law to ensure that all types of kindergartens comply with national laws and regulations on early childhood education.
2. Clear government management of kindergartens
Government functions should be clear, which by the government, which let the kindergartens themselves. What should be managed must be managed, and what should not be managed should not be managed.
The state: formulates laws, regulations and policies on early childhood education, and determines the direction and guidelines for early childhood education.
Provincial and municipal: Preparation of ECE development plan, formulation of local ECE regulations, approval of kindergarten sponsorship.
Districts and counties: determine district ECE development plans, review kindergarten sponsorship, and provide support and supervision.
Parks: grasp the correct direction of the kindergarten, management of kindergarten education, child care, personnel, finance.
Society: kindergarten social security system (personnel, fees, insurance, etc.) and supervision system (relevant laws and inspections).
3. The direction of the use of national funds for early childhood education
After the reform of the early childhood education system, the state should still have special funds for early childhood education, and it is recommended that the following be set up:
Development fund: to invest in the construction of new kindergartens, remodeling of old kindergartens, and to run model kindergartens, and to develop the cause of early childhood education. Risk fund: institutional reforms to put kindergartens on the market, is bound to face risks, but education is not a business, can not arbitrarily bankruptcy, and therefore must have a risk fund as a guarantee.
Insurance fund: after the socialization of ECE, the welfare of ECE staff will also be socialized, and an insurance fund for the medical treatment, retirement and layoff of staff should be set up to guarantee the basic welfare of staff.
Reward Fund: In order to stimulate the development of the cause and regulate the direction of running the school, a reward fund should be set up to reward those who have outstanding achievements in running the school.
Loan fund: to encourage a variety of systems to run the garden, the excellent garden runners, to provide low-interest loans, after a one-time investment, so that the kindergarten to become self-growing organisms, and gradually pay off the loan.
Support fund: support for remote areas, disabled children, mentally retarded kindergartens, valuable research projects on early childhood education, valuable large-scale activities, etc..