學(xué)前教育普及化過(guò)程中供給方式的選擇及影響——基于美國(guó)兩州學(xué)前教育的比較研究

摘要： 在當(dāng)前政府更多強(qiáng)調(diào)自身責(zé)任,努力增加政府供給水平的政策導(dǎo)向下,政府在制定和實(shí)施普及學(xué)前教育政策時(shí)有必要考慮政府供給對(duì)市場(chǎng)供給可能造成的"擠出效應(yīng)"。美國(guó)佐治亞州和俄克拉荷馬州基于各自學(xué)前教育市場(chǎng)的現(xiàn)有結(jié)構(gòu),分別選擇以公共資助和公共供給為主要方式推進(jìn)州內(nèi)學(xué)前教育的普及。兩州都出現(xiàn)了"擠出效應(yīng)",其中佐治亞州的公共資助方式導(dǎo)致了公共資本對(duì)私人資本的"擠出效應(yīng)",而俄克拉荷馬州的公共供給方式導(dǎo)致的"擠出效應(yīng)"則主要表現(xiàn)在服務(wù)內(nèi)容和師資力量的變化上。雖然"擠出效應(yīng)"并不都是消極的,但兩州都采取了多種質(zhì)量評(píng)價(jià)體系來(lái)積極應(yīng)對(duì)引發(fā)的消極問(wèn)題,以保障財(cái)政資金的充足和師資力量的提升。由于新中國(guó)成立以來(lái)我國(guó)的學(xué)前教育經(jīng)歷了從公辦性質(zhì)幼兒園為主到隨著市場(chǎng)化改革形成的公辦性質(zhì)幼兒園相對(duì)停滯而民辦幼兒園發(fā)展迅速的局面,因此具有不同歷史條件的地區(qū)在構(gòu)建普惠性學(xué)前教育公共服務(wù)體系時(shí),應(yīng)選擇不同的最優(yōu)發(fā)展路徑,同時(shí)都應(yīng)建立包括政策環(huán)境、政策實(shí)施、入園機(jī)會(huì)、教育質(zhì)量等多個(gè)要素和維度在內(nèi)的學(xué)前教育項(xiàng)目質(zhì)量綜合測(cè)評(píng)體系,以敦促地方政府加強(qiáng)對(duì)所實(shí)施的學(xué)前教育項(xiàng)目的質(zhì)量診斷和監(jiān)督,并將測(cè)評(píng)結(jié)果作為提高自身決策水平和改進(jìn)學(xué)前教育項(xiàng)目的重要依據(jù)。
Governments tend to promote quasi-public goods' supply by direct provision or indirect subsidy. The specific choices may be affected by many factors,such as related policy goals,government's fiscal abilities and existing market structures,etc.. Under the tendency that government would like to strengthen its own responsibilities and increase the level of public provision,the effects of such intervention policy depend on whether the crowding-out effect caused by public supply on private supply exists. Based on the existing market supply structures of preschool education,Georgia and Oklahoma chose subsidy and provision as their universal preschool education policy, respectively. Consequently, different ways of intervention led to various patterns and causes of crowding-out effects. Policy tools of subsidy would more like ly lead to private capital's crowding-out by the infusion of public capital,while the crowding-out effect caused by provision would be represented in service contents and teacher resources. As a result,a plenty of high-quality assessment systems have been taken into implementation to assure the adequacy of financial resources and the enhancement of preschool teachers.