| The policy of inclusive preshool education is used to protect the basic right of children to receive education and it is also an urgent need to safeguard people’s livelihood,which is a major measure to promote poverty alleviation through education,to stop the intergenerational transmission of poverty,as well as to contribute to establish a moderately prosperous society in all respects.The universality is the development orientation of the value of preschool education,which was issued for the first time in the "Ten State Regulations" by the central government in 2010.From then on,our national and local governments all have issued and implemented a three-year action plan for preschool education and preschool education has achieved unprecedented rapid development in China.However,based on the background with the late start of the development of preschool education,the high debt and the weak foundation,the public service system of inclusive preshool education has not been able to fully meet the people’s urgent needs and aspirations for "being able to go to the kindergarten" and "having a good kindergarten" in china.In the new situation,the development of inclusive preschool education has not only ushered in opportunities,but also faced tons of challenges.Although researchers have already partially explored the policy of inclusive preschool education about its content,performance and effects,the knowledge of the performance of the pre-inclusive education policy is actually limited to the degree of completion for the indicators of quantitative numbers basically.There is no consensus on the theoretical framework of performance evaluation of pre-inclusive education policy.Nor has it formed a system of reproducible and scalable performance evaluation methods.There is still a huge gap between the academic discussion for providing an overall picture of policy performance and the scientific demonstration for the effect of policy intervention.In view of the existing evaluation theory and assessment framework of public policy as well as the performance measurement results of pre-inclusive education policy in China,the research attempted to build the performance evaluation framework of inclusive pre-education policy,so as to conduct a reality assessment of it.Based on the equalization of basic public services theory,social space-time theory,as well as the policy goal achievement model,policy process-controlling theory and the fact criteria and value criteria assessment framework in science of policy evaluation,this study introduced the perspective of spatio-temporal relationship between policy time and policy space and the temporal and spatial analysis framework of the performance evaluation of preschool education policy in China is put forward.According to this framework,this study did consideration,exploring and reflection about three items as follows: "the generation of policy space and time" and the analysis of policy text space and time differences,"Temporal and spatial representation of policy performance" and the construction and measurement of universal performance evaluation index system,"Policy intervention effect demonstration" and fixed effect model demonstrate three performance problems.The study combined technological thinking with space-time system thinking,and followed the multi-methodological operation,in order to make a dynamic assessment of the spatiotemporal integrity of inclusive pre-school education policies in china as a whole,which would fully explore the characteristics and difficulties in the implementation of it.And then the following conclusions are drawn:First of all,it systematically combed the spatiotemporal dynamic trend and characteristics of universal preschool education policy in China.The study treated the text of universal preschool education policies at the central and provincial levels since 2010 as the research object,to make systematically analysis about the characteristics of changes of goals and tools,content extension,policy rules and policy differences in different regions of pre-inclusive education policy from the dimension of time and space by using Nvivo11.0 From the perspective of time dimension,the policy objective has always been to achieve universal access and universal benefits as the fundamental baseline,and it took the routine from "basic protection" to "wide coverage" and then to "quality",and the policy goals showed a gradual development trend.Policy content was constantly systematic and comprehensive,and constantly focuses on the connotation of universality as a whole.Besides that,policy tools were always mainly supply-oriented and environment-oriented,and various types of policy tools were used continuously and comprehensively,which always be in line with the content and objectives of the policy.From the perspective of spatial dimension,it has differences between the height and breadth of policy objectives,but it also has common basic demand to ensure the enrollment rate and balanced development between urban and rural areas;the policy content was commensurate with the level of economic development and attached great importance to the supply of human,material and financial resources.And the choice of policy tools adapted to the level of economic development,and a variety of policy tools were used in a comprehensive manner with supply and environment tools as the main tools.Actually,a systematic review of the universal preschool education policy text in China is helpful to improve the effectiveness and appropriateness of it,which is sufficient to ensure the best performance in the process of policy formulation and implementation.Secondly,it did the establishment and measurement of the performance index system of universal preschool education policy.The study did the "downward deduction" from the perspective of policy and academic theory and selected three indicators including educational opportunity,educational quality and kindergarten conditions,namely 21 second-level indicators.Then,through the adjustment and pretreatment of the indicators,the "upward induction" was carried out to preliminarily construct the index system consisting of three dimensions called "basic guarantee","wide coverage" and "quality",that namely 17 secondary indicators.Finally,it did the "statistical test" on the preliminary index system and the factor analysis was used for screening.and the final construction of the performance index system of preschool education policy of our country was established,which was made up of "basic"(On the basis of gross admission rate to kindergarten,the proportion of numbers about public kindergarten,the proportion of students in public kindergartens,the proportion of numbers about private kindergarten,and the proportion of students in private kindergartens),"wide coverage"(On the basis of the average number of students per one hundred thousand population and the proportion of the number of kindergartens in towns),and "quality"(On the basis of the proportion of faculty and staff with bachelor’s degree or above,the number of books per student,activity area per student,students’ per capita kindergarten space,teaching space per student,and the area ratio of dangerous buildings).And this performance index system had our local characteristics.Next,entropy weight method was used to carry out index integration calculation on the performance indicators of inclusive pre-school education policy.And it also used Arc GIS10.2 to classify and measure policy performance from the perspective of time and space.The results showed that there was a general distribution trend of "low in the middle and high at both ends".That means refer to the overall characteristics,the East and West outperformed the Central Region.In particular,the eastern region has significant and uneven differences,while the central region has congenital deficiency and acquired fatigue at the same time,compared with Western region also has congenital deficiency but acquired dominate drive.In order to dig out more valuable information,the study took spatial correlation measure as the core,and tried to reveal the spatial and temporal correlation of policy performance of different regions in China.The results showed that with the time went by,the spatial and temporal structure of performance generally illustrated a transition trend from multi-core agglomeration to multi-core isolation.Thirdly,it demonstrated the effect and heterogeneity of the policy intervention of inclusive preshool education in China.Considering that independent variables had different dimensions from other variables,in this study,the subjective and objective combination weighting method was used to calculate the independent variable policy tool index.And the fixed effect model was used to demonstrate whether the policy intervention of inclusive preshool education works.Heterogeneity of the effect of policy intervention was tested by periodic grouping and regional grouping interactive regression.The analysis results showed that:in the first place,through regression analysis and robustness test,it was found that policy intervention had a positive and significant impact on the four dimensions about comprehensive development level,basic protection,wide coverage and quality.However,in the secondary indicators,the policy intervention did not have a positive effect on the following items including:proportion of private kindergartens,the proportion of private students,the area of teaching rooms per student,and the proportion of dangerous buildings.Next,among the control variables,it had a positive impact on policy performance about per capita GDP,urbanization level,permanent resident population at the end of the year and the size of school-age children(3-6 years old).Thirdly,the effect of policy intervention presented different sensitivity characteristics in different stages and different regions.Finally,from the results-based of this study,it put forward the optimal path and suggestion from three aspects named "confirmation of value ethics","careful international environment" and "the dimension of practice".It Summarized and pointed out the shortcomings in the selection of performance indicators and research methods.In addition,it also come up with three aspects that can further expand the research space and prospects.They were to do the study about the governance level of inclusive preschool education policy,to do the case study as well as to construct the strategic framework,respectively. |
PDF Full Text Request