A Study On Special Policy Of Pre - School Education In China

In order to balance development of preschool education in different areas and promote the equity in preschool education, it is imperative to implement policies of preschool education’s special investments. Based on demand of special investment in China’s preschool education and with the help of theoretical analysis and field research, this paper explicates necessity of special investments in China’s preschool education, summarizes central government and local governments’ policies concerning special investments in preschool education and does a field research upon background, process and effects of these policies by taking "collective kindergarten’s improvement project" in city N as an example.This paper is divided into four parts. Part one introduces background of this study. In this part, the necessity of special investments in China’s preschool education is examined from three aspects, namely, its theoretical foundation, current demand and foreign experience. In the part of theoretical foundation, public product theory, the overflow of local governments’ public services,"difference principles" and social support theory are examined. In the part of current demand, studies mainly revolve around demand of equilibrium in development of preschool education, of individual equality and equality in education and experience of transfer payment policies in compulsory education.Part two summarizes current policies concerning special investments in China’s preschool education. In this part, policies made by both central government and local governments are summarized by close reading. In doing so, this paper concludes that the characteristics of policies concerning special investments in China’s preschool education made by central government lie in three aspects. First, it pays much attention to inferior groups and undeveloped areas; second, in its investment, the local governments play the major role and the central government supplements what is not enough; third, it tends to enlarge its investments in resources of preschool education. Apart from sharing those characteristics mentioned above, local policies concerning special investments in preschool education show strong regional features. By drawing those characteristics, this paper concludes that the essential characteristics of policies concerning special investments in China’s preschool education lie in its singularity, short-term and its relative straitness of investments. Part three consists of a case study. In this part, this paper delineates background, process and effects of city N’s "collective kindergarten improvement project" in details. Through field research, this paper concludes that this project’s success mainly lies in enough attention and investments from governments, scientific, flexible and strictly implemented policies and fully used investments. But it is not without its problems; for there is a tendency towards facilities in investment and the special investments are not accounted independently and the policies continuously reduce to be powerless.Part four consists of analysis of policies and corresponding suggestions. Based on a comprehensive analysis of policies concerning special investments in China’s preschool education and city N’s "collective kindergarten improvement project", this paper finds that those policies share advantage of "movement type" social management, i.e. high efficiency of management which constitutes its prime advantage. But policies’man-made, one-sided and unstable features also make up its weaknesses. Last, based on characteristics of preschool education’s special investments and its weakness,this paper proposes corresponding suggestions.