A Study On The Preservation Of Preschool Education In

The enlightenment education of pre-school plays an important role in the individual’s personality development and the whole social effect. For a long time, the study of preschool education by the widespread concern in the international community, most of the countries and regions have begun to attach importance to the development of preschool education, they know to preschool education and its important role to the and promote individual development and social progress, have started to formulate relevant policies and regulations, in order to ensure the preschool education develop smoothly. In recent years, our country has attached great importance to the development of pre-school education. In early 2007, Comrade Hu Jintao in the report pointed out the importance of preschool education, should be the important content of the proposed in the 17 th National Congress of the "pay close attention to preschool education" and "give priority to the development of education, the construction of human resources in the country, this is the first time clearly expressed, the status of preschool education, it is our lifelong education is an indispensable part of. Enacted in 2010 the country- and long term educational reform and development plan(2010- 2020 ", the clear proposed in our country in the future development of preschool education goal and the basic request, preschool education in China can no longer be put in an embarrassing situation to the edge, finally ushered in the new era of vigorous development.After recent years of continuous development, preschool education in Tibet has made great leap forward development, autonomous region Party committee and government are the development of preschool education in Tibet is very concerned about, preschool education has been included in the "Tibet Autonomous Region" Twelfth Five Year Plan "period of education development plan and 2020 long-term development goals. During the "Twelfth Five Year Plan" of Tibet, Tibet will refer to the successful model of the rural compulsory education funds safeguard mechanism, the establishment of and gradually improve the preschool education safeguard mechanism, ensure that there is sufficient funding for preschool bilingual education in Tibet’s development to ensure that preschool bilingual education in Tibetan agricultural and pastoral areas of all school-age children free of charge. Provinces and cities outside the region for comparison, Tibet because of the restriction of natural conditions and economic and social conditions, and pastoral population distribution is extremely dispersed effect, universal pre-school education there must be a great limitation, most of admission for pre-school children not appropriate protection, legislative, administrative, institutional, social aspects to give special protection.This paper is divided into six aspects: the first chapter starting from based on the research on the security of preschool education in Tibet’s selected topic background, the selected topic goal and the significance of the topic, analysis at home and abroad on the education for the protection of the basic research and some scholars have studied the conclusion, into further clarify this paper’s main research mentality and the basic research content, and this paper mainly introduces the research methods. The second chapter mainly introduces the theoretical basis of this paper, mainly from the theory of public goods and public service equalization, and analyzes the application of these theories to the education security of Tibet. The third chapter is the overview of Tibet pre-school education, which mainly introduces the course of the development of pre-school education in Tibet, and the basic situation of the policy and the current stage of Tibet pre-school education in Tibet. Chapter three analyzing the security of preschool education in Tibet are the problems and restrictive factors, mainly from the impact of entrance opportunity, preschool education quality and preschool education execution of analysis; from the constraints of natural conditions; restriction of social and economic conditions; educational rights protection is in place; whether the lack of family support capabilities; government strategic planning, institutional arrangements, financial investment are reasonable place restriction factor analysis. The fifth chapter mainly puts forward some countermeasures and suggestions on how to improve the security of preschool education in Tibet, including the formulation corresponding policy and ensure their strict implementation; increase investment of preschool education teachers. At the same time, do a good job preschool education the necessity of publicity. The last part is the conclusion part, mainly is further summed up the points, in this also pointed out that the deficiencies in this paper, some relative constraints exist in the policy recommendations, and this will further improve.