Fairness Parallel With Quality: A Study Of Pre-school Education Policy In Taiwan Since 21st Century

In 1895,the Qing government signed the humiliated "Treaty of Shimonoseki" after the defeat in the Sino-Japanese War,which ceded Taiwan and the Penghu Islands to Japan.Taiwan became a Japanese colony for 50 years.During this period,under the pressure of Japanese colonial rule,the pre-school education in Taiwan was not only slow to develop,but also more for the cultural colonization of Japan.In 1945,Japan surrendered unconditionally,after some international political meeting,Taiwan returned to China.After the recovery,the pre-school education policy in Taiwan has been developed rapidly,which can be divided into two stages: rapid development period and stable development period.Under the promotion of a series of pre-school education policies,the development of pre-school education in Taiwan has made great progress and been in accordance with the law.It can be said that the development of pre-school education policy in Taiwan originates from the attempt to reform the rule of law in modern China,the exploration of the western countries,especially the Japanese and American academic system,and the efforts and practice of the Kuomintang government in education legislation has greatly pushed forward the process of nomocracy in the field of pre-school education.From the aspect of policy content,in order to solve the contradiction between supply and demand and to consolidate the need of integration in the development of preschool education,Taiwan promulgated and implemented a series of pre-school education policy that featured "Fairness parallel with Quality" in the 21 st century.During this period,the development of pre-school education policy in Taiwan is focused on the shortcomings,adhered to managing education by law and the advancing with the times,continuously expanding the pre-school education and improving the quality of pre-school education.However,due to various factors,the development of education policy in Taiwan has also experienced some alienations,such as as a result of the change of political style,education act as a kind of "Taiwan independence" tool.From the perspective of the policy implementation,through the study of the implementation process of the pre-school education policy in Taiwan,it has been found that Taiwan has achieved remarkable results since the 21 st century,such as establishing the mechanism of pre-school education,constructing a weak child care system,founding a fair safeguard mechanism system for pre-school education,and extending the care service chain.The reason lies in not only the sticking to the principles of planning,pertinence and otherness,but also benefitting from the implementation of the work process,processional evaluation,budget supplement,teaching and maintenance services.From the perspective of the comprehensive development,the factors of the development for pre-school education policy in Taiwan since the 21 st century mainly include the following four aspects.Firstly,the major influencing factors consisted of political pluralism,"Cultural Taiwan independence",the economic downturn,the population problems and the failed Educational Reform at the end of the 20 th century.Secondly,the development characteristics mainly include the main focus on hot issues and international frontier,the adhere to the concept of fairness and quality of parallel,the attention to policy continuity and continuity and the ensurance of the policy implementation.Thirdly,the problems are mainly reflected in the imbalance of the number of educational institutions in public and private,the diverse need of vulnerable children's educational services and the constraintion of children's educational service for the little child phenomenon.Fourthly,the future development strategies include the active improvement of public education services,the promotion of diversified development of preschool education supply mode,the formulation of the long-term development planning in pre-school education,the raise of the quality and social status of the teaching staff,and the strengthen of the policy advocacy and digital network.Finally,based on the development of pre-school education planning,pre-school teacher policy,pre-school education fiscal policy,kindergarten management policy and support policy for disadvantaged children in mainland China,the author summarizes the general situation of pre-school education policy in mainland China since the 21 st century.Then based on the comparative analysis of the similarities anddifferences in the pre-school education policies' development in both sides of the strait,the following four inspirations can be summarized for mainland China.Firstly,to strengthen the pre-school education legislation,optimize the pre-school education policy system;secondly,to increase pre-school education financial investment,pay attention to the rational allocation of education funds;thirdly,to strengthen the position of the government to promote pre-school education;finally,to strengthen the support of disadvantaged children,promote preschool education fair.