Research On The Construction Of Rural Inclusive Private Kindergartens From The Perspective Of Educational Fairness

Education equity is one of the cornerstones of social equity,reflecting the height of civilization in a country's social change.Research from social policy shows that achieving educational equity is a systematic project,a continuum of fair opportunity,fair conditions,fair process,and fair outcome.At present,due to different channels for providing educational opportunities,all sectors of society often raise the question of "who needs to choose" from the perspective of equality.Social policy research shows that how governments choose roles is key to solving this problem.From a practical point of view,the current situation of pre-school education is "difficult to choose a garden","difficult to enter a garden" and "expensive to enter a garden",which has brought tremendous pressure to many parents.The "Outline of the National Medium and Long-term Education Reform and Development Plan for 2010" clearly states that actively develop and popularize preschool education.In 2018,the State Council of the Communist Party of China also stated in the "Several Opinions on Deepening the Reform and Standardization of Preschool Education" that the public welfare and inclusiveness of preschool education should be adhered to.This is the first time that the party and the state have proposed to expand the coverage of "inclusive kindergartens" from the height of strategic design and implementation to solve the problems of "difficult to choose a garden","difficult to enter a garden",and "expensive to enter a garden".In order to popularize pre-school education,local governments have formulated more specific local policies.However,the related system supply still faces challenges.Institutional supply often means continuity and logical unity of history and reality.For this reason,it is necessary to conduct a historical institutionalist analysis of policy supply.Furthermore,from a diachronic perspective and a case perspective,the analysis of the system at the micro level,especially the analysis of the operational performance of different dimensions including the quality of education.G kindergarten is located in the central region,reflecting the progress of the current inclusive kindergarten policy.The case study method is helpful to further study the construction and improvement of social policy.Specifically,this article relies on the theory of educational equity and historical institutionalism.First sort out the literature,analyze the policy from a historical perspective,and conduct field surveys and interviews to study the construction of inclusive private kindergartens.Analyze theconstruction status,existing problems and solutions of inclusive private kindergartens under the policy and system supply.To this end,this article uses the self-edited outline of interviews and further analysis based on in-depth investigation.First of all,the related content of the policy text was analyzed,and field investigations revealed that the challenges faced by rural inclusive private kindergartens in Fuyang City are related to incomplete policy systems,inconsistent charging standards,difficult stability of the teaching staff,and difficulties in managing the construction of kindergartens.Therefore,it is necessary to improve related supporting policies through the rate to achieve fair education;it is necessary to strengthen the construction of inclusive kindergarten education quality;it is necessary to establish a balance of income and expenditure system based on local conditions;it is necessary to establish a long-term mechanism to strengthen the construction of the teaching staff.