欧洲国家发展普惠性学前教育的路径选择
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摘要
随着欧洲国家学前教育普及的不断推进,"可获得""付得起""有质量"的普惠性学前教育逐步成为各国发展与普及学前教育的基本方向和政策定位。近年来,欧洲国家通过立法明确幼儿入园的权利、将学前教育纳入义务教育、对处境不利儿童进行重点保障等措施确保学前教育资源的"可获得";通过加大政府财政投入、增加免费学时的供给、对处境不利家庭幼儿提供补贴与支持等路径确保学前教育收费"付得起";通过构建保教一体化的学前教育管理体系、加强教师队伍建设、完善质量监测与评价体系等措施确保学前教育的"有质量"。
In recent years, with the continuous popularization of preschool education in Europe, "availability", "affordability" and "quality" has gradually become the orientation of the policy to popularize the generally beneficial preschool education in all countries. European countries have provided the availability of preschool education places through three ways including legal entitlement to preschool education, compulsory preschool education and expanding access for disadvantaged children. There were three main paths to supply affordable preschool education services, such as increasing government financial funding, adding free hours and more subsidies and support for disadvantaged children. What's more, European countries have been ensuring the quality of pre-school education from three aspect, such as constructing integration management system, improving the quality of teachers, and building quality supervision and evaluation system of preschool education.
In recent years, with the continuous popularization of preschool education in Europe, "availability", "affordability" and "quality" has gradually become the orientation of the policy to popularize the generally beneficial preschool education in all countries. European countries have provided the availability of preschool education places through three ways including legal entitlement to preschool education, compulsory preschool education and expanding access for disadvantaged children. There were three main paths to supply affordable preschool education services, such as increasing government financial funding, adding free hours and more subsidies and support for disadvantaged children. What's more, European countries have been ensuring the quality of pre-school education from three aspect, such as constructing integration management system, improving the quality of teachers, and building quality supervision and evaluation system of preschool education.
引文
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[28]Molinuevo,Daniel,Ahrendt,et al.Early childhood education and care:working conditions and training opportunities:working paper[J].Eurofound,2014(期号):19-35.
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(1)欧洲生活质量调查(EQLS)着眼于就业、教育、住房、家庭、健康与工作等一系列问题,调查欧洲公民生活现状,每四年进行一次。2012年是第三次调查,调查了34个国家43636人。https://www.eurofound.europa.eu/surveys/europeanqualityof-life-surveys/european-quality-of-life-survey-2016
[2][4]Esping-Andersen G.Social foundations of post industrial economies[M].Oxford University Press,Oxford,1999:125-140.
[3]OECD.Starting Strong II:Early childhood education and care[M].Paris:Organization for Economic Co-operation and Development,2006:12.
[5]Education and Training Monitor 2017[EB/OL].(2017-09-15)[2017-12-29].https://ec.europa.eu/education/sites/education/files/monitor2017_en.pdf.
[6]Eurofound.Third European Quality of Life Survey-Quality of society and public services[R].Luxembourg:Publications Office of the European Union,2013:36-41.
[7]Noailly J,Visser S,Grout P.The impact of market forces on the provision of childcare:Insights from the 2005Childcare Act in the Netherlands[R].CPB Netherlands Bureau for Economic Policy Analysis,2007:18-19.
[8][16][17][18]Who uses childcare?Background brief on inequalities in the use of formal early childhood education and care(ECEC)among very young children2016[EB/OL].(2017-06)[2017-12-29].http://www.oecd.org/els/family/Who_uses_childcare-Backgrounder_inequalities_formal_ECEC.pdf.
[9]Eurydice.Early childhood education and care in Europe:Tackling social and cultural inequalities[C].EACEA,Eurydice,Brussels,2009:75-88.
[10]OECD.Policies and practices for successful schools[R/OL].(2009-01)[2017-12-29].http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf.
[11]Bennett J,Moss P.Working for inclusion:how early childhood education and care and its workforce can help Europe’s youngest citizens[EB/OL].(2010-12)[2017-12-29].http://www.childreninscotland.org.uk/wfi/.
[12]Lazzari A,Vandenbroeck M.Literature review on the participation of disadvantaged children and families in ECEC services in Europe,EIESP,Paris[EB/OL].(2016-06-08)[2017-12-29].http://bookshop.europa.eu/en/early-childhood-education-and-care-ecec-in-promotingeducationalattainment-including-social-developmentofchildren-from-disadvantaged-backgrounds-and-infosteringsocial-inclusion-pbNC0313210/.
[13][14]European Commission.Structural Indicators on Early Childhood Education and Care in Europe-2016,Eurydice Report,Luxembourg,p12
[15]May H.New Zealand:A narrative of shifting policy directions for early childhood education and care[M].In Gambaro L,Stewart K.,Waldfogel J.An equal start?Providing quality early education and care for disadvantaged children[M].Bristol,UK:Policy Press,2014:147-170.
[19]Entitlement to free early years education and childcare:Four th Repor t of S ession[EB/OL].(2 013-0 6-2 0)[2017-12-29].https://publications.parliament.uk/pa/cm201617/cmselect/cmpubacc/224/224.pdf.
[20]Motiejunaite A(2014),Eurydice Policy Brief:Early Childhood Education and Care 2014[EB/OL].(2014-10)[2017-12-29].http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/Eurydice_Policy_Br ief_ECEC_EN.pdf
[21]OECD.Education at a glance 2017[R].Paris:OECDPublishing,2017:271.
[22][23]OECD.Starting Strong 2017:Key OECD Indicators on Early Childhood Education and Care[R].OECDPublishing,2017:95.
[24][26]‘Universal childcare’and maternal employment:the British and the Swedish story[EB/OL].(2015-04-22)[2017-12-29].http://www.social-policy.org.uk/wordpress/wp-content/uploads/2015/04/22_naumann.pdf.[2 5]OECD:OECD Fa mily Dat a ba se[DB/OL].(2 014)[2017-12-29].www.oecd.org/els/family/database.htm.
[27]OECD.Starting Strong III:A quality toolbox for early childhood education and care,Organization for Economic Co-operation and Development(2012)[R].Paris:OECDPublishing,2012:143-184.
[28]Molinuevo,Daniel,Ahrendt,et al.Early childhood education and care:working conditions and training opportunities:working paper[J].Eurofound,2014(期号):19-35.
[29]France:Initial_Education_for_Teachers_Working_in_Early_Childhood_and_School_Education[EB/OL].(2016)[2017-12-29].https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/initial-education-teachersworkingearly-childhood-and-school-education-26_en.
(1)欧洲生活质量调查(EQLS)着眼于就业、教育、住房、家庭、健康与工作等一系列问题,调查欧洲公民生活现状,每四年进行一次。2012年是第三次调查,调查了34个国家43636人。https://www.eurofound.europa.eu/surveys/europeanqualityof-life-surveys/european-quality-of-life-survey-2016