However, on the whole, preschool education is still a weak link in all kinds of education in our province, which is mainly manifested in the shortage of resources, insufficient investment, imperfect teachers, imperfect system and mechanism, unbalanced development between urban and rural areas, and the problem of "difficulty in entering the park" in some places, which cannot meet the needs and expectations of the people for preschool education.
At present, the people have a strong desire to develop preschool education, and the CPC Central Committee and the State Council have put forward clear requirements for the development of preschool education. Running pre-school education well is related to the healthy growth of thousands of children in Qian Qian, Qian Qian, the vital interests of thousands of families and the future of the country and the nation. The development of preschool education is a moral and political project that reflects the ruling ability of the party and the government and a livelihood project that benefits the vital interests of the people. (a) the overall goal. According to the "Twelfth Five-Year Plan" and the medium-and long-term planning outline of education reform and development in our province, the objectives and tasks of implementing the three-year action plan for preschool education are: building, rebuilding and expanding public kindergartens 1.200 (including 700 newly built and 500 rebuilt) and developing private kindergartens 1.500. By expanding the scale of kindergarten children in the province, by 20 13, the number of kindergarten children in the province will reach 2.09 million, and the gross enrollment rate will reach 69% in the three years before school, effectively alleviating the problem of children's "difficulty in entering the park" in our province.
(2) Annual target.
20 1 1 year: build 300 public kindergartens (including 200 newly built, renovated and expanded 100) and develop 500 private kindergartens, with a gross enrollment rate of 64.5% in three years.
20 12: 400 public kindergartens were built (including 250 newly built, renovated and expanded 150), and 500 private kindergartens were developed, with a gross enrollment rate of 66.6% in three years.
20 13: 500 newly-built public kindergartens (including 250 newly-built and 250 renovated and expanded) and 500 privately-run kindergartens, with a gross enrollment rate of 69% in three years. Pre-school education implements the investment mechanism of "county-level financial investment, appropriate subsidies from higher authorities, encouraging private investment and reasonable sharing by families".
The people's governments at all levels shall include the funds for preschool education in the financial budget. New education funds should be tilted towards preschool education. The proportion of financial preschool education funds to the financial education funds at the same level should be reasonable, and it should be significantly improved in the next three years. All localities should formulate the per capita funding standard and per capita financial allocation standard for public kindergartens according to actual research. The funds needed for the new construction, renovation and expansion of public kindergartens are mainly invested by county-level governments, and the central, provincial and municipal (state) governments give appropriate subsidies. The central and provincial governments give priority to supporting the development of preschool education in ethnic minority areas, poverty-stricken areas, remote mountainous areas and old revolutionary areas.
Innovate the investment system, formulate preferential policies, actively encourage social forces to run parks and donate money to run parks, and invest in preschool education in various forms to expand the scale benefits of running parks. Actively support the development of private kindergartens, especially public-oriented and low-cost inclusive private kindergartens, by ensuring rational land use and reducing taxes and fees. (1) Broaden the source of teachers.
Strengthen the construction of pre-school teacher training system and broaden the source channels in many ways. Continue to run pre-school education well, expand the scale of pre-school education in normal universities, actively explore the training mode of five-year pre-school education diploma teachers who graduated from junior high school, and encourage surplus primary and secondary school teachers to teach in kindergartens through training, which basically meets the needs of all kinds of kindergarten teachers.
(2) Rational distribution of kindergarten teachers.
According to the new situation of preschool education development, the state is formulating new teacher allocation standards. Before the introduction of the new standards, according to the Notice of the General Office of the People's Government of Sichuan Province on Printing and Distributing the Trial Measures for the Staffing Standards of Primary and Secondary Schools in Sichuan Province (No.46 [2002] of Chuanfuban Power Generation), the staffing standards of kindergartens were approved with reference to the staffing standards of primary schools, and were allocated according to the ratio of kindergarten children to kindergarten teachers of 2 1: 1. Kindergarten teachers implement the personnel appointment system and post management system, set up posts scientifically and employ them according to posts.
The three-year action plan is to build, rebuild and expand public kindergartens 1200 kindergarten teachers, and allocate them according to the ratio of children to kindergarten teachers of 21:1. The shortage of teachers in existing kindergartens should also be fully matched year by year according to the standard, so as to promote the sustainable and healthy development of preschool education.
(3) Strengthen the training of preschool teachers.
Establish a training system for kindergarten directors and teachers to meet the diverse learning and development needs of kindergarten teachers. Innovate the training mode to provide training for non-normal college graduates who are interested in preschool education. From 20 1 1, it will take three years to complete a round of in-service kindergarten teacher training and provincial training for principals and key teachers, so as to comprehensively improve the management level of kindergartens and the quality of education and teaching.
(4) Implementing the status and treatment of preschool teachers.
Improve and implement the salary guarantee measures for kindergarten teachers and staff, the evaluation mechanism of professional and technical titles (positions), post setting management and social security policies. For public kindergarten teachers and staff who are included in the management of career establishment, a unified national wage system will be implemented, and the performance-based salary distribution method will be improved. Implement the relevant social security benefits for all kinds of kindergarten teachers and staff according to law. (1) Clear responsibilities.
Adhere to the pre-school education management system of local responsibility, hierarchical management and division of responsibilities among relevant departments. The county (city, district) people's government bears the main responsibility for developing preschool education, and the city (state) people's government bears the leadership responsibility for developing preschool education. The main person in charge of the people's governments at all levels is the first person responsible for the development of preschool education. All relevant departments should clarify the division of responsibilities, cooperate closely, and strengthen the guidance, service and management of the development of preschool education.
(2) Standardized management.
According to the basic requirements and standards of national and provincial kindergartens, classified management and guidance are implemented for all kinds of kindergartens. Strictly implement the kindergarten access system, improve the kindergarten annual inspection system, and strengthen kindergarten supervision. Strengthen the security of kindergartens and strengthen the construction of safety facilities such as physical defense and technical defense. Strengthen the comprehensive management of social security around kindergartens, strengthen the internal safety management of kindergartens, create a safe environment for kindergartens, and effectively ensure the safety of children.
(3) supervision and assessment.
The education supervision group of the provincial government shall formulate the standards for supervision and evaluation of preschool education, supervise and inspect the implementation of this plan, and announce the results of supervision and evaluation to the public. The people's governments at all levels should take the reform and development of preschool education as an important livelihood project, incorporate it into the important content of target management, strengthen the assessment management, and ensure the smooth completion of all tasks.
(4) Strengthen publicity.
Make full use of newspapers, internet, television and other media to widely publicize the significance of developing preschool education in various forms, vigorously publicize the policies, regulations and basic requirements of preschool education, fully mobilize the enthusiasm and initiative of all sectors of society, and strive to create a good atmosphere for the whole society to care for and support preschool education, so as to promote the sound and rapid development of preschool education.
(5) improve the quality.
Establish a concept based on the healthy growth of children, adhere to the principle of combining conservation with education, and avoid and prevent the tendency of "primary school" in early childhood education. Improve the assistance mechanism, increase the radiation of high-quality preschool education resources to rural areas, implement the "district-to-district, garden-to-garden" cooperative teaching assistant project between urban and rural areas, improve the exchange system between "paired teachers" and urban and rural directors, carry out the activities of sending backbone teachers to the countryside, and realize the sharing of high-quality preschool education resources. Improve the teaching and research network, actively carry out teaching and research guidance for pre-school education, give play to the leading and guiding role of the profession, regularly exchange experience in pre-school education, and actively promote outstanding teaching and research achievements in pre-school education.
Attached Table: Three-year Action Plan for Preschool Education, Target and Task Table for Public Kindergarten Construction