Our government has been paying close attention to the development of preschool education. The Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way points out that "we should attach importance to the physical and intellectual development of infants and children and popularize the scientific knowledge and methods of preschool education", which requires that the scope of preschool education be expanded from 3-6 years old to 0-6 years old. Early childhood education in the new century has a long way to go, and establishing a stable and high-quality teacher team is the key to the development of early childhood education. However, the structure of preschool teachers in China is quite different from other types of education. About 70% of the existing 1 158000 preschool teachers in various places are long-term non-public teachers (including private, long-term substitute teachers and temporary substitute teachers), which is a special group of teachers in China. Since the founding of New China, they have been engaged in education with their professional expertise, which has propped up half of preschool education and made important contributions to China's basic education, economic development and social stability. However, their treatment, especially their sense of security, has not attracted enough attention.

1986 in the reorganization of private teachers, private preschool teachers were explicitly excluded from the policy. 1994 the State Council stipulates that preschool teachers should be excluded from the scope to solve the problem of private primary and secondary school teachers becoming full members at the end of the 20th century. In fact, China's preschool education implements a multi-form and multi-channel development policy and encourages various systems to run kindergartens. Under the condition of socialist market economy, diversified kindergartens are constantly emerging, and the number of teachers in non-public kindergartens is developing in various systems. At present, non-public teachers and staff in public kindergartens 10%- 15%. In the development of preschool education in China, non-public preschool teachers play an indispensable role.

In the new millennium, the establishment of civil society and labor security system has been put on the important work agenda of the party and government. The State Council held the "National Social Security Work Conference". Premier Zhu Rongji emphasized that speeding up the improvement of the social security system is an important measure to implement General Secretary Theory of Three Represents of Jiang Zemin and a fundamental plan for governing the country and ensuring the country. Governments at all levels should implement it to the letter, maintain social stability and promote the sustained, rapid and healthy development of the national economy. The problem of social endowment insurance for the majority of non-public preschool teachers has reached the time when it is possible to solve it.

Feasibility of implementing the social endowment insurance system for non-public preschool teachers

Implementing the social endowment insurance system for non-public preschool teachers is a government action with strong policy, great influence and high social sensitivity, and the relevant national laws and policies are the basis for implementing this system.

1. Legal and policy basis for non-public preschool teachers to enjoy social labor security.

According to the provisions of the Labor Law, the Teachers Law and the current policies in the State Council, it is feasible to establish social endowment insurance for non-public preschool teachers. The Teachers Law stipulates that non-public preschool teachers enjoy the treatment of teachers. They are educators and teachers with professional educational skills employed by the government, education departments, collective schools or private schools. They are not unemployed, they are justified teachers and should enjoy the same social treatment as teachers. The administrative department of education should ensure that they get due social security when they enjoy different treatment from public teachers.

All faculty and staff have the right to enjoy social labor security. Article 3 of the Provisional Regulations on the Collection and Payment of Social Insurance Fees issued by the State Council 1999 stipulates: "The collection scope of basic old-age insurance premiums includes state-owned enterprises, urban collective enterprises, foreign-invested enterprises, urban private enterprises and other urban enterprises and their employees, and institutions and their employees that implement enterprise management. The Ministry of Labor and Social Security requires that social labor insurance should be extended to all units. " Non-production and business units shall, within 30 days from the date of establishment, apply to the local social insurance agency for social insurance registration. "This provision clearly guarantees that all employees will enjoy social labor security, and non-public faculty members are no exception.

Judging from the above-mentioned relevant laws and policies, in cities and towns, non-public kindergarten teachers should belong to employees employed by state-owned enterprises and collective enterprises. As fees are the main source of non-public teachers' salaries, they can also be regarded as employees of institutions that implement enterprise management. In rural areas, non-public kindergarten teachers are not ordinary farmers, and they all have the right to enjoy the labor security benefits provided by employers. Education departments at all levels should actively cooperate with labor and social security departments, personnel departments and financial departments to study local policies and truly solve the social security problems of non-public teachers.

2. Non-public preschool teachers' social endowment insurance should raise funds through multiple channels.

Non-public preschool teachers' social endowment insurance funds can be mainly funded by collectives and individuals, supplemented by state subsidies, and shared together. This is in line with the actual situation of preschool education in China and the old-age insurance policy in the State Council. Subsidies from governments at all levels are necessary. Since the reform and opening up for more than 20 years, the central government has not had special subsidy funds for early childhood education. The establishment of the old-age insurance system is a government act. If the central and local governments can set up special subsidies when formulating endowment insurance, it will ensure that teachers in poor areas get equal treatment. Then, the government's investment will get a high and long-term return. According to the local minimum endowment insurance level, Jixian County, Tianjin, calculated the fund demand of endowment insurance for 700 non-public preschool teachers. According to the government subsidy of 20%, the annual subsidy is about 6.5438+0.5 million yuan. The leaders of the county government and the Education Bureau believe that even if the insurance premium increases in proportion to the wage increase, the government's burden will not be too heavy, which is guaranteed. Part of the existing investment can be diverted to social endowment insurance. Teachers of collective kindergartens in qingzhen city, Guizhou Province, and Longan County, Guangxi Zhuang Autonomous Region in poverty-stricken areas are subsidized by the county education bureau with a monthly salary of 50-50 80 yuan per person. The investigator asked the teacher, "Do you agree if the subsidy is part of the social endowment insurance subsidy?" Almost all the teachers agree. It can be seen that the limited investment and social fund-raising by the government and all walks of life can be turned to the non-public social endowment insurance for preschool teachers, which can bring long-term benefits. Kindergarten income can bear part of the endowment insurance fund. Early childhood education belongs to the category of non-compulsory education and cannot be for profit. Establishing the cost-sharing mechanism of preschool education is an inevitable requirement for the development of preschool education. In the cost of preschool education, teachers' salary and welfare are the most important parts. According to the sampling survey in Jiangsu, Tianjin, Hebei, Shanxi, Guizhou and Inner Mongolia in 2000 (hereinafter referred to as the "six-province survey"), more than 80% of the salaries of non-public preschool teachers are paid by fees, while the fees for preschool education are very low. Kindergartens in each county charge 26,500 yuan per month. The local fee is about 80- 100 yuan, and the kindergarten can also bear part of the old-age insurance. If the endowment insurance for teachers and staff is included in the education cost, and the charging standard is appropriately raised, for example, in rural areas, the main fund of the endowment insurance for teachers can be solved by increasing 5- 10 yuan per child per month. This method is reasonable and affordable for parents, so kindergartens can pay the largest proportion of the endowment insurance fund. Kindergarten teachers have to pay a certain amount of insurance money. According to the national regulations on endowment insurance, individuals have to pay a certain amount of insurance money. Although the salaries of non-public teachers are low and their lives are difficult at present, it is possible for them to pay a certain proportion of fees for the long-term benefit. When the "Six Provinces Survey" asked whether the non-public preschool teachers were willing to pay insurance, they all expressed their willingness. It is imperative to implement the social endowment insurance system for non-public preschool teachers. According to the Teachers Law, "people's governments at all levels should take measures to strengthen teachers' ideological and political education and professional training, improve their working and living conditions, safeguard their legitimate rights and interests and improve their social status." Non-public kindergarten teachers are not only engaged in education and teaching, but also bear the responsibility of taking care of children. People's governments at all levels and organizers have the responsibility to provide them with basic conditions for survival and development, and gradually improve their treatment. In fact, the low treatment of preschool teachers has attracted the attention of governments at all levels. According to the survey of six provinces, 65% of the heads of education administrative departments at all levels will implement social endowment insurance as the first choice to improve the treatment of preschool teachers. Education departments in Guangzhou, Fujian, Jiangsu and other places have been exploring local policies. 1998 The Regulations on the Administration of Kindergartens in Qingdao approved by Shandong Provincial People's Congress stipulates that the organizers of kindergartens and nurseries shall handle social insurance for their employees according to the regulations. "This move has created a precedent for the implementation of soil fertility legislation for non-public preschool teachers' pension insurance. Implementing social endowment insurance for non-public preschool teachers can reflect multiple advantages, which are embodied in the following aspects: First, governments at all levels and education administrative departments take concrete actions to administer and manage education according to law and protect teachers' legitimate rights and interests. It reflects the government's concern for preschool teachers, is a powerful measure to promote social stability and progress and the development of education socialization, and will surely win the hearts of the people and have a far-reaching impact. Second, it is conducive to making full use of local resources and developing low-cost and high-efficiency early childhood education. Because of the social security, non-public preschool teachers in both towns and villages can keep the team stable even if they only get lower wages. They can actively use local conditions to develop formal and informal forms of early childhood education, meet the needs of parents and promote the smooth development of early childhood education under the market economy system. Thirdly, it is a fundamental measure to promote teachers' self-development and improve their educational level. With social security, the initiative of teachers' self-development can be greatly mobilized, teachers can make self-training goals and plans, and teachers' continuing education will be efficient. Fourth, it is conducive to attracting talents and realizing the continuous optimization of the preschool education team. With social security, we can broaden the channels for talents, and all kinds of highly educated talents may be willing to serve as kindergarten teachers. At the same time, it is also conducive to the natural elimination of teachers with poor education level. Fifth, it is beneficial to implement the qualification system and appointment system of preschool teachers and standardize teacher management. Non-public preschool teachers who have nationally recognized qualifications and are employed can obtain social endowment insurance.

Further reading: How to buy insurance, which is good, and teach you how to avoid these "pits" of insurance.