I. Significance
20 1 1-20 13 according to the unified deployment of the State Council, various localities have formulated and implemented three-year action plans for preschool education. The reform and development of preschool education has achieved remarkable results, resources have expanded rapidly, financial investment has continued to increase, the construction of teachers has been gradually strengthened, and the problem of "difficulty in entering the park" has been initially alleviated. However, due to the weak foundation and many debts, preschool education is still a weak link in the education system, the inclusive resources in urban and rural areas are still in short supply, the construction of operation guarantee mechanism is relatively backward, the number of teachers is insufficient, and the professional attraction is not strong, so the quality of conservation education needs to be further improved.
Implementing the second-phase action plan is an inevitable requirement to consolidate the achievements of the first phase, accelerate the development of preschool education and further solve the problem of "difficulty in entering the park"; It is an urgent need to continue to deepen reform, break down institutional obstacles and promote the sustainable development of preschool education; It is an important measure to run a satisfactory education for the people, promote educational equity, and ensure and improve people's livelihood. Governments at all levels should deeply understand the significance of compiling and implementing the second-stage action plan, seize the opportunity, take advantage of the situation and take effective measures to further promote the reform and development of preschool education.
Two. Basic principles and main objectives
Adhere to public welfare, further optimize the allocation of preschool education resources, run by both public and private enterprises, strive to improve the public service level of preschool education, and concentrate new resources on poor areas and difficult groups. Pay attention to sustainable development, further deepen reform, broaden funding channels, innovate employment mechanisms, establish and improve standards, and solve development problems. Strengthen government responsibility, further strengthen the governance system and governance capacity building of preschool education, implement the responsibility of local governments to develop preschool education, and give play to the guiding and encouraging role of the central government.
By 20 16, the gross enrollment rate will reach about 75% in the three years before school. Three-year pre-school education has been fully popularized in towns and rural areas in economically developed areas, and the gross pre-school enrollment rate in other rural areas, especially in contiguous areas with special difficulties, has been greatly improved. A pre-school education service network with public parks and inclusive private parks as the main bodies has been initially established. Gradually establish a cost-sharing mechanism for rural preschool education based on public financial input. The operation level of kindergartens and the quality of education guarantee have been significantly improved.
Third, key tasks
Expand the total amount. Efforts will be made to expand preschool education resources in rural areas, focusing on solving the shortage of preschool education resources in contiguous destitute areas, ethnic minority areas and areas where left-behind children are concentrated. Fully consider the reality of urbanization development, old city reconstruction and population mobility, and strive to solve the problem of insufficient preschool education resources in towns and urban-rural fringe. Strive to increase the opportunities for disabled school-age children to enter the park.
Adjust the structure. Adjust the resource structure and expand the coverage of urban and rural public parks and inclusive private parks. Adjust the layout structure, and strive to achieve the nearest and convenient admission to the park. Adjust the investment structure, and on the basis of continuing to expand resources, increase investment with conditional guarantee.
Improve the mechanism. We will improve the input mechanism of government input, social organizer input and family reasonable sharing, and strive to ensure wages, safety, operation and development. We will improve the system of checking and supplementing the staffing of teaching and administrative staff in public parks, and protect the legitimate rights and interests of kindergarten teaching and administrative staff according to law. Improve the management system of preschool education and the system of running a garden.
Improve the quality. Thoroughly implement the "Guide to Learning and Development for Children Aged 3-6". Improve the dynamic supervision mechanism of kindergartens. Improve the professional quality and practical ability of kindergarten teachers and medical staff. Improve the level of running kindergartens, and the teachers, classes, teaching AIDS and kindergartens of all kinds will gradually meet the national and local standards.
Fourth, the main measures
(1) Accelerate the development of public kindergartens. Formulate the overall layout planning of kindergartens in all districts and counties, reasonably determine the layout of public parks, and arrange for the construction, renovation and expansion of a number of public parks year by year. Strengthen the construction of rural public kindergartens. Kindergartens run by the government and institutions shall be registered and managed by institutions in accordance with the Provisional Regulations on the Registration and Management of Institutions. All localities can refer to the financial investment and personnel management policies of public parks organized by the education department, and introduce specific measures to support state-owned enterprises and institutions and collective parks, so as to improve their ability to provide public services to the society. Various provinces (autonomous regions and municipalities) have promulgated the management measures for the construction of supporting kindergartens in residential areas, and made specific provisions on planning, construction, transfer, holding, recycling and supplementary construction. Before the end of 20 15, urban communities will be fully equipped with kindergartens in accordance with relevant national and local regulations.
(2) Actively support inclusive private kindergartens. Implement preferential policies such as land use, tax reduction and exemption, and attract social forces to run parks in various ways. According to the layout of inclusive resources and the needs of children entering the park, various localities have identified a number of inclusive private parks, and supported private parks to provide inclusive services through government purchase of services, rent reduction, stationing of public teachers, training of teachers, etc. Areas with conditions can refer to the standard of public funds per student for public parks and give appropriate subsidies to inclusive private parks. Before the end of 20 15, all localities promulgated the implementation measures for recognizing and supporting inclusive private parks, and made specific provisions on supporting objects, recognition procedures, cost accounting, fee management, daily supervision, financial auditing, reward and compensation policies, and exit mechanism. Encourage private parks to provide multi-form and multi-level preschool education services to meet the different needs of parents.
(3) Further increase investment in preschool education. All localities should effectively increase financial input and implement the main responsibility of pre-school education investment. According to local conditions, local governments should study and formulate the standard of public funds per student or the standard of financial allocation per student in public kindergartens, and gradually reach it. Adjust the charging standard of teaching fees according to the prescribed procedures to control the family burden within a reasonable range. The financial input of preschool education should be tilted to the rural, remote, poor and ethnic areas to the maximum extent. Increase funding for children with financial difficulties and orphans and disabled children to receive preschool education.