Compulsory Education Paper 1: Countermeasures for Rural Compulsory Education
In today's world, the competition of economy, science and technology, culture and comprehensive national strength is, in the final analysis, the competition of human resources, and the core of the competition of human resources is actually the competition of education. Rural compulsory education, as the primary problem in China's education development, plays an important role in social and economic development. This paper analyzes the present situation of rural compulsory education in China, and puts forward some countermeasures to develop rural compulsory education in China from the aspects of laws, policies, school-running ideas and teachers' quality.
Keywords: compulsory education; Current situation; Problems; Countermeasures
Is it in economics? Circuitous production? Concept, that is, to produce a certain product, we must first make tools to produce this product. In today's world, the competition of economy, science and technology, culture and comprehensive national strength is, in the final analysis, the competition of talents, and the core of talent competition is actually the competition of education. Therefore, if the country wants to develop, it must first do a good job in education. From June 5438 to October 2007, The 17th National Congress of the Communist Party of China was held in Beijing. At the meeting, delegates unanimously emphasized the importance of developing culture and people-oriented Scientific Outlook on Development, which fully reflected the concern of people's governments at all levels in China for education. Rural compulsory education, as the primary problem in China's education development, plays an important role in social and economic development.
First, the status quo of rural compulsory education
Since the reform and opening up, and the rights of the state? With the constant concern about agriculture, rural areas and farmers, rural compulsory education has made great progress. From June 5 to February 2005, the State Council issued the Notice on Deepening the Reform of Rural Compulsory Education Funding Guarantee Mechanism. Since then, the Ministry of Education has announced that starting from 2006, China municipal government will invest at least 2 182 billion yuan to support free compulsory education in rural areas in the next five years, so as to ensure? Can rural children afford to go to school? . In addition, this year's strategy of building a new socialist countryside was issued as the No.1 document of the Central Committee, and a considerable part of it was about rural compulsory education, which will help improve the level of rural compulsory education and make remarkable achievements. First of all, nine-year free compulsory education has been basically popularized in all regions of China. Secondly, governments at all levels continue to improve the education management system and establish a guarantee mechanism for education funds. According to the State Council's decision, what is the investment in rural compulsory education in China? Three packs? That is, to ensure wages, operation and safety. Since 2006, the central government has arranged 5 billion yuan of special transfer payment funds every year to help the central and western regions pay the salaries of rural primary and secondary school teachers. In addition, with the support of special funds from the central government, governments at all levels raised funds to eliminate 6,543,800 square meters of dangerous buildings in primary and secondary schools. Thirdly, the rural compulsory education in China vigorously promotes the personnel reform and optimizes the teaching staff. At present, the existing normal colleges in China have formed a relatively stable scale of running schools, which basically meets the teachers' needs in the compulsory education stage. By the end of 2006, there were about 1.35 million students in colleges and universities nationwide. There are about 660 thousand students in secondary normal schools; The number of students in the College of Education is about 300,000; The number of students in normal schools is about 6.5438+0.9 million.
Second, the current problems in rural compulsory education
Although great achievements have been made in the reform and development of rural education in China, the weak links in rural education have not been fundamentally solved, and there are still many problems in rural compulsory education.
1, the goal of rural compulsory education is misplaced, and people's understanding of compulsory education is biased. The Outline of Education Reform and Development in China emphasizes? Education must serve the socialist modernization, combine with productive labor, consciously obey and serve the center of economic construction, and promote the all-round progress of society. ? However, due to the limitation of rural people's living environment and backward ideas, many people equate further education with success, and think that the standard to measure the teaching quality of a school is the annual enrollment rate. Therefore, under the pressure of parents and society, education in rural junior high schools and primary schools can only be based on entrance examinations? Baton? Become intellectual education is more important than moral education, scores are more important than ability, and further education is more important than practicality? Triple and light? A vicious circle. Students' personality is suppressed, they lack creativity and social practice ability, and they have no ideology of promoting agriculture and loving agriculture.
Besides, in some areas, many parents still have serious problems? Learning uselessness? Thought. They believe that instead of spending tens of thousands of yuan on children's education, it is better to invest in a small business, which is neither very risky nor able to recover profits on time. This phenomenon is mainly due to the imperfect social employment system, on the one hand, it causes a surplus of talents; On the other hand, some industries are seriously short of talents, which gives them a wrong understanding.
2. Insufficient investment in rural compulsory education, widening the gap between urban and rural education. After the reform of taxes and fees was carried out in China from 65438 to 0994, the tax burden of farmers was reduced a lot, but at the same time, some sources of funds for rural compulsory education were cut off. Although the state and governments at all levels have increased their investment in rural compulsory education, compared with the actual needs of the current development of compulsory education, it is still seriously insufficient. Therefore, rural compulsory education faces many difficulties. First of all, the conditions for running schools in rural primary and secondary schools in poverty-stricken areas are seriously lagging behind, and many school buildings are dilapidated. In some remote mountainous areas, farmers' children need to climb several hills and take several detours to go to school, and even some rural children are still taking classes in dangerous houses; Secondly, there is a serious shortage of office funds in rural primary and secondary schools, and the school operation is stretched, often making ends meet. Finally, rural schools have heavy debts and it is difficult to repay them.
At present, the educational conditions in rural areas of China cannot be compared with those in cities. Urban education has basically reached modernization, but most rural primary and secondary schools are still in the situation of one teacher, one book, one chalk and one class. According to the survey in Rollin Wang in 2005, we can clearly see this gap. Table 1 shows that the per capita expenditure of urban primary schools is 1.29 times that of rural areas; The per capita expenditure of extra-budgetary education in urban junior middle schools is more than that in rural areas 154 yuan, and the former is 1.49 times that of the latter. (Table 1)
Urban schools can set up affiliated schools and factories on campus, and they can often be sponsored by various social forces, while other sources of income for rural schools are quite limited and the amount is too small, especially in some poor counties, and it is difficult to get social support.
3. The overall quality of rural teachers is low, and the teaching staff is insufficient. In terms of teacher training, the state has issued corresponding policies and regulations, such as four-year free education for normal students in Shaanxi Normal University in recent years. However, undergraduates tend to choose universities and middle schools in cities, and the shortage of teachers in rural areas has not been effectively solved. In some areas, due to the serious shortage of teachers, people who have graduated from junior high school or primary school can only be hired as teachers. In addition, although the country has carried out the activities of supporting agriculture by teaching in the west, the shortage of rural teachers cannot be fundamentally improved because of the short teaching time and frequent teacher replacement. Or from another perspective, this kind of teaching and supporting agriculture has also affected the normal teaching order in rural areas. At present, in view of this problem, what the government should do is to train people who have taken root in the countryside for a long time and serve the rural compulsory education? Native? Teachers, not occasional activities such as teaching and supporting agriculture. An important factor causing this phenomenon is the one-way upward flow of teachers. If the teachers in the village teach well, they will be transferred to the schools in the town. If the teachers in the town teach well, they will enter the schools in the county. By analogy, the enrollment rate determines whether a teacher can enter a school with better resources and get higher income. In other words, the introduction of a series of national policies has not directly penetrated into the most needed rural compulsory education.
4. Lack of government and social support makes it difficult to attract and retain outstanding talents. Take Xu Benyu, a young Shandong teacher who made a sensation in 2002 as an example. When he gave up the opportunity of graduate school and returned to Goudiaoyan Village, Maochang Town, Dafang County, Guizhou Province, he realized his original promise to the children. Promises in the sun? At the same time, while the mass media and public opinion highly praise his courage to overcome difficulties and his willingness to contribute to society, should we also calmly think about how much support the country and all walks of life have given these volunteers? The answer is no. Because no matter how eye-catching the media reports are, it is an indisputable fact that Xu Benyu and his teaching classmates are still struggling tenaciously in a hard material life. Or to put it another way, if the government's policy support is strong enough, it may still be able to go up until today? Touched China? There are thousands of Xu Benyu in Qian Qian, not one.
Are you online? Support the west? There is a preferential policy during the activity to teach students to give priority to finding jobs in the future. However, it is understood that most teaching students face the threat of unemployment after teaching, and society and enterprises have not given them priority because of a national policy or a paper certificate. I would like to ask, under such a system and execution, who is willing to choose to stay in the countryside for a long time on the basis that it is difficult to guarantee basic food and clothing?
Third, the development of rural compulsory education countermeasures
As we all know, China is a big agricultural country, and the development of rural economy determines China's modernization process. The problem of rural compulsory education is not only related to the cultivation of national talents, but also related to the development of rural economy in China. In view of the current problems in rural compulsory education in China, the author summarizes the following countermeasures:
1, strengthen the legal protection of rural compulsory education, and strengthen legal responsibility and law enforcement. Farmers generally lack awareness of the rule of law, do not know that children should be held accountable for failing to complete compulsory education, and children do not know how to protect their right to education with legal weapons. Party and government departments at all levels have also failed to supervise the phenomenon of students dropping out of school and let it develop. Therefore, we must first increase the publicity of the Compulsory Education Law and related laws and regulations, so that farmers can realize that it is illegal to let their children drop out of school. Secondly, it is necessary to strengthen the enforcement of compulsory education law by party and government organs at all levels. Thirdly, units and individuals that recruit school-age children to work and do business should be punished according to law.
2. Increase investment in rural compulsory education and build a guarantee mechanism. First of all, the central government is the main input. Since the State Council formulated the hierarchical management system in 2000, although China's rural compulsory education has made great progress, due to the unbalanced regional economic development, the investment in rural compulsory education in the western region is seriously insufficient. In view of this, China should increase the input of the central government, shift the focus of government input, and accelerate the pace of popularizing compulsory education throughout the country. Secondly, local governments and social organizations at all levels actively participate in education investment. Establish? Give priority to the country? After the new education investment system, local governments at all levels should actively cooperate. In the use of special funds for education, the government should implement a flexible cross-level transfer system to ensure that education funds are invested in the most needed rural education grassroots, and at the same time shorten the transfer chain and improve efficiency. Finally, social enterprises, institutions and township enterprises should be encouraged to actively participate in the investment of rural education funds, and given certain policy inclinations to further expand the sources of funds.
In addition, the government should establish a special rural education guarantee mechanism to ensure the smooth progress of all work. If effective measures are taken to make up the arrears of old wages and supplement local wages and allowances, the stability of rural teachers can be guaranteed. Teachers' salaries should be synchronized with those of local civil servants, and unified financial payment should be implemented. At the beginning of each year, it should be listed separately from the county financial budget, stored in special accounts, earmarked for special purposes, and fixed at regular intervals. The central and provincial governments should increase their support for poor counties and further improve their responsibility to guarantee teachers' salaries.
In addition, rural schools should change their ideas in time, pay attention to the countryside and most students. Moreover, schools and parents should realize that further education should not be the only goal of rural compulsory education, and it is most important to cultivate the basic quality of all students and lay the foundation for them to learn to survive. It is necessary to make students develop in an all-round way in moral, intellectual, physical, aesthetic and labor, and cultivate certain practical ability, so as to arouse students' enthusiasm for learning, so that all students can learn according to their own specialties and hobbies, make use of what they have learned, and join the society with a satisfactory attitude.
3. Innovate the mechanism of employing and retaining people to improve the quality of rural teachers. A century-long plan, education-oriented; Teachers are the foundation of education. National policies play an important role in attracting and retaining excellent teachers. As mentioned above, the state is increasing its support for the western region? Edge? 、? Teaching? At the same time, we should also expand the preferential policies and security projects for teachers who are willing to stay in rural areas for a long time. In addition, this policy and guarantee should be continuous and flexible to ensure universal adaptability to rural education in all parts of the country.
There are many ways to improve the quality of rural teachers. Such as improving the on-the-job training system for rural teachers; Hold all kinds of training courses and rotate training regularly to ensure the correct training and teaching; Take effective measures to guide and restrain teachers' self-cultivation and self-success; Strengthen the communication between urban and rural teachers, that is, arrange excellent urban teachers to teach in rural schools on a regular basis, especially in poor areas, and arrange promising young and middle-aged teachers from rural areas to receive teaching practice training in urban schools in a planned way.
4. Take special support measures for difficult areas or groups. The level of development between rural areas in China is not exactly the same. Therefore, in order to ensure the implementation of national policies, we should pay special attention to some particularly poor areas (such as Xinjiang, Yunnan and Tibet). ) and take special measures to solve it. For example, on the basis of waiving tuition fees for nine-year compulsory education in rural areas, tuition fees and book fees can be waived, and families with students can give certain subsidies. The system of grants, scholarships and subsidies in colleges and universities can also be implemented in the compulsory education stage, and the implementation of these systems and measures will greatly reduce the dropout rate of rural students.
In addition, when a new national policy, especially the preferential education policy, is introduced, we can consider starting from the areas that need this policy most, instead of choosing to develop areas that are already quite good for pilot projects. This can not only improve the implementation of national policies, but also enable the poorest rural students to enjoy the preferential policies of the state, thus ensuring the enrollment rate of compulsory education. In addition, the pilot policy from the poorest areas will be promoted more smoothly and effectively, thus freeing up more time and expenses for the government to solve more prominent problems.
Compulsory Education Paper 2: Balanced Development of Compulsory Education
Educational equity is the foundation of social equity, and promoting the balanced development of compulsory education is the basic work to maintain educational equity. This paper summarizes the reasons for the unbalanced allocation of compulsory education resources in China from the aspects of policy, system and economy, and puts forward some solutions and measures from the aspects of increasing education funds, perfecting government policy system and reforming supervision system, hoping to provide some suggestions for the fair and reasonable allocation of compulsory education resources.
Keywords: social equity, balanced development of compulsory education
First, the balanced development of compulsory education status analysis
1. The balanced development of compulsory education has become an important part of the national education development strategy.
The state has always placed compulsory education in the primary strategic position of socialist modernization and educational reform and development, attached great importance to the balanced development of compulsory education and introduced a series of policies and measures. In 2006, the state comprehensively revised the Compulsory Education Law, which included the promotion of the balanced development of compulsory education in the legal provisions. The revised Compulsory Education Law better embodies the principle of educational equity and is of great significance to ensuring the balanced development of compulsory education in China. On July 20 10, the state held a national conference on education, and promulgated and implemented the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) (hereinafter referred to as the Outline). The planning outline clearly puts forward the objectives, tasks, safeguard measures, major projects and reform pilots to promote the balanced development of compulsory education. Take balanced development as the strategic task of compulsory education, establish and improve the guarantee mechanism of balanced development of compulsory education, narrow the educational development gap between schools, urban and rural areas and regions, and basically realize the balanced development of compulsory education in the region by 2020.
2. Balanced development of compulsory education has become an important task in the reform and development of compulsory education.
In 2005, the Ministry of Education issued "Several Opinions on Further Promoting the Balanced Development of Compulsory Education", which further focused on running every school well and paying attention to the healthy growth of every child, effectively curbed the widening educational gap between urban and rural areas, between regions and between schools, and gradually realized the balanced development of compulsory education. At the beginning of 2009 1 1, the Ministry of Education put forward the development goal of achieving a preliminary balance of compulsory education in the region by 20 12 and a basic balance in the region by 2020. 20 10 1 The Ministry of Education issued the Opinions on Implementing the Balanced Development of Compulsory Education in Scientific Outlook on Development, which put forward the guiding opinions of rationally allocating educational resources, improving the level of funding guarantee, system construction and mechanism innovation, and improving the level of education and teaching, with the focus on improving the quality of education and promoting the connotation development, so as to promote the balanced development of compulsory education.
Two, to promote the balanced development of compulsory education problems analysis
1. Unbalanced resource allocation is widespread, and the task of balanced development is arduous.
The hardware configuration is uneven, the funding standard is uneven, and the level of teachers is uneven. It is very common that the standard of hardware facilities configuration is not balanced between different regions and schools. According to statistics, in 20 1 1 year, the average public expenditure of primary school students and junior high school students in China was 427 1 yuan and 5797 yuan respectively, and the lowest was 364 yuan and 583 yuan in Jiangxi province, with a difference of 1 1.7 times and 9.9 times respectively. There is a big gap between counties in the per capita budget of primary and secondary school students, and the gap between counties in 2/3 provinces exceeds 10 times, especially in junior high school. The subject structure of teachers is unbalanced; The imbalance of teachers' age structure is prominent; The income of teachers at the same level varies greatly between schools, some reaching 2.5∶ 1, and some even reaching 3∶ 1 or 4∶ 1. The imbalance of teachers' salary and treatment is prominent.
2. The total number of students has decreased, but the flow trend is divided and the complexity of balanced development is intensified.
The degree of increase and decrease and concentration of school-age population vary from place to place, and the total amount decreases but the regional distribution is uneven, which brings challenges to the layout adjustment of compulsory education schools. At present, the number of children moving with them in compulsory education is increasing, and the flow is relatively concentrated. It is predicted that in the future, the proportion of children of floating population who settle in small and medium-sized cities in the central and western regions will increase, long-distance migration will decrease, and short-distance migration will increase. It is expected that the future will have an important impact on the scale, structure and distribution of floating children, which will aggravate the complexity of balanced allocation of educational resources.
3. The evaluation system is imperfect, the supervision is insufficient, and the policy implementation of balanced development needs to be strengthened.
It has been nearly four years since the implementation of the new Compulsory Education Law, but the existence of key schools and key classes under various pretexts is still widespread, which has led to the intensification of the trend of choosing schools and the emergence of various energetic extracurricular remedial classes. The long-term existence of this situation is undoubtedly directly related to the imperfect evaluation index system of school education by government departments, the unscientific measurement standard of students' quality, and the inadequate supervision and supervision of standardizing school-running behavior.
Third, the countermeasures to promote the balanced development of compulsory education
1. The responsibility of the government should be implemented.
It is suggested that the target responsibility of governments at all levels should be clarified, and the specific goals of gradually narrowing the gap between urban and rural areas, between regions, between schools and between different groups should be put forward from the aspects of school conditions, funding input, teacher level and teaching quality, so as to realize the balanced development of compulsory education in the region within a time limit.
2. Supervision and inspection should be targeted.
To promote the balanced development of compulsory education, it is suggested to improve the public finance system of compulsory education as soon as possible, ensure that the funding standards of compulsory education schools in counties (districts) are equivalent, give play to the supervisory role of people's congresses at all levels and CPPCC, and supervise and inspect the implementation of educational laws and regulations; Monitor, supervise and evaluate the balanced development of compulsory education, and regularly publish monitoring and supervision reports to the society; Administrative intervention, disposal and rectification, etc.
3. The weak links should be broken through.
First, pay attention to the influence of the new generation of migrant workers' mobility trend on the balanced development of education, and ensure the children of floating population's right to education. Second, to solve the balanced development of compulsory education, the focus should be on the transformation of rural areas, central and western regions and weak schools, and the government should focus on it? Guarantee the basic short board? . Third, pay attention to vulnerable groups such as children of migrant workers, left-behind children in rural areas, children of laid-off workers in cities, disabled children and teenagers.
4. Vigorously reform the system and mechanism of compulsory education.
In order to adapt to the new situation and new tasks in the development of compulsory education and solve some new problems, it is necessary to make bold reforms and innovations in some institutional mechanisms that are not suitable for the development of education, break the existing institutional obstacles, and ensure the balanced development of compulsory education from the institutional level. Establish a more scientific, effective and dynamic monitoring and management mechanism.
Four. conclusion
Promoting the balanced development of compulsory education is a long-term task in the primary stage of socialism in China. It is not only the inevitable value orientation of education development, but also the goal that the government pursues tirelessly. Promoting the balanced development of compulsory education is the foundation and core link of social equity, and it is also a prominent problem that must be solved to run a satisfactory education for the people. I believe that the distribution of compulsory education resources will be more reasonable in the future.
References:
Li Lifang. Thoughts on promoting the balanced development of urban and rural education in China. Theoretical research on social development forum. 20 1 1(2).
[2] Sun Hongmei. On the balanced development of compulsory education in urban and rural areas from the perspective of the construction of rural teachers. Research on Continuing Education. 2009 (5).
[3] Feng Longfei. Countermeasures for balanced development of compulsory education in urban and rural areas. Science and technology information.2010 (31).
Compulsory Education Paper 3: "Analysis of the reasons why the government does not include preschool education in compulsory education"
Abstract: In recent years, high kindergarten fees, as a prominent social problem, have been widely concerned by the public. But it is clearly stipulated in the new policy issued by the government? Kindergarten will not be included in the compulsory education stage? . This paper will analyze and discuss the reasons why the government does not include preschool education in compulsory education.
Keywords:: government reasons for compulsory preschool education
Education is related to the cultivation of talents and the future of the country, and preschool education is the foundation of education and a major issue related to the national economy and people's livelihood. If the foundation of talent training is not well done, it will not only affect the educational object, but also affect the future development and construction of the country. In the 20th century, China's preschool education developed towards popularization and gradually improved.
In recent years, although China's early childhood education has developed rapidly, there have also been a series of problems such as high fees for early childhood education, which have seriously affected the healthy development of early childhood education.
Compulsory education is a national education that school-age children and adolescents must accept according to law and is guaranteed by the state, society and family. Article 2 of the Compulsory Education Law stipulates that the state exempts students who receive compulsory education from tuition fees. ? Article 12 stipulates:? The State Council and the local people's governments at all levels are responsible for raising and ensuring the funds needed for compulsory education and capital construction investment. ? In some developed countries, preschool education has long been included in the compulsory education system. For example1September 1985, the United States stipulated that the education of five-year-old children should be included in school public education. This provision enables more than 90% of the five-year-old children in China to enter the preschool classes of schools to receive preschool education.
According to western economic theory, education is a quasi-public product, and the government should bear the main financial input responsibility. 1 In China, many scholars and people in the society put forward the hope that preschool education will be brought into the track of compulsory education to solve the problem of high fees for preschool education. However, the relevant departments of the central government made a clear response to this, saying? Kindergarten will not be included in the compulsory education stage? . On the one hand, the masses and scholars call for bringing preschool education into the track of compulsory education management; On the other hand, the government refused. What caused this? The author will analyze the reasons why the government does not include kindergartens in compulsory education from the following four aspects:
First, China's limited comprehensive national strength is the fundamental reason. In recent decades, China has developed rapidly and made great progress in economy, science and technology and society, but there is still a certain gap compared with other developed countries. At the same time, due to China's large population, its per capita resources are far less than those of some other countries. The same is true of the resources of early childhood education. The per capita expenditure on early childhood education in OECD countries ranges from 1000 to $6,000, while the expenditure on early childhood education in China in the same year is only 238 yuan. [2]
Second, China has not paid enough attention to early childhood education, and the investment in early childhood education is low. According to the follow-up study in the United States for more than 30 years, for every 1 USD invested in preschool education, you can get a return of 17.07 USD, of which $ 4. 17 USD is a return to personal growth, and 12.9 USD is a return to social undertakings. The return on investment in preschool education is higher than any other education stage. 3 Early childhood education is so important, but obviously, early childhood education has not attracted enough attention in China. According to Zhongxin. com. Com, from 1993, the number of public kindergartens and other pre-school education institutions in China has gradually decreased, and by 2007, the number of public kindergartens including enterprises and institutions has decreased from102,000 to 5063. Zhu Yongxin, member of the Standing Committee of the National People's Congress, deputy director of the Democratic Progressive Party Central Committee and vice president of the Central Education Association? China Kindergarten Directors Summit Forum and 2009 China Kindergarten Innovation Management Annual Meeting? It is pointed out that in recent years, the preschool education funds have been hovering between 1.2%- 1.3% of the total national education funds, and the preschool education funds in 15 provinces only account for 1%. The government has not paid enough attention to preschool education, which directly affects the process of bringing preschool education into the compulsory education track.
Third, at present, private kindergartens and other properties are relatively large and difficult to transform. According to the statistics of the Ministry of Education in 2008, the number of private kindergartens in China has accounted for 62. 16% of the total number of kindergartens in 2008. Private kindergartens are the product of market economy, and as economic subjects, it is their nature to pursue profits, so this is the direct reason for the existence of some sky-high kindergartens. If the government wants to solve the phenomenon of high fees in kindergartens, it should bring preschool education into the track of compulsory education. Private kindergartens must be reformed. However, after years of development, private kindergartens have reached a certain scale, both in quantity and absolute market share. If private kindergartens are reformed, the establishment and placement of teachers, the distribution of property rights and the profit model are all important aspects to be considered.
4. There are limited kindergarten teachers in China. There is a big gap in the quantity and quality of preschool teachers' resources in China, which has caused resistance for preschool education to enter the compulsory education track. At the same time, the resources of kindergarten teachers in China still have some disadvantages, such as low comprehensive quality and backward educational concept, which seriously affects the development of preschool education. The shortage of resources and limited quality of preschool teachers in China is undoubtedly a difficult problem for the government to bring preschool education into the track of compulsory education. Imagine that if there is a problem with the pre-school teachers provided by the government, it is not only an education problem, but also the credibility, responsibility and image of the government will be seriously affected, and even social contradictions will be triggered.
References:
1 Marco: the enlightenment of early childhood education investment mechanism in OECD countries to China. Contemporary preschool education, 2009 (6): 4348.
2 Cai, early childhood education financial investment and policy [M]. Education Science Press, June 36, 2007
Liu, Pang and Sally. The characteristics of American federal investment in preschool education and its enlightenment to China [J]. Pre-school education research March 7, 2007
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