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How does the central government support the development of preschool education?

(Continued from the first edition)

The main contents of financial support for the development of preschool education are as follows: First, support the expansion of preschool education resources in rural areas in the central and western regions, including the reconstruction and expansion of kindergartens by using idle rural school buildings, the establishment of affiliated kindergartens by relying on surplus rural primary school buildings, and the pilot of roving preschool education in remote rural areas; Second, encourage social participation, organize kindergartens through various channels and forms, including supporting urban departments and collective kindergartens, solving the problem of children of migrant workers entering the park, and supporting inclusive private kindergartens; The third is to implement the national preschool teacher training plan; The fourth is to establish a pre-school education funding system to provide funding for children with financial difficulties and orphans and disabled children.

A: The purpose of the roving teaching pilot is to provide flexible and diverse education to scattered school-age children in remote areas of the central and western regions, publicize scientific parenting knowledge to parents, effectively increase the opportunities for preschool children in these areas to receive basic preschool education, and improve the popularization rate of rural preschool education through teachers' roving guidance and on-site service.

"Pilot work" is carried out in the form of "provincial (city) voluntary pilot and central financial subsidy", and the voluntary service period is 2 years. The government will provide support for roving teaching in four aspects: first, establish a volunteer team and gradually form a preschool education service network covering remote rural areas; Second, organize volunteers to provide itinerant teaching services relying on rural kindergartens, and arrange funds to subsidize itinerant teaching volunteers; The third is to provide pre-job training for roving teaching volunteers; Fourth, make use of the local idle public resources, set up a reasonable teaching tour, and equip it with necessary equipment and facilities such as bombs (teaching tools).

A: The establishment of the "Award Fund for Supporting the Development of Urban Preschool Education" is mainly aimed at the difficulties and weak links in the development of urban preschool education and solving the problem of insufficient resources for inclusive preschool education in cities, including two aspects. First, support the children of migrant workers to enter the park, with the aim of guiding and supporting all localities to properly solve the problem of children of migrant workers entering the park. The central government determines incentive funds according to the number of children of migrant workers entering the park and the per capita investment level of kindergarten budget; The second is to support enterprises and institutions to set up kindergartens and collective kindergartens. The purpose is to guide all localities to formulate practical policies and measures and support kindergartens organized by collectives, enterprises and units at all levels to provide inclusive services to the society. The central government awards according to the policies and measures formulated by the provinces and the amount of support funds.

A: The Outline of Education Planning and Article 10 of the State clearly put forward the idea of "establishing a kindergarten-running system with government-led, social participation and equal emphasis on public and private kindergartens" and "vigorously developing public kindergartens and actively supporting private kindergartens". The central government set up the "Incentive Fund for Supporting the Development of Private Kindergartens", with the purpose of guiding all localities to actively support the development of private kindergartens, especially low-cost inclusive private kindergartens for the public, improving the quality and level of running kindergartens, truly realizing the synchronous development of public and private kindergartens, and ensuring that school-age children receive basic and quality preschool education.

The key to supporting the development of private kindergartens in various places is to ensure that the supported private kindergartens can truly provide public welfare and inclusive preschool education services to the public: First, we must formulate measures to support the development of inclusive private kindergartens, and choose kindergartens with standardized parks, reasonable fees and good social reputation to support them; Second, it is necessary to clearly define the qualifications, charging standards and education guarantee quality standards of inclusive kindergartens that receive funding, establish financial, accounting and asset management systems for private kindergartens, and establish risk prevention mechanisms and information disclosure systems for private kindergartens; Third, support methods and specific measures can be flexible and diverse according to local conditions.

A: The central government implemented the "National Training Plan" for preschool teachers, with the purpose of meeting the needs of the rapid development of preschool education, increasing support for the training of rural kindergarten directors, backbone teachers and teachers who have changed jobs in the central and western regions, and improving the overall quality of rural preschool teachers.

According to the different training needs of preschool teachers, the project carries out professional training in a targeted manner. For example, short-term centralized training or off-the-job training for rural key preschool teachers, and post adaptability training for teachers transferred from primary and secondary schools and newly recruited non-preschool education graduates.

Provincial education administrative departments and financial departments should, in accordance with the relevant requirements of the state and according to the development scale of preschool education, formulate training plans for preschool teachers, study and formulate training implementation plans, strictly standardize and identify the qualifications of training institutions, do a good job in bidding, guide training units to scientifically arrange training courses and contents, supervise training quality, standardize fund management, and ensure the effectiveness of training.

A: Starting from the fall semester of 20 1 1, local governments will first establish a subsidy policy system for preschool education, and the specific subsidy methods and standards will be formulated by provincial governments. The central government will give subsidies according to local subsidy policies, inputs and implementation effects.

The main targets of pre-school education funding are children with financial difficulties, orphans and disabled children attending inclusive kindergartens approved by the education administrative departments at or above the county level, and are funded by the local government. Kindergartens should extract 3% to 5% of their business income for fee reduction and exemption, and give subsidies for special difficulties.

All localities should formulate policies, measures and implementation plans in light of the actual situation and implement funds. It is necessary to do a good job in the basic management of children's information in the park and the information of aided children, and implement dynamic management to ensure that the information of aided children is true and reliable.