Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Balanced Allocation Method of Preschool Education Resources Based on Coordinated Development of Urban and Rural Areas *

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Balanced Allocation Method of Preschool Education Resources Based on Coordinated Development of Urban and Rural Areas *

Article excerpt

In recent years, the issue of education equity has received wide attention from all walks of life and from the educational theory community. Realizing education resource allocation equity is a fundamental issue for education equity (Lister, 1987). With the continuous development of China's social economy, compulsory education has been basically popularized. Preschool education, as the foundation of basic education, has received more and more attention. Preschool education is an unbridgeable stage in the development of life and an indispensable part of the education system. Whether the allocation of preschool education resources is balanced is directly related to the development of preschool education and the improvement of preschool education quality (Clack, Baty, Perrin, & Eddleston, 2010). However, the problem of unbalanced resource allocation in preschool education in China is quite prominent, therefore the sustainable development of preschool education is constrained.

Han Zongli was the first to use the term education resources in China (Soyibo, & Sang, 1986). Then Gu Mingyuan, Wang Shanmai, and Li Zuchao gave their definitions of education resources separately (De Valenzuela, Copeland, Qi, & Park, 2006), but as the connotation of education resources becomes richer, the concept of education resources is also constantly updated. By summarizing, this paper defines the preschool education resources as the consumption of human, financial and material resources in the process of preschool education, while the allocation of education resources is to achieve sustainable, coordinated and healthy education development, and to reasonably allocate the limited resources so that they can be utilized effectively (Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Xi Yongsheng, Liao Haoran, Li Jianning et al. conducted empirical researches on the urban-rural differences in the development level of early childhood education, the unbalanced development of early childhood education and countermeasures, and the differences in education resources of early childhood education (Barnett, 1992). In order to ensure preschool education equity, United Kingdom, United States, Japan and other countries adopt different national plans or apply preschool education compensation theory or even legislation method to ensure every child of preschool age could have the opportunity to receive preschool education, meanwhile, they also formulated related provisions for the training of kindergarten teachers and their professional growth (Barnett, 2010). However, because the allocation of preschool education resources received attention from people later than the compulsory education and the higher education, and the degree of attention is limited, there are few studies about it, and most related studies are summative and qualitative descriptions from a macro perspective, not empirical researches (Cascio, 2013).

Based on the above analysis, in order to promote balanced allocation of preschool education resources and enrich studies on preschool education equity, this paper investigates the preschool education development of 13 prefecture-level cities and counties in Shandong Province, and adopts mathematical statistics analysis to classify and analyze education resource allocation situation in Shandong Province, and sorts out the factors affecting the allocation of preschool education resources in Shandong Province. According to these, the countermeasures and suggestions for the balanced allocation of preschool education resources based on the coordinated development of urban and rural areas are proposed.

Survey on current situation of preschool education resource allocation

Current status of human resource allocation in preschool education in Shandong Province

The skill level of kindergarten teachers directly affects the quality of preschool education. The studentteacher ratio can reflect the sufficiency of teacher resources in a kindergarten (Pianta, Barnett, Burchinal, & Thornburg, 2009). …

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