我国普惠性学前教育公共服务发展水平的测评与分析

Evaluation and Analysis on Public Service of Universal Benefit Preschool Education Development Level in China

基于新时代“以人民为中心”的视角,我国普惠性学前教育公共服务测评指标着眼于宏观区域公共利益和微观个体满意度的实现,由服务充分性、服务均衡性、服务公益性、服务满意度四个维度构成。研究采用两阶段分层整群抽样方法,选取全国5224名教育行政人员、幼儿园教师和家长进行主观认可度与满意度调查,并采集相关客观教育统计数据。研究对指标进行权重设定和标准化处理,加权合成我国普惠性学前教育公共服务发展指数,进而发现:我国普惠性学前教育公共服务发展指数较高,且宏观发展指数高于微观发展指数,主观评价高于客观绩效;普惠性学前教育公共服务财政投入严重不足,且存在明显省际发展差异;家长对普惠性学前教育公共服务的满意度不高,且对政府职责的满意度最低。基于此,各级政府要落实发展普惠性学前教育公共服务的主导职责,扩大普惠性学前教育公共服务有效供给,优化普惠性学前教育公共服务资源配置。

Based on the value orientation of“people-centered”in a new era,the evaluation indicators of public service of universal benefit preschool education in China include four constructs:service adequacy,service balance,service public welfare,and service satisfaction.First,this study adopted a two-stage stratified cluster sampling method to collect data and investigate 5224 educational administrators,kindergarten teachers,and parents.Second,the researcher used the analytic hierarchy process to determine index weight and standardized the indicators.Finally,the subjective and objective data were weighted synthetic comprehensive development index of public service of universal benefit preschool education.The research found that:the comprehensive development index of public service of universal benefit preschool education in China is high,and the macro development index is higher than the micro one,the subjective evaluation is higher than the objective performance;the funding of public service of universal benefit preschool education is insufficient,and the development level has significant inter-provincial differences;parents’satisfaction with the government responsibility is not high,rating the lowest satisfaction with government responsibilities.Based on this,the government must implement its leading responsibility of developing public service of universal benefit preschool education,expand the supply,and optimize the resources allocation of public service of universal benefit preschool education.