共同富裕视角下学前教育扩张与学前教育公平——基于CFPS2012-2018年数据的实证分析

Preschool Education Expansion and Preschool Education Equity from the Perspective of Common Prosperity:An Empirical Analysis Based on CFPS Data from 2012 to 2018

共同富裕的关键是共享,促进共同富裕要求学前教育坚持公益性,把学前教育公平作为促进社会公平的立足点。家长职业权力与幼儿入园机会的关联度是衡量学前教育扩张对学前教育公平推进程度的重要切入点。本文运用CFPS2012-2018年的混合截面数据,把家长职业权力作为核心自变量,纵向分析我国学前教育扩张对儿童教育获得均等化影响的变化过程。研究发现,学前教育扩张明显缩小了高职业权力家庭在入园机会和入公办园中的优势,有效推进了学前教育公平。同时,低职业权力家庭获得学前教育机会的经济代价及其质量应得到关注。农业户口样本中,高职业权力家庭在入园机会和入园质量方面仍有明显优势。在共同富裕的视角下,未来要充分实现学前教育公益性,就应进一步完善农村学前教育公共服务供给,切实推进普惠性学前教育体系内部各类幼儿园的公平建设。

The key to common prosperity is sharing. Promoting common prosperity requires preschool education to adhere to public welfare and taking preschool education equity as a foothold to promote social equity. The correlation between parents’ professional power and children’s admission opportunities is an important starting point to measure the degree of preschool education expansion promoting preschool education equality. Based on the mixed cross-sectional data of CFPS from 2012 to 2018,this paper takes the professional power of parents as the core independent variable, and analyzes the changing process of the impact of preschool education expansion on children’s education equalization in China. It is found that the expansion of pre-school education has obviously reduced the advantages of families with high professional power in admission opportunities and public parks, and effectively promoted the fairness of pre-school education. At the same time, attention should be paid to the economic cost and quality of preschool education opportunities for families with low professional power. In the sample of agricultural registered permanent residence, families with high professional power still have obvious advantages in terms of admission opportunities and admission quality. From the perspective of common prosperity, to fully realize the public welfare of preschool education, we should further improve the public service supply of rural preschool education, and effectively promote the fair construction of all kinds of kindergartens within the inclusive preschool education system.