提升普惠性民辦幼兒園師資素質政策及其實施經驗分析：以中國浙江省寧波市為例

"The Analysis on the Policy and It’s Implementing of Teachers’ Quality Improvements for Inclusive Private Kindergartens: Take Ningbo City, Zhejiang Province as an Example"

近年中國積極推動普惠性學前教育公共服務體系建設，在普惠性民辦幼兒園的建立、監督與管理等面向，都是重要的政策施為項目。教師攸關幼兒園辦學品質，但因普惠性民辦幼兒園的屬性，有關師資素質提升的作法便與公辦園有所差異；為解決前述，中央與地方政府相應推出相關政策，以期提升普惠性民辦幼兒園的師資素質。2010年，中國實施「強化政府發展學前教育責任」的教育體制改革專項，選擇諸多試點城市推動此一改革項目，浙江省寧波市便是其中試點城市，提升普惠性民辦幼兒園師資素質便是其重要政策項目之一。本文採文件分析法，探討寧波市面對中央「強化政府發展學前教育責任」政策之餘，針對提升普惠性民辦幼兒園師資素質一事，對中央政策採取的回應以及進一步轉化出何等政策作為，分析期間遭遇的問題與初步執行成效等，進一步對於該等政策提出評析與建議。研究結果發現，有關寧波市對於普惠性民辦幼兒園師資素質提升所採行的政策作為主要有三大項目：保障幼兒園教師基本待遇、穩定幼兒園教師流動率、以及具體提升教師教保與專業素質等；2010年中國中央政策推進迄今，寧波市為提升普惠性民辦幼兒園師資素質，提出諸多相應政策在減緩教師流動率、增加專任教師數、以及提高教師持證率等方面的努力均陸續見到成效，但對於具體提升教師教保與專業素質方面的成長證據仍顯得不足。依據前述結論，本文就普惠性幼兒園師資素質提升的政策發展，從政府政策、幼兒園、幼兒園教師等三個層面分別提出具體建議，提供相關利害關係人研擬後續政策之參據。

"The inclusive kindergarten policies are actively promoting in the mainland China, including the important domains of pre-school education construction, supervision and management. Teachers’ quality is closely related to the kindergartens’ quality; however, non-government kindergarten teachers are faced with various problems due to their private nature. Local governments have actively introduced relevant measures to improve the quality of Non-government kindergarten teachersand establish a stable and high-quality faculty. This paper takes NingBo as the research object, adopts the document analysis method, discusses how NingBo responds to the policy and then adopts the policy at the local level. Three main policies were foundto improve the quality of teachers of inclusive private kindergartens: guarantee the basic treatment, stabilize the turnover rate, and improve the quality of teachers' teaching and professional education. Since the policy was promoted in 2010, the turnover rate of teachers, the number of full-time teachers and teachers’ holding certificates rate in inclusive private kindergartens have all been improved. However, the evidence for the growth of teachers' professional quality improvement is still insufficient, which needs to be verified by more evidence. This study puts forward specific suggestions on the policy development of improving the quality of teachers in inclusive kindergartens from three aspects: local government, kindergarten and kindergarten teachers, so as to provide references for other cities to develop relevant policies."