加拿大贫困幼儿教育治理:历程、特征与挑战  

Governance of Poor Early Childhood Education in Canada:History,Characteristics,and Challenges

作　　者：赵景辉[1] 李雅倩 涂晓庆 ZHAO Jinghui;LI Yaqian;TU Xiaoqing(School of Education,Guangzhou University,Guangzhou 510006,China)

机构地区：[1]广州大学教育学院,广东广州510006

出　　处：《外国教育研究》2023年第8期99-114,共16页Studies in Foreign Education

基　　金：国家社会科学基金2021年度青年项目“新发展阶段城市3~6岁多维贫困儿童的家庭教育社会支持研究”(项目批准号:21CSH032)。

摘　　要：随着教育公平进程的深化,加拿大从20世纪60年代开始重视贫困幼儿教育治理问题。加拿大贫困幼儿教育治理从政府开始介入治理的片面式援助阶段,到形成教育治理构架的全面性扶持阶段,再到建立教育公共服务体系的综合化服务阶段,呈现治理政策从单一粗略转向细致全面、治理框架从碎片模糊走向系统完善、治理主体从主体一元趋向多方共治、治理流程从政府拨款保育补贴走向多维评估监测四个特征。加拿大贫困幼儿教育治理具有丰富经验,但仍存在财政预算压力、治理不均衡、监管模式单一等挑战。With the deepening of the process of education equity,Canada began to pay attention to the poor early childhood education governance in the 1960s.Poor early childhood education governance in Canada starts from the one-sided aid stage in which the government intervenes in governance,to the comprehensive support stage in which the education governance framework is formed,and then to the com-prehensive service stage in which the education public service system is established.It presents four characteristics:the governance policy changes from single rough to detailed and comprehensive,the governance framework changes from fragmentary fuzzy to systematic perfection,the governance subject changes from subject unitary to multi-party co-governance,and the governance process changes from government grants,conservation subsidies to multi-dimensional evaluation and monitoring.Canada has rich experience in the governance of poor early childhood education,but there are still challenges such as budget pressure,unbalanced governance and single regulatory model.

关 键 词：加拿大 贫困幼儿 教育治理 

分 类 号：G632.0[文化科学—教育学] G711