Volume 4,Issue 4
Research on the Investment Guarantee Mechanism for Preschool Education in Ethnic Minority Regions under the Background of Rural Revitalization
In the context of rural revitalization, investment guarantees for preschool education in ethnic minority regions have become a crucial aspect of promoting educational equity and regional coordination. This article analyzes the demand for investment in preschool education driven by rural revitalization and highlights the supportive role of preschool education in the development of ethnic minority regions. Based on this, it explores the deficiencies in the current mechanisms, including insufficient financial investment, imbalanced funding structures, limited social participation, and weak financial supervision. To address these issues, the article proposes pathways such as improving tiered fiscal systems and transfer payments, optimizing funding structures, constructing diversified investment models, and enhancing performance supervision. These measures aim to enhance the stability and effectiveness of funding guarantees, providing institutional support for the development of preschool education in ethnic minority regions and rural revitalization.
[1] He Q, Luo P Y, 2024, The Realistic Dilemmas and Resolution Paths for the Development of Preschool Education in Ethnic Minority Areas under the Background of the Rural Revitalization Strategy: A Case Study of S Autonomous County in Guizhou Province. Guizhou Ethnic Studies, 45(03): 144-149.
[2] He Z, 2022, "Change" and "Constancy": The Generative Logic of the "One Village, One Kindergarten" Policy in Ethnic Minority Areas in the Post-Poverty Alleviation Era: A Case Study of Liangshan Yi Autonomous Prefecture in Sichuan Province. Theory and Reform, (05): 122-133+151-152.
[3] Li Q Y, Liu Q, 2022, Current Research Status and Trends of Public Services for Preschool Education in Rural China. Journal of Yancheng Teachers University (Humanities & Social Sciences Edition), 42(05): 38-49.
[4] Chen Z Q, Li Z Y, 2022, Value Choices and Practical Approaches for the Sustainable Development of Preschool Education in Ethnic Minority Areas: From the Perspective of the Capability Approach. Journal of Research on Ethnic Higher Education, 10(01): 69-73.
[5] Dai X W, Gao Y Y, Liu F, 2021, Favorable Conditions, Problems, and Countermeasures for the Continuous Involvement of Preschool Education in Poverty Alleviation in the Post-Poverty Alleviation Era: A Case Study of Sichuan Province. Educational Science Forum, (11): 57-60.
[6] Li T, Wu Z H, Zhou H X, et al., 2020, Research on the Strategy of Education Poverty Alleviation in China after Comprehensively Building a Moderately Prosperous Society during the "14th Five-Year Plan" Period. Research in Educational Development, 40(23): 30-42.
[7] Wei X Y, Huang S, Luo P Y, 2023, Research on the Paths to Promote High-Quality Development of Preschool Education in Ethnic Minority Areas of Guizhou. Guizhou Ethnic Studies, 44(06): 224-228.
[8] Liu R, 2023, Promoting the Modernization of Education in Ethnic Minority Areas with the Main Line of Fostering a Strong Sense of Community for the Chinese Nation. Chinese National Education, (02): 21-24.
[9] Li J P, 2022, Research on Optimization Strategies for Practical Teaching in the Five Major Areas of Preschool Education in Ethnic Minority Areas under the "2+3" Model. Educational Science Forum, (09): 55-62.
[10] Zhang C H, Li X H, Xiao Y X, 2022, High-Quality Development of Preschool Education in Ethnic Minority Areas: Expected Characteristics, Development Dilemmas, and Breakthrough Paths. Contemporary Education and Culture, 14(01): 101-108.