Targeted Poverty Alleviation in Education: Effect Evaluation of the 10th Anniversary of Ledu “One Village One Preschool” Program
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摘要: “治贫先治愚”是脱贫攻坚战的长远之计。为了促进贫困地区儿童健康发展，探索阻断贫困代际传递的有效途径，2009年，中国发展研究基金会在青海省海东地委、行署的支持下，在乐都县开展了贫困地区儿童早期发展项目，包括山村幼儿园和营养包两个项目。其中山村幼儿园项目随着规模的不断扩大、质量的不断提升、当地政府的大力推广，2016年提升为“一村一园”计划。“一村一园”计划实施10年来，已建成了村一级学前教育服务体系，显著提升了贫困地区学前教育3年毛入园率。至2019年底，乐都区学前3年毛入园率已超过98%。10年间，乐都有8705名儿童从山村幼儿园毕业进入义务教育阶段，受益家庭超过5400户。山村幼儿园保障了全县近30%的贫困农村学生，总人均成本仅为县级公立园的1/6—1/8。至2019年底，“一村一园”计划已在我国11个中西部省份的33个县广泛实施，在园儿童超过80000人，累计受益人数超过210000人。“一村一园”计划的质量和效果也比较理想，受益儿童的发展水平、心理特质、智力与学习能力等方面普遍好于未上幼儿园的儿童和乡镇幼儿园儿童，有些方面接近县级公立园。无论从受益面、成本效益、教育效果、社会影响等方面看，“一村一园”计划是教育精准扶贫的优秀项目，体现了社会公正的基本公共服务价值取向。Abstract: To cure poverty first, to cure foolishness is a long-term strategy in the battle against poverty. In order to promote the development of children in poverty-stricken areas and explore effective ways to block the intergenerational transmission of poverty, China Development Research Foundation (CDRF), with the support of local governments and Administration Bureau, carried out an early childhood development project for children in poverty-stricken areas in Ledu County in 2009, including two projects of one village one preschool and nutrition package. With the continuous expansion of scale, improvement of quality and vigorous promotion by the local government, the one village one preschool project was scaling-up in 2016. Over the past 10 years since the implementation of the “One Village One Preschool project” program, a village-level preschool education service system has been put in place, significantly increasing the three-year gross enrollment rate of preschool education in poor areas. By the end of 2019, the three-year gross enrollment rate of preschool schools in Ledu District had exceeded 98 percent. Over the past 10 years, 8705 children in Ledu have graduated from mountain kindergartens and entered the compulsory education stage, benefiting more than 5400 families. The mountain village kindergartens have guaranteed nearly 30% of the poor rural students in the county, and the total per capita cost is only 1/6—1/8 of that of county-level public kindergartens. By the end of 2019, the “One Village One Preschool” program had been widely implemented in 33 counties in 11 central and western provinces, with more than 80000 children enrolled and more than 210000 people benefiting from it. The quality and effect of the "One Village One Preschool" program are ideal and practical. The development level, psychological characteristics, intelligence and learning ability of the children who benefit from the program are generally better than those who do not go to kindergartens and children in towns and villages, and some aspects are close to those in county-level public kindergartens. In terms of benefits, cost effectiveness, educational effect and social impact, the “One Village One Preschool” plan is an excellent project of targeted poverty alleviation through education, which embodies the basic public service value orientation of social justice.1) ①2013年2月8日，国务院（国函[2013]23号）批复同意撤销海东地区和乐都县，设立地级海东市，设乐都区。2) ②心理弹性是经历压力、挫折、创伤后机能的维持，也就是指处于危境中青年的胜任行为和有效机能。心理弹性被看作是个人的一种能力和品质，是个体从消极经历中恢复过来，并且灵活的适应外界多变环境的能力，指个体在压力事件中适应良好的过程。即一种动态过程。心理弹性既存在个体先天生物特质的差异，也受到后天环境、教育与训练的影响，它应视为个体先天与后天的“合金”。一般来说，心理弹性与适应性呈现为一种正相关，即弹性愈大，表明个体对外界环境的调控能力愈强，适应性水平愈高。一个具有较高心理弹性水平的个体，表明其在认知、豁求强度、情绪激活、应激方式以及人格特质等方面的综合品质均达到了对外界环境的最佳匹配、调控与适应，且能够以最有效的途径外化出来。3) ③亲社会价值取向得分越高越好，个人主义价值取向和竞争价值取向相对而言得分越低越好。4) ④乡镇幼儿园一般指乡镇私立幼儿园，乐都的乡镇公办园基本由山村幼儿园发展、扩建而来，因此乐都将所有乡镇公办园都纳入山村幼儿园管理体系。5) ⑤考虑刚入园儿童存在“地板效应”，本次评估没有选取刚进入幼儿园的儿童，所有被测儿童均在幼儿园就学一年以上。6) ⑥课题组对乐都山村幼儿园教师教学质量进行了评估，在4类不同类型幼儿园随机抽取了192名幼儿园教师，因县级公立园既有编制内教师和合同制教师，本次抽样包含了两类教师，比例约为7:3。7) ⑦流体智力是一种以生理为基础的认知能力，如知觉、记忆、运算速度、推理能力等。8) ⑧乡镇幼儿园指除了乡镇山村幼儿园（乡镇中心园）以外的其他幼儿园。
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表 1 乐都区被试儿童基本情况
性别 男 女 565（52%） 521（48%） 民族 少数民族 汉族 397（37%） 689（63%） 留守儿童 是 否 424（39%） 662（61%） 平均值 标准差 最大值 最小值 年龄 4.36 0.95 7 2 理解性词汇 19.93 12.75 89 1 表达性词汇 33.57 16.63 88 1 认知发展 12.29 6.80 28 1 社会情感发展 8.70 4.31 17 1 动作发展 5.62 1.54 7 1 语言和读写发展 11.73 5.67 30 1 健康卫生与安全 8.80 2.69 11 0 文化意识与参与 6.13 2.29 16 0 学习品质 3.43 2.24 7 1 执行功能 18.31 17.03 60 0 儿童发展总分 75.50 35.07 153 1 
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表 2 不同类型幼儿园儿童基本特点
儿童人数 平均年龄 男孩比例 少数民族儿童比例 留守儿童比例 县级公立园 210 4.21 50.95% 43.33% 14.29% 山村幼儿园 492 4.45 52.85% 33.74% 54.47% 县级私立园 72 4.31 52.78% 33.97% 36.54% 乡镇幼儿园 312 4.34 51.28% 47.22% 16.67%
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表 5 不同类型幼儿园教师特点比较
县级公立园 山村幼儿园 县级私立园 乡镇幼儿园 样本数量（人） 35 84 12 51 教师年龄（岁） 29 30 26 27 教师教龄（年） 7.2 8.9 6.1 4.4 学前教育教龄（年） 6.9 7.6 6.1 4.1 工资（元） 2782 2319 2250 2000 教师效能感得分 168.1 163.5 160.2 158.1
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表 6 不同类型幼儿园教师学历分布
县级公立园 山村幼儿园 县级私立园 乡镇幼儿园 大学学历 38.6% 25% 31.7% 11.8% 大专学历 35.7% 50% 41.7% 39.2% 中专学历 25.7% 25% 26.6% 49.0% 中专以下学历（不含中专） 无 无 无 无 幼教专业比例 82.9% 87.5% 83.3% 80.4%
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表 7 不同类型学前教育学生智力发展水平
幼儿园类型 样本（人） 智力等级分布（%） 低下 中下 中等 良好 优秀 县级公立园 81 4.5 16.4 34.3 35.8 9.0 山村幼儿园 334 6.5 18.4 40.8 26.4 8.0 其他幼儿园 716 11.1 19.2 36.8 25.8 7.1 未上幼儿园 248 11.7 30.8 47.5 9.2 0.8
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