從《幼兒教育及照顧法》論述幼托整合政策之實施現況

The Early Childhood Education and Care Act and Implementation of the Policy of Integrating Kindergartens and Nursery Schools

幼托整合前，我國學前教育機構包括幼稚園與托兒所兩種，幼稚園由教育部主管，托兒所由內政部主管。「幼兒教育及照顧法」經立法院三讀通過後，已於2011年元旦實施，原來分隷教育部和內政部的「幼稚園」和「托兒所」將正式走入歷史，所有對2–6歲幼兒提供教育及照顧服務之機構，更名為「幼兒園」，統歸教育部及各縣市教育局（處）管轄。幼照法係幼托整合政策實施之依據。本研究目的一，係為瞭解幼照法對於幼托整合政策之相關規範；研究目的二，係從幼照法瞭解幼托整合後，學前幼兒教育制度所面對之問題與影響。為達成前述研究目的，採取文獻分析法，蒐集台灣幼托整合實施現況相關報告、法規、官方資料、期刊論文、網路文獻及相關文件。研究者先說明幼托整合政策之沿革與法令依據－《幼兒教育及照顧法》，再從幼兒教育及照顧法論述幼托整合政策之實施現況進行論述；並據以對台灣幼托整合後之學前教育提出建議：（一）教育主管機關應慎重審視幼兒園教保服務書面契約之相關規定；（二）整合幼兒師資之培育與任用，以解決超額幼教師問題；（三）重視私立幼兒園合格教師之福利待遇；（四）「優質幼兒教育」，重視幼兒園評鑑制度。

Prior to the government’s decision to integrate kindergartens and nursery schools， pre-school education institutions in Taiwan included kindergartens， which were regulated by the Ministry of Education， and nursery schools， which were regulated by the Ministry of the Interior. After passing its third reading in the legislature， the Early Childhood Education and Care Act came into effect on January 1， 2011， and the categories of “kindergarten” and “nursery school” were consigned to history， being replaced by integrated “preschools” providing education and care for children aged 2 – 6; preschools fall under the supervision of the Ministry of Education and of the education bureaus of individual county and city governments. The Early Childhood Education and Care Act provided the legal basis for this integration of kindergartens and nursery schools. The first objective of the present study is to clarify the provisions of the Early Childhood Education and Care Act that relate to the integration of kindergartens and nursery schools. The study’s second objective is to examine， from the perspective of the Early Childhood Education and Care Act， the problems that have been faced by preschool education in Taiwan since the integration of kindergartens and nursery schools， and the effects that the integration has had. In order to achieve these research objectives， the study uses the documentary analysis method， collating reports， laws and regulations， official data， journal articles， online materials and other documents relating to the implementation of the kindergarten and nursery school integration policy. The study begins by outlining the evolution of government policy in relation to the integration of kindergartens and nursery schools， and presenting an overview of the legal basis for this integration – the Early Childhood Education and Care Act. The study then proceeds to examine， from the perspective of the Early Childhood Education and Care Act， the implementation of the integration process. On the basis of this examination， the study puts forward the following suggestions in relation to preschool education in Taiwan following the integration of nursery schools and kindergartens: (1) The educational authorities need to carefully review the provisions of preschool educational and care service provision contracts. (2) The training and appointment of preschool teachers needs to be more carefully coordinated， in order to solve the current problem of the supply of preschool teachers exceeding demand. (3) More attention must be paid to the treatment of qualified teachers at private preschools， in terms of salaries， welfare provision etc. (4) In order to realize the policy goal of “high-quality preschool education，” the government needs to pay more attention to the preschool assessment system.