準公共化政策的衝擊與因應--以一所北部私立幼兒園現況為例
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2025
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本研究在了解新北市北部一所私立幼兒園加入準公共化之後的運作，進一步探討準公共化政策下私立幼兒園加入原因與現況，瞭解入後準公共化政策優缺點比較、因應策略和態度的轉變，提供私立幼兒園永續經營的未來發展方向與策略以及改善建議。研究則採取質性的研究方法，採半結構式訪談一所北部加入準公共化幼兒園的私立幼兒園的園長、老師及家長作為受訪的對象，本研究以文件分析法來蒐集相關資料且透過系統性歸納與分析，進一步根據研究結果提出具體建議。綜合研究發現，歸納出以下幾點結論：一、私立幼兒園加入準公共化政策的原因面臨新冠疫情等環境的衝擊，私立幼兒園與非營利幼兒園、公立幼兒園及準公共化幼兒園等類型的幼兒園，皆面臨經營上成本上升與招生競爭加劇的雙重挑戰。研究個案所屬園所表示，為因應招生困難與營運挑戰，選擇加入準公共化政策，以提升園所的市場競爭力，並藉由政府補助減輕財務負擔。透過訪談教保服務人員與家長的觀點，亦發現多數受訪者認同園方參與準公共化政策的決策，並表示願意持續配合園所進行必要的制度調整與營運策略轉型。二、私立幼兒園加入準公共化政策後的經營現況在加入準公共幼兒園之後，研究的園所在各方面的營運狀況與經營模式上都進行了調整。這些變化使園所的經營方式與以往有所不同。特別是在硬體設施方面，園所進行了大規模的修繕，並淘汰了老舊設備，同時更新了教具，以提升幼兒園的教學效率。教學內容一方面改善課程教學內容，但也同時保留園所的教學特色，調整與發展出自我的教學特色。招生方式完全配合政府政策實行，需進行抽籤和錄影，加重教保服務人員的工作，也讓園所易出現幼兒臨時放棄名額的情況，需安排人力處理相關工作與招生簡章增加保障自身權益的條款來因應。教保人員薪資調漲，工作量有較減少，加班的比率降低，家長對政策能減輕孩子學費的壓力，在大部分的受訪者的認同是贊成且認同的，並且認為是個好政策可持續執行。三、私立幼兒園面對未來準公共化政策異動的因應策略研究園所從私立幼兒園的體制進入準公共機制後，也遇到一些經營挑戰，促使園所需作出策略上的調整，在招生上園方採取保留招生的原特色，加入政府新政策的規定兩者相併做出適合研究園所的招生模式，並且招生人數不受太大改變。透過政府的教學訪查，能更確保準公共化幼兒園的教學品質，同時讓教師有更多的改善空間，讓教學方式多元化，也在政府的資金補助與政策調整下，園所的經營現況與壓力獲得改善，教師薪資明顯漲幅、家長的選擇變多，同時學費降低，減輕教育的經濟壓力，在各方面的表示都選擇認同與支持。四、加入後準公共化政策態度的轉變在加入準公共化政策後，無論是園所經營者、教保人員，或是家長，對此政策的態度皆出現了明顯轉變，原本私立園所對政策持觀望態度，擔心限制過多、怕經營受限制，園方態度呈現「由抗拒到接納，再至審慎觀察」的變化過程，對教保人員而言，準公共化政策提升了薪資與福利保障，讓教保人員在工作穩定性與專業尊嚴上獲得肯定，家長方面，對政策持正面看法，特別是費用降低所帶來的經濟壓力減輕，使他們更願意支持子女就讀準公共化幼兒園。然而，也有家長表示接送時間較為制式、延托費用需額外負擔等問題仍需考量，因此在選擇幼兒園時，除了費用外，仍會綜合考量交通便利性、教學品質與孩子的適應狀況。本研究之發現與分析結果，期望能作為目前參與準公共化政策之幼兒園園長、教師與家長的參考依據，亦可提供未來有意加入準公共化體系的私立幼兒園，以及關注該政策發展之研究者與政策制定者作為實務與研究上的參考資源。
This study aims to understand the operation of a private kindergarten in northern New Taipei City after it joined the quasi-public system. It further explores the reasons and current status of private kindergartens joining under the quasi-public policy, evaluates the advantages and disadvantages of the policy post-enrollment, examines response strategies and attitude shifts, and provides directions, strategies, and suggestions for sustainable development of private kindergartens.A qualitative research method was adopted for this study. Semi-structured interviews were conducted with the principal, teachers, and parents of a private kindergarten in northern Taiwan that had joined the quasi-public system. The study also utilized document analysis to collect relevant data and systematically synthesized and analyzed the findings to propose concrete suggestions based on the results. The key conclusions drawn from the research are as follows:1. Reasons for Private Preschools Joining the Quasi-Public PolicyIn the face of environmental challenges such as the COVID-19 pandemic, various types of preschools—including private, non-profit, public, and quasi-public institutions—have all encountered the dual pressures of rising operational costs and intensified competition for student enrollment. The case study preschool indicated that it chose to join the quasi-public policy as a strategy to cope with enrollment difficulties and operational challenges, aiming to enhance its market competitiveness and ease its financial burden through government subsidies.Interviews with early childhood educators and parents revealed that most respondents supported the preschool’s decision to participate in the quasi-public policy and expressed a willingness to continue cooperating with the school in implementing necessary institutional adjustments and operational strategy transformations.2. Operational Status of the Kindergarten After Joining the Quasi-Public System After joining the quasi-public system, the kindergarten made various adjustments in its operations and management model. These changes significantly altered the institution’s previous operational methods. In particular, the kindergarten undertook large-scale renovations of its physical facilities, replaced outdated equipment, and updated teaching materials to improve educational effectiveness. While curriculum content was enhanced, the kindergarten retained its unique educational features and further developed its own teaching identity.Enrollment procedures were fully aligned with government policies, requiring lotteries and video documentation, which increased the workload for educators and led to situations where some children relinquished spots at the last minute. This necessitated additional staffing to handle related tasks and led the kindergarten to revise its admission brochure to better protect its rights and interests.Salaries for early childhood educators were increased, workloads slightly reduced, and the incidence of overtime decreased. Parents generally agreed that the policy effectively eased the financial burden of tuition fees. Most interviewees viewed the policy positively and supported its continued implementation. 3. Response Strategies of Private Kindergartens to Future Changes in the Quasi-Public Policy After transitioning from a private kindergarten system to joining the quasi-public mechanism, the kindergarten studied encountered various operational challenges, prompting strategic adjustments. In terms of enrollment, the school retained its original recruitment features while integrating new government policy requirements, forming a hybrid approach suitable for the kindergarten. As a result, the number of enrolled students did not change significantly.Through government-led instructional inspections, the quality of teaching in quasi-public kindergartens was better ensured, giving teachers more opportunities for improvement and allowing teaching methods to become more diversified. With government funding and policy support, the kindergarten's operational conditions and pressures were alleviated. Teacher salaries increased significantly, parents had more options, and tuition fees decreased, easing the financial burden of education. Across all aspects, the respondents expressed agreement with and support for the policy. 4. Changes in Attitudes After Joining the Quasi-Public Policy After joining the quasi-public policy, significant attitude shifts were observed among kindergarten administrators, educators, and parents. Initially, private kindergartens were cautious, fearing excessive restrictions and operational limitations. However, the administrators’ attitudes evolved from resistance to acceptance, followed by careful observation.For educators, the quasi-public policy improved salaries and benefits, which enhanced job stability and affirmed their professional dignity. Parents viewed the policy positively, especially appreciating the reduction in tuition fees, which lessened their financial burden and increased their willingness to enroll their children in quasi-public kindergartens.However, some parents also pointed out issues such as more rigid pick-up/drop-off times and additional charges for extended care, which still required consideration. Thus, when choosing a kindergarten, parents evaluated not only the cost but also factors like transportation convenience, teaching quality, and the child’s adaptability.The findings and analyses of this study are intended to serve as a reference for current principals, teachers, and parents involved in the quasi-public kindergarten system. They may also provide practical and research insights for private kindergartens considering joining the quasi-public system in the future, as well as for researchers and policymakers interested in the development of this policy.
This study aims to understand the operation of a private kindergarten in northern New Taipei City after it joined the quasi-public system. It further explores the reasons and current status of private kindergartens joining under the quasi-public policy, evaluates the advantages and disadvantages of the policy post-enrollment, examines response strategies and attitude shifts, and provides directions, strategies, and suggestions for sustainable development of private kindergartens.A qualitative research method was adopted for this study. Semi-structured interviews were conducted with the principal, teachers, and parents of a private kindergarten in northern Taiwan that had joined the quasi-public system. The study also utilized document analysis to collect relevant data and systematically synthesized and analyzed the findings to propose concrete suggestions based on the results. The key conclusions drawn from the research are as follows:1. Reasons for Private Preschools Joining the Quasi-Public PolicyIn the face of environmental challenges such as the COVID-19 pandemic, various types of preschools—including private, non-profit, public, and quasi-public institutions—have all encountered the dual pressures of rising operational costs and intensified competition for student enrollment. The case study preschool indicated that it chose to join the quasi-public policy as a strategy to cope with enrollment difficulties and operational challenges, aiming to enhance its market competitiveness and ease its financial burden through government subsidies.Interviews with early childhood educators and parents revealed that most respondents supported the preschool’s decision to participate in the quasi-public policy and expressed a willingness to continue cooperating with the school in implementing necessary institutional adjustments and operational strategy transformations.2. Operational Status of the Kindergarten After Joining the Quasi-Public System After joining the quasi-public system, the kindergarten made various adjustments in its operations and management model. These changes significantly altered the institution’s previous operational methods. In particular, the kindergarten undertook large-scale renovations of its physical facilities, replaced outdated equipment, and updated teaching materials to improve educational effectiveness. While curriculum content was enhanced, the kindergarten retained its unique educational features and further developed its own teaching identity.Enrollment procedures were fully aligned with government policies, requiring lotteries and video documentation, which increased the workload for educators and led to situations where some children relinquished spots at the last minute. This necessitated additional staffing to handle related tasks and led the kindergarten to revise its admission brochure to better protect its rights and interests.Salaries for early childhood educators were increased, workloads slightly reduced, and the incidence of overtime decreased. Parents generally agreed that the policy effectively eased the financial burden of tuition fees. Most interviewees viewed the policy positively and supported its continued implementation. 3. Response Strategies of Private Kindergartens to Future Changes in the Quasi-Public Policy After transitioning from a private kindergarten system to joining the quasi-public mechanism, the kindergarten studied encountered various operational challenges, prompting strategic adjustments. In terms of enrollment, the school retained its original recruitment features while integrating new government policy requirements, forming a hybrid approach suitable for the kindergarten. As a result, the number of enrolled students did not change significantly.Through government-led instructional inspections, the quality of teaching in quasi-public kindergartens was better ensured, giving teachers more opportunities for improvement and allowing teaching methods to become more diversified. With government funding and policy support, the kindergarten's operational conditions and pressures were alleviated. Teacher salaries increased significantly, parents had more options, and tuition fees decreased, easing the financial burden of education. Across all aspects, the respondents expressed agreement with and support for the policy. 4. Changes in Attitudes After Joining the Quasi-Public Policy After joining the quasi-public policy, significant attitude shifts were observed among kindergarten administrators, educators, and parents. Initially, private kindergartens were cautious, fearing excessive restrictions and operational limitations. However, the administrators’ attitudes evolved from resistance to acceptance, followed by careful observation.For educators, the quasi-public policy improved salaries and benefits, which enhanced job stability and affirmed their professional dignity. Parents viewed the policy positively, especially appreciating the reduction in tuition fees, which lessened their financial burden and increased their willingness to enroll their children in quasi-public kindergartens.However, some parents also pointed out issues such as more rigid pick-up/drop-off times and additional charges for extended care, which still required consideration. Thus, when choosing a kindergarten, parents evaluated not only the cost but also factors like transportation convenience, teaching quality, and the child’s adaptability.The findings and analyses of this study are intended to serve as a reference for current principals, teachers, and parents involved in the quasi-public kindergarten system. They may also provide practical and research insights for private kindergartens considering joining the quasi-public system in the future, as well as for researchers and policymakers interested in the development of this policy.
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準公共化政策, 準公共化幼兒園, quasi-public policy, quasi-public kindergarten