A research of the evaluation of preschool education resource allocation level and spatio-temporal differences: Based on repeated indicators method and Theil index

Based on the implementation of the third stage of "Three-year Action Plan for Preschool Education", this research took preschool education resources of 31 provinces (cities), autonomous regions (excluding Hong Kong, Macao and Taiwan) and municipalities in China from 2003 to 2019 as research samples. At the same time, according to the data of Educational Statistics Yearbook of China (2003-2019) and China Educational Finance Statistics Yearbook (2004-2020), this research collected the data of preschool education human resources, material resources, and financial resources. As for the data analysis, this research was based on the methodology of entropy method, repeated indicators method, and the Theil index and so on, and evaluated the state of preschool education resources allocation in China from 2003 to 2019. Simultaneously, according to the state of preschool education resources allocation, this research analyzed the spatiotemporal differences of preschool education resources allocation between various provinces and various areas, then analyzed the causes of spatio-temporal differences. After that, suggestions were put forward according to the analysis.The results show that, since the implementation of the third stage of "Three-year Action Plan for Preschool Education", the condition of preschool education resources allocation has been generally improved. However the preschool education resources allocation still presents a low-level and uneven development trend. Preschool education resources have formed a "preschool education resource advantage belt" in Beijing, Tianjin and the Yangtze River Delta; Comparing with material resources, the development of human resources in preschool education lags behind in China; In terms of each regions in China, eastern China has the most significant difference in the preschool education resources allocation, which is followed by western China, and inner China has the least significant difference; The main factor affecting the regional preschool education resources allocation difference is the inter-provincial differences in eastern China, inner China, and western China; And the main factors affecting the differences in preschool education resources in eastern, inner, and western China are respectively financial resources, human resources, and financial resources. At the same time, financial resources in eastern China and human resources in inner China tend to expand. Based on this, this study proposes methods to narrow the regional differences in preschool education resources allocation, so as to provide references for realizing preschool education equity and preschool education sustainable development.