Three stage DEA model index system.

By the end of 2020, with all rural residents living in poverty under the current standard lifted out of absolute poverty, marking a new phase in China’s anti-poverty efforts with new pursuit of the consolidation and expansion of poverty alleviation achievements in the effective connection with rural revitalization. The development and improvement of funding mechanisms for rural preschool education are crucially important to further promoting rural development. Employing an input-oriented three-stage DEA model and the Malmquist index, this study conducts a static and dynamic analysis of resource allocation performance in rural preschool education across 30 provinces in China (excluding Tibet, Hong Kong, Macao, and Taiwan). The findings reveal that random factors and environmental variables lead to an underestimation of rural preschool education investment performance. Secondly, economically developed regions are not necessarily equipped with higher performance in rural preschool education investment as regional differences stem from the combined effects of various economic, agglomeration, demographic, and scale factors across different areas of the country. Finally, based on these empirical results, this paper proposes policy recommendations to enhance resource allocation performance in China’s rural preschool education.

至2020年末，我国现行标准下农村贫困人口全部实现脱贫，标志着中国反贫困事业迈入全新阶段，此后的反贫困工作将致力于巩固拓展脱贫攻坚成果，并实现其与乡村振兴战略的有效衔接。农村学前教育经费保障机制的健全与完善，对于进一步推动农村发展至关重要。本研究采用投入导向型三阶段数据包络分析（Data Envelopment Analysis, DEA）模型与曼奎斯特指数（Malmquist Index），对我国除西藏、香港、澳门及台湾外的30个省份农村学前教育资源配置绩效展开静态与动态分析。研究结果显示，随机因素与环境变量会导致农村学前教育投入绩效被低估。其次，经济发达地区的农村学前教育投入绩效未必更高，因为区域差异源于我国不同地区经济、集聚、人口及规模等多类因素的综合作用。最后，本研究基于上述实证结果，提出了提升我国农村学前教育资源配置绩效的政策建议。