This paper explores the Australian Government’s ‘Universal Access’ policy in the early childhood education sector. Using data from selected policy texts, and drawing on interpretive policy analysis, the paper specifically examines rationales underlying the Universal Access agenda and instruments put in place to operationalize it and problematizes the framing of the equity agenda. The findings show that economic, educational and social goals inform the policy initiative; and targeted funding, teacher professionalization and performance monitoring serve as instruments in the enactment of the initiatives. A closer analysis of the texts also reveals that the Universal Access agenda is characterized by discursive shifts in the framing of equity goals, issue-omissions, contradictions of agendas, and inconsistencies of categories of disadvantage.

中文翻译：

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澳大利亚的“普及早期儿童教育”议程：基本原理和手段

本文探讨了澳大利亚政府在幼儿教育领域的“通用获取”政策。本文使用来自选定政策文本的数据，并以解释性政策分析为基础，专门研究了普遍访问议程的基本原理以及为使该议程可操作性而使用的工具，并对股权议程的框架提出了问题。调查结果表明，经济，教育和社会目标为政策举措提供了依据；有针对性的资金，教师专业化和绩效监控是实施这些举措的工具。对案文进行更仔细的分析还发现，普遍接入议程的特点是公平目标框架，议题遗漏，议程矛盾以及不利类别的前后矛盾。