China Early Child Development : Early Childhood Education in Yunnan

Yunnan is a medium-sized and relatively poor Chinese province on the southwestern border of China. In 2012, the Yunnan department of education formally requested Bank support in conducting a review of early childhood education policies and programs in order to gain an in-depth and evidence-based understanding of the challenges the province faces in expanding early childhood education-in particular to rural and mountainous regions. The Bank's China education team embarked on raising funds, designing and implementing a rather elaborate research agenda around early childhood education. The goal was to investigate key challenges, and to propose policy interventions for expanding the Early Child Development (ECD) coverage in rural Yunnan. This report presents the findings from the background studies, and draws potential policy implications for improving the access to and quality of preschool education in Yunnan province. China has now almost achieved universal 9-year basic education. Over the last decade, the country has devoted increasing attention to policy development in early childhood education. Even though China does not yet have a specific early childhood education law, it has established a rather elaborate set of guidelines and regulations pertaining to early childhood education. Early childhood education has expanded significantly within the last few years. There are two main types of preschool programs for 3-6 year olds including: a regular 3-year program which is called kindergarten, and a one-year program attached usually to primary schools. The rapid growth of preschool teacher supply has contributed to the drop in pupil-teacher ratios across the nation. In Yunnan in particular, the ratio has decreased from approximately 30 to 20 in recent years. However, urban areas still enjoy a more favorable pupil-teacher ratio, as well as a higher proportion of qualified teachers compared to rural areas. Rural areas account for 50 percent of total preschool enrollment, but only 22 percent of all trained teachers serve in rural areas.

Bibliographic Details

Main Author:	World Bank
Format:	Other Education Study biblioteca
Language:	English en_US
Published:	Washington, DC 2013-11-18
Subjects:	ACCESS TO PRESCHOOL, ACHIEVEMENTS, ANNUAL FEES, AVERAGE EDUCATIONAL LEVEL, BASIC EDUCATION, BASIC EDUCATION SECTOR, BIRTH RATES, BIRTH WEIGHT, CAI, CAREER COUNSELING, CAREER LADDER, CAREER OPPORTUNITIES, CAREGIVERS, CHILD CARE, CHILD EDUCATION, CHILD HEALTH, CHILD PROTECTION, CHILDHOOD DEVELOPMENT, CHILDREARING PRACTICES, CLASSROOM, CLASSROOM ENVIRONMENT, COGNITIVE DEVELOPMENT, COGNITIVE SKILLS, COGNITIVE STIMULATION, COMPULSORY BASIC EDUCATION, COMPULSORY EDUCATION, COURSE STRUCTURE, DISADVANTAGED CHILDREN, EARLY CHILD DEVELOPMENT, EARLY CHILDHOOD, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD ENVIRONMENT RATING SCALE, EARLY EDUCATION, EARLY INTERVENTIONS, EARLY READING, EARLY STIMULATION, ECD, ECD POLICIES, ECERS, EDUCATION DEVELOPMENT, EDUCATION FOR CHILDREN, EDUCATION INSTITUTIONS, EDUCATION LAW, EDUCATION LEVEL, EDUCATION MANAGEMENT, EDUCATION POLICIES, EDUCATION PROGRAMS, EDUCATION PROJECTS, EDUCATION SERVICES, EDUCATION SYSTEM, EDUCATION TARGETS, EDUCATION TEACHERS, EDUCATIONAL ATTAINMENT, EDUCATIONAL BUDGET, EDUCATIONAL EFFECTIVENESS, EDUCATIONAL ENROLLMENT, EDUCATIONAL LEVELS, EDUCATIONAL MATERIALS, EDUCATIONAL OUTCOMES, EDUCATIONAL PERFORMANCE, EDUCATIONAL REFORM, EDUCATIONAL RESEARCH, EDUCATIONAL TELEVISION, EDUCATORS, ELEMENTARY SCHOOL, EMOTIONAL DEVELOPMENT, ENROLLMENT, ENROLLMENT RATE, ETHNIC DIVERSITY, ETHNIC GROUPS, ETHNIC MINORITIES, ETHNIC MINORITY, FORMAL LEARNING, FREE PUBLIC EDUCATION, GENDER, GER, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, GROSS ENROLLMENT RATIO, HEAD TEACHERS, HEALTH EDUCATION, HEALTH PROVIDERS, HIGH SCHOOL, HOME VISITS, HOMEWORK, HUMAN DEVELOPMENT, ILLITERACY, INFANTS, INSTRUCTION, INTERVENTIONS, KINDERGARTEN, KINDERGARTEN CLASSES, KINDERGARTEN TEACHERS, KINDERGARTENS, LEARNING, LEARNING ACTIVITIES, LEARNING MATERIALS, LEARNING OPPORTUNITIES, LEARNING PRACTICES, LEGAL STATUS, LEVEL OF EDUCATION, MATERNAL EDUCATION, MIDDLE SCHOOL, MINORITY LANGUAGES, NATIONAL PRIMARY EDUCATION, NUMBER OF STUDENTS, NUMBER OF TEACHERS, NUTRITION, OLDER CHILDREN, PARENTAL EDUCATION, PARENTING, PARENTING EDUCATION, PEDAGOGY, PHYSICAL DEVELOPMENT, PREGNANT MOTHERS, PREGNANT WOMEN, PRESCHOOL CENTERS, PRESCHOOL CHILDREN, PRESCHOOL EDUCATION, PRESCHOOL ENROLLMENT, PRESCHOOL LEVEL, PRESCHOOL PROGRAMS, PRESCHOOL TEACHER, PRESCHOOL TEACHER TRAINING, PRESCHOOL TEACHERS, PRESCHOOLS, PRIMARY CAREGIVERS, PRIMARY CLASSES, PRIMARY CLASSROOMS, PRIMARY CURRICULUM, PRIMARY EDUCATION, PRIMARY EDUCATION REFORM, PRIMARY SCHOOL, PRIMARY SCHOOL EDUCATION, PRIMARY SCHOOL STUDENTS, PRIMARY SCHOOL TEACHER, PRIMARY SCHOOL TEACHERS, PRIMARY SCHOOLS, PRIMARY-SCHOOL, PRINCIPALS, PRIVATE EDUCATION, PRIVATE PARTNERSHIPS, PRIVATE PRIMARY SCHOOLS, PUBLIC AWARENESS, PUPIL-TEACHER RATIO, PUPIL-TEACHER RATIOS, QUALIFIED TEACHERS, QUALIFIED TEACHING FORCE, QUALITY PRESCHOOL, QUALITY PRESCHOOL EDUCATION, READING, READING BOOKS, REASONING, REGIONAL EDUCATION, RESOURCE CENTERS, RURAL AREAS, RURAL CHILDREN, RURAL POPULATION, SCHOLARSHIPS, SCHOOL CLASSES, SCHOOL COMPLETION, SCHOOL GRADUATES, SCHOOL READINESS, SCHOOL REFORM, SECONDARY SCHOOL, SECONDARY SCHOOL TEACHERS, SERVICE EDUCATION, SERVICE TRAINING, SOCIAL BENEFITS, SOCIAL DEVELOPMENT, SOCIAL GROUPS, SOCIAL SKILLS, STUDENT ASSESSMENT, STUDENT EXPENDITURES, TEACHER, TEACHER EVALUATIONS, TEACHER QUALIFICATION, TEACHER QUALIFICATIONS, TEACHER QUALITY, TEACHER RECRUITMENT, TEACHER SALARIES, TEACHER SHORTAGE, TEACHER SHORTAGES, TEACHER SUPPLY, TEACHER SUPPORT, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHERS, TEACHING, TEACHING EXPERIENCE, TEACHING FORCE, TEACHING STAFF, TECHNICAL ASSISTANCE, TERTIARY EDUCATION, TRAINING OF TEACHERS, TRAINING PROGRAMS, TUITION, TUITION WAIVERS, UNIVERSAL ACCESS, VOCATIONAL EDUCATION, VOCATIONAL SCHOOLS, VOUCHERS, YOUNG CHILDREN,
Online Access:	http://documents.worldbank.org/curated/en/2013/11/18679171/china-early-child-development-early-childhood-education-yunnan http://hdl.handle.net/10986/17004
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