2013年-世界发展银行全球_China_Early_Child_Development___Early_Childhood_Education_in_Yunnan_135页_2mb

Summary of Early Childhood Development in Yunnan, China

Core Content

This document provides a comprehensive overview of early childhood development (ECD) in Yunnan, China, with a focus on the status of early childhood education (ECE), financing, quality, and the role of families. It outlines the findings from a multi-faceted study conducted by the World Bank in collaboration with local institutions, highlighting key challenges and policy implications for improving access and quality of ECE in rural areas.

Main Trends in Early Childhood Education

• Legal and Institutional Framework: China lacks a specific early childhood education law but has developed a set of guidelines, including the Medium- and Long-Term Education Development Plan Outline, which sets targets for preschool enrollment (95% for 5-year-olds, 80% for 4-year-olds, and 70% for 3-year-olds by 2020).
• Growth in Enrollment: The gross enrollment ratio (GER) for early childhood education in China increased from 49% in 2004 to 63% nationally in 2010. In Yunnan, the GER rose to 55% in 2010, but it remains lower than the national average and other western provinces.
• Private Enrollment: The share of private preschool enrollment has been increasing in both China and Yunnan. In Yunnan, 42% of preschools are private, with 26% of enrollment coming from private institutions. Nationally, 41% of preschools are private, absorbing 34% of total enrollment.
• One-Year Pre-Primary Classes: These classes are prevalent in rural Yunnan, with 56% of preschool enrollment in such programs. They are often attached to primary schools and taught by primary school teachers, making them less developmentally appropriate for 3-6 year-olds.
• Teacher Shortages and Disparities: Pupil-teacher ratios have declined, but rural areas still face significant challenges, including a lower proportion of trained teachers. Rural areas account for 50% of preschool enrollment but only 22% of trained teachers.

Financing Early Childhood Education

• Government Funding: Governmental appropriation accounts for 80% of educational funds in China, but early childhood education receives only 2% of the national educational budget.
• Private Investment: Private investment makes up 59% of preschool educational funds in China, highlighting the heavy reliance on private sources.
• Yunnan's Funding Challenges: Despite increased funding, per-student spending in Yunnan remains below the national average. Rural preschools account for 50% of enrollment and facilities but receive only 28% of preschool funding and 13% of government budgetary funds.
• Tuition Burden: Tuition and fees account for 43.6% of total investment in preschool education in Yunnan, which is higher than the western region average. For rural families, this represents 35.2% of annual per-capita income, making quality preschool education unaffordable for many.

Status of Children in Rural Yunnan

• Home Care Conditions: Many rural children are cared for by grandparents (25%), often due to parental migration. Parents have low educational levels, and caregivers lack formal education.
• Developmental Status: Children in rural Yunnan face inadequate early stimulation. Only 28% of households in poor counties engage in regular reading with their children, and 80% have no books at home. Exposure to secondhand smoke is common and negatively impacts child health.
• TV Viewing: TV watching is frequent, with 95% of children watching daily and 25% for more than 2 hours. While age-appropriate educational TV can enhance cognitive development, violent content is linked to aggressive behavior.
• Health and Nutrition: Children from poor or ethnic minority counties have lower weight and height. Regular health checkups and milk consumption are positively associated with child development.

Preschool Quality in Kunming

• ECERS-R Assessment: The Early Childhood Environment Rating Scale—Revised for Preschools (ECERS-R) was used to evaluate preschool quality in Kunming. Results showed that quality preschools are more likely to have better child development outcomes.
• Comparative Quality: Kunming preschools scored higher than those in Bangladesh, East Africa, and Brazil, but lower than those in Beijing, indicating room for improvement in quality and environment.

Preschool Teacher Study in Yunnan

• Teacher Recruitment and Salaries: There is a significant shortage of qualified preschool teachers, with the demand outpacing supply. Teacher salaries are low, and there is a lack of career development opportunities.
• Educational Background: Most preschool teachers in Yunnan have only primary or secondary education, and their salaries are lower than those in other sectors.
• International Comparison: Preschool teacher salaries in Yunnan are lower than those in countries like Austria and Poland, and the work hours are longer, indicating a need for better compensation and working conditions.

Policy and Program Implications

• Public Financing: Increasing public financing of preschool education and diversifying financing and delivery models is crucial.
• Service Delivery Models: Expanding service delivery models to ensure access in rural and mountainous areas.
• Quality Improvement: Enhancing the quality and environment of existing preschools through better infrastructure and teacher training.
• Family and Parental Education: Strengthening family and parental education to promote positive childrearing practices, such as reading and reducing exposure to secondhand smoke.
• Integrated ECD Provision: Moving toward integrated ECD provision for all children, including those aged 0-3 years.

Key Findings

• Developmental Outcomes: Preschool enrollment is positively correlated with child development, including social and cognitive skills, recent weight, and height.
• Policy Leverage: Factors like maternal education, distance to kindergartens, and affordability can be influenced through policy interventions.
• Rural Challenges: Rural Yunnan has the highest proportion of preschool enrollment in one-year pre-primary classes, which are less developmentally appropriate. This underscores the need for better preschool programs in rural areas.

Conclusion

The study highlights the need for targeted policy interventions to improve access, quality, and affordability of preschool education in rural Yunnan. It emphasizes the importance of public investment, teacher training, and family engagement in promoting positive childhood development.