People's Republic Of China: Shaanxi Xi'an Preschool Education .
Detailed Sector Assessment: Pre-Primary EducationProject Number: 53060-001March 2021People's Republic of China: Shaanxi Xi'an PreschoolEducation Development Program
CONTENTSPageA.EARLY CHILDHOOD EDUCATION: CHALLENGES AND OPPORTUNITIES . 1B.SECTOR PROFILE: EARLY CHILDHOOD EDUCATION IN XI'AN . 51. Access to Early Childhood Education . 52. Quality of Early Childhood Education . 113. Early Childhood Education Management, Supervision, and Financing . 194. Early Childhood Education Innovation . 20C.INTERNATIONAL AND NATIONAL LESSONS AND GOOD PRACTICE. 21D.ADB COUNTRY AND SECTOR EXPERIENCE AND ASSISTANCE . 27E.RECOMMENDATIONS FOR ADB TO SUPPORT EARLY CHILDHOOD EDUCATIONDEVELOPMENT IN XI'AN . 28APPENDIXES1. Bilingual Glossary . 302. Problem Tree . 353. Xi'an Preschool Education Development Plan, 2019–2025 . 36
––––––Asian Development Bankearly childhood educationgross enrollment ratioinformation and communication technologyMinistry of EducationOrganisation for Economic Co-operation and Developmentprofessional learning communitiesprogram management officePeople's Republic of Chinaqualified teacher statustechnical assistanceUnited Nations Educational Scientific and Cultural OrganizationUnited Nations Children's FundXi'an Education BureauXi'an Municipal GovernmentXi'an Preschool Education Development Plan
A.EARLY CHILDHOOD EDUCATION: CHALLENGES AND OPPORTUNITIES1.Importance of Early Childhood Education1.A cost-effective investment. Delivering quality early childhood education (ECE) is oneof the most critical and cost-effective investments any country can make. The United NationsChildren's Fund (UNICEF) highlights three key reasons for investing in ECE: (i) quality preschooleducation sets a strong foundation for learning, (ii) universal preschool education helps make theentire education system more effective and efficient, and (iii) equitable preschool educationpromotes economic growth. 1 In short, according to the United Nations Economic and SocialCouncil (UNESCO), investment in the early years is pivotal to building the wealth of nations. 22.Far-reaching benefits. The foundations of individual development and learning are laidin early childhood. Compelling evidence from the fields of neuroscience, economics, anddevelopmental and behavioral sciences highlights the importance of the early years on humandevelopment outcomes and the long-term effects of ECE on labor productivity in an increasinglycompetitive global economy.3 However, improvement in not just access but also quality of ECEprograms is essential for realizing the full range of long-term benefits.43.Children who receive early childhood education stay in school longer. The effect ofECE on children's total schooling across 12 countries in one empirical study was an average of1 additional year in school. In Yunnan Province of the People's Republic of China (PRC), theaverage was significantly greater at about 1.5 years.5 In all 34 Organisation for Economic Cooperation and Development (OECD) countries that participated in the 2009 Program forInternational Student Assessment, students who attended preschool education for more than1 year outperformed students without early years learning experiences. 6 The relationshipremains strong after controlling for socioeconomic background. Student performance tends to begreater in school systems with a longer duration, smaller teacher-to-student ratio, and higherpublic expenditure per child at the pre-primary level of education.74.The PRC's gross enrollment ratio (GER) in 3-year ECE increased dramatically over just 1decade, from 56.6% in 2010 to 83.4% in 2019. However, the country has yet to attain universalenrollment and lags behind regional neighbors Japan (92%) and the Republic of Korea(94%). 8 Access challenges are greatest among children from poor families, in rural and/orpoverty-stricken areas, belonging to ethnic minorities, and in central and western regions.12345678UNICEF. 2019. A World Ready to Learn: Prioritizing Quality Early Childhood Education. New York.UNESCO. 2010. EFA Global Monitoring Report: Reaching the Marginalized. Paris.J. Heckman et al. 2009. A Reanalysis of the High/Scope Perry Preschool Program (draft)M. Shafiq, A. Devercelli, and A. Valerio. 2018. Are There Long-Term Benefits from Early Childhood Education inLow- and Middle-Income Countries? Education Policy Analysis Archives. 26 (122). The mixed results across thecountries studied suggest that improvement in the quality of ECE programs is necessary for realizing the full rangeof long-term benefits.World Bank. 2016. SABER Country Report 2016. China Early Childhood Development: Systems Approach for BetterEducation Results. Washington, DC.The Program for International Student Assessment is a worldwide study conducted by OECD in member andnonmember countries intended to evaluate education systems by measuring 15-year pupil's education performancein mathematics, science, and reading.OECD. 2010. PISA 2009 Results: Overcoming Social Background—Equity in Learning Opportunities and Outcomes(Volume II). Paris: OECD.OECD. 2020. Education at a Glance 2019: OECD Indicators. Paris: OECD.
22.The People's Republic of China's Early Childhood Education PolicyFramework5.National legal framework. The PRC's policy landscape for ECE is defined in the Outlineof China's National Plan for Medium and Long-Term Education Reform and Development, 2010–2020 which envisions increasing funding for preschool education and calls for an expansion ofcoverage. The central and local governments have taken bold steps to prioritize ECE based onthe State Council's regulation # 41 of November 2010 on Issues Regarding Current Developmentof Early Childhood Education. The national policy agenda and action plans for local governmentsto follow, urge them to increase financing for ECE and develop a series of 3-year ECE actionplans toward achieving at least the national average goals of ECE enrollment by 2020.96.The November 2018 Opinions of the Communist Party of China Central Committee andthe State Council on Deepening Reform and Regulated Development of ECE clearly set out 2020goals and medium and long-term targets up to 2035.10 Specifically, by 2020, the country wouldestablish a universal, public, and quality ECE system with (i) the GER reaching 85% of 3–5 yearolds, and (ii) the coverage of public and affordable private kindergartens (that charge fees belowa certain limit) reaching 80% of students.11 By 2035, 3-year ECE will be made available to allfamilies through the establishment of a system covering both urban and rural areas and a rationaldistribution of quality resources. The PRC's Education Modernisation 2035 Plan, issued in 2019,has additionally committed to achieving universal attendance in quality preschool education. 127.National early childhood education law and early childhood education monitoringframework. The Ministry of Education (MOE) is developing a new ECE law to further supportpreschool development, included in the State Council's 2020 Legislative Plan. The draft wasunveiled on 7 September 2020 to solicit public opinion, with Chinese lawmakers' call for theaccessibility, affordability, safety and high-quality of ECE. At the same time, in February 2020,MOE issued a county-level Supervision and Evaluation Framework for Universal and AffordableECE, including three main components with targeted benchmarks: (i) universal and affordablecoverage of ECE, (ii) guarantee measures for effective governance, and (iii) guarantee measuresfor quality care and education. These measures make clear the government's prioritization of ECE,stipulating that governments need to be held accountable for ECE supervision.8.Shaanxi provincial policies. The May 2020 Shaanxi provincial action plan is aligned withthe national agenda, with an additional component focusing on stakeholders' satisfaction withECE provision. The Shaanxi Provincial Third ECE Action Plan, 2017–2020 and the ShaanxiProvincial Affordable Private Kindergarten Accreditation and Management Regulations were bothissued in March 2017. They require that public and affordable private kindergartens besignificantly expanded by 2020 through additional infrastructure and ECE "standardized,normalized, and informatized."9Footnote 5, p.10.The document further lays out overall requirements for the reform and development of preschool education andspecific measures to be taken in eight areas: (i) planning and distribution of kindergartens, (ii) expansion of preschooleducation resources, (iii) long-term funding mechanisms, (iv) teaching workforce, (v) supervision systems,(vi) regulation of private kindergartens, (vii) childcare and teaching quality, and (viii) administrative systems.11 Public kindergartens and affordable private kindergartens taken together are sometimes translated from Chinese as"inclusive kindergartens" or as "universally affordable kindergartens." However, the terms inclusive and universaltend to be used differently in English (glossary of terms in Appendix 1). This assessment aims to consistently referto "public and affordable private kindergartens" as distinct from purely private kindergartens.12 Central Committee of the Communist Party of China and State Council. China's Education Modernisation Plan 2035.Beijing (in Chinese). Quoted in M. Xuequan. 2019. China Focus: China Issues Plans to Modernize Education.XinhuaNet. 23 February.10
39.Xi'an municipal early childhood education framework. The Xi'an MunicipalGovernment's (XMG) Three-Year Action Plan for Promoting Basic Education, 2019–2021expanded financial awards and subsidies, teacher training, and management guidance toregulate and improve access to and quality of public and affordable private kindergartens. Overthe past several years, the XMG has also issued the following policies:(i)Opinions of Xi'an Municipal People's Government on Vigorously Developing EarlyChildhood Education;(ii)Implementation Plan for One-Year Free ECE for 5-year-old Children in Xi'an City;(iii)Three-year Action Plans of Xi'an City (2011–2013, 2014–2016, and 2017–2020)13(iv)Implementation Plan of Xi'an City for Improving the Quality of ECE; and(v)Measures for the Accreditation and Management of Affordable PrivateKindergartens in Xi'an.3.Xi'an Preschool Education Development Plan, 2019–202510.On 20 August 2020, the Xi'an Education Bureau (XEB) formally issued the Xi'an PreschoolEducation Development Plan (XPEDP), 2019–2025.14 The plan's introduction diagnoses four keyconstraints of the ECE sector in Xi'an, including (i) insufficient places in high-quality public andaffordable private kindergartens to meet current and projected demand; (ii) insufficient teachingcapacity and in-service training opportunities; and (iii) a need for better planning, financing,regulation, and supervision of ECE, particularly for affordable private kindergartens. A lack ofinnovation in the curriculum and in the delivery of ECE also affects kindergarten quality. Thesekey constraints are illustrated as the four root causes of the core problem in the problem tree(Appendix 2), which is that children in Xi'an lack access to high-quality public and affordableprivate ECE.11.The XPEDP clearly defines its development goals by 2025, including (i) an ECE systemof sufficient quantity and quality, with geographic balance and serving a public welfare function;(ii) an increased proportion of children in public kindergartens (50% of the total); (iii) the formationof an expert teacher-led, professional competencies-based teacher development system; (iv) anintegrated ECE management system to strengthen kindergarten management and accountabilityto standards; (v) a widely available kindergarten investment guarantee mechanism; and (vi) amechanism for ECE cooperation and exchanges between ECE resources.12.Key challenges identified in the XPEDP include (i) a mismatch in demand and supply ofECE, with oversupply in some rural areas and undersupply in inner city areas; (ii) a shortage ofteachers and low ECE staff capacity; (iii) low appreciation of play-based learning by parents,kindergarten managers, and other stakeholders; (iv) poor alignment of the pre-primary curriculumand pedagogy with children's early learning and developmental stages, and an overemphasis onformal learning; and (iv) a lack of sustainable financing, effective governance and regulatoryframeworks for the ECE sector.13.The four key tasks outlined in the XPEDP can be summarized as (i) expanding provisionof ECE, (ii) strengthening teacher capacity, (iii) improving ECE management and financing, and(iv) introducing innovation to improve quality. These key tasks have informed the selection of four13In April 2017, the MOE and three other state agencies released Several Opinions on the Implementation of the ActionPlan for Preschool Education: Phase III, which set out the master plan for reforms and development in preschooleducation during the 13th Five-Year Plan period. This included the target of an 85% gross enrollment rate in 3-yearpreschool kindergartens and an 80% coverage rate in universal preschool education nationwide.14 XMG. 2020. Xi'an Preschool Education Development Plan 2019-2025. Xi'an (in Chinese).
4outputs under the proposed ADB RBL program (Section D). Appendix 3 presents the detailedtargets and indicators of the XPEDP, 2019–2025.14.Expanding provision of early childhood education. The XPEDP aims to expand thesupply of ECE to optimize geographic distribution of ECE resources and the ownership structureof kindergartens in Xi'an, including (i) establishing 239 new kindergartens to balance geographicdistribution, (ii) renovating 50 public kindergartens, (iii) either licensing or closing down"unlicensed kindergartens,"15 (iv) increasing the proportion of children in public and affordableprivate kindergartens to 85% by 2025, and (v) ensuring that newly built public kindergartens havegreen building design labels.1615.Strengthening teacher capacity. In strengthening professional competency of ECEteachers, the XPEDP aims to (i) intensify recruitment and training to increase the number ofqualified teachers; (ii) improve the quality of teacher preparation programs and introducementoring partnerships; (iii) strengthen a competency-based in-service training and professionaldevelopment programs; (iv) strengthen inclusive education for children with special needs throughteacher training, use of technology, subsidies, and teacher incentives; (v) build professionallearning communities (PLCs) and expand the pool of "top teachers " participants;17 (vi) improvethe quality assurance and supervision system for all teachers (including regular full-time andcontract-based teachers); and (vii) and provide equal pay for contract-based teachers in publickindergartens, encourage reasonable wages for teachers working in affordable privatekindergartens, and improve the social status of ECE teachers through media-based advocacycampaigns.16.Improving early childhood education management. To improve and sustain funding forexpanding public and affordable private kindergartens, the XPEDP sets out to (i) regulate thetuition fees, financial management, transparency, and accountability of private kindergartens;(ii) incentivize the expansion of demonstration kindergartens; (iii) improve the financial subsidysystem for vulnerable and poor children (including children from extremely poor families in ruraland extremely low-income families in urban areas, the registered poor, orphans, children withspecial needs, left-behind children, or children of migrant workers); (iv) regulating andstandardizing cost-sharing mechanisms to promote cost-sharing public-private partnerships; and(v) reforming financial management systems through increased supervision and capacitydevelopment.17.Introducing innovation to improve quality. The XPEDP recognizes that innovation willbe at the heart of improving ECE quality. It envisions introducing innovation such as (i) increasingthe number of highly qualified teachers, referred to as backbone teachers;18 (ii) designing, piloting,and rolling out an integrated ECE management information system; (iii) promoting cooperationand teaching exchanges between teachers, research institutions, and kindergartens;(iv) improving the mechanism for regular and timely ECE supervision and evaluation;(v) expanding PLCs to harness the combined resources of universities, kindergartens,15"Unlicensed kindergartens" means informal kindergartens operating without an official registered business licenseissued by XEB.16 The assessment standard for green buildings GB/T 50378-2019 has been implemented since it was published onAugust 1, 2019. The expanded definition of green buildings covers life-cycle resource considerations, includingenergy usage, recycling, and so on.17 "Top teachers " refers to a program of the municipal government connecting high-quality teacher workforce in urbanareas to those in remote and rural areas, which acts as a coaching program for all teachers.18 The backbone teacher system operates at the three administrative tiers (province, city, county and district) andincludes teachers who have achieved the rating levels of Master Teacher, Subject Leader, or Teaching Expert.
5communities and families, (vi) to build home-kindergarten partnerships that promote parentingand caregiver education; (vii) implementing individualized educational plans and rehabilitationtraining for children with special needs through increased resources classrooms, rehabilitationfacilities, equipment, and part-time ECE special teachers; and (viii) strengthening ECE curriculumand pedagogy by promoting play-based reforms.B.SECTOR PROFILE: EARLY CHILDHOOD EDUCATION IN XI'AN18.This section presents an ECE sector profile for Xi'an with a focus on issues and challengesin access, quality, management, and innovation. These issues are summarized in the problemtree analysis (Appendix 2). The sector profile is based on the XPEDP, 2019–2025, data providedby XEB, analysis of secondary data from the XEB website, 19 a field visit that included keyinformant interviews, and virtual missions that included online consultations with stakeholders inXi'an conducted by members of the ADB technical assistance (TA) team. Due to severe travelrestrictions during the COVID-19 pandemic, direct interviews and data collection have only beenpossible through remote methods. An online survey covered 100 principals, 1,000 teachers, 500childcare staff, and 5,000 parents.1.Access to Early Childhood Education19.Population growth in Xi'an. The capital of Shaanxi Province, Xi'an City is the easternterminus of the Silk Road and was the capital under 16 dynasties. Xi'an recorded a permanentresident population of more than 10.2 million in 2019, an increase of nearly 1.5 million since 2015,as a result of the relaxing of the former one-child policy in 2016, and easing of hukou restrictionsin 2017. Almost three-quarters (74.61%) of the population lives in urban areas, including cityregions and townships, with growth in urban areas reflecting the bulk of the growth in populationin Xi'an. At the same time, even though the percentage of 0–4-year-old young children reachedto a new high point in 2019 after last 5 years, Xi'an's 65-and-older population has grown stably.The graying of Xi'an may act as a trigger for slower economic growth and mounting social stress,since the proportion of the population 65 and older (11.69%) has been more than double that ofchildren under age 5 (4.81%) in 2019 (Table 1). So, every child counts. Per the latest projectionsby the XPEDP, the population of Xi'an is expected to reach close to 12 million by 2025, and a totalof 514,400 kindergarten places will be needed by 2025. The population growth is expected to belargely in Xi'an's urban areas.20 This population growth has increased the demand for ECE.Table 1: Xi'an Population Distribution in 2015–2019Population DistributionYear-end permanent population (million)Urban population (%)0–4-year-old young children (%)65-and-older 4.614.8111.69N/A not applicable.Source: Bureau of Statistics of Xi'an. Monitoring Report of Women and Children from Xi'an in 2019. Xi'an.20.Supply of kindergartens. The number of kindergartens and children enrolled has grownsteadily since 2016 (Figures 1 and 2). As of 2019, a total of 1,839 registered kindergartens operatein Xi'an with a total of 360,549 students enrolled (Table 2). 21 Girls comprise 48% of enrolled19Xi'an Education Bureau. d7d96.html (in Chinese).Data provided by XEB, 2020.21 The baseline figure for enrolled children in the XPEDP (Appendix 3, under B1.) is significantly higher as it includesabout 70,000 children in unregistered/informal kindergartens.20
6children (Table 3). This broadly reflects the female share of the the total population of ShaanxiProvince (48.4% in 2019).No. of kindergartensFigure 1: Total Kindergartens in 162017Year20182019Source: All the data are from Statistical Yearbooks in Education by Xi'an Education Bureau. The latest data in 2019are from Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.Figure 2: Total Children in Xi'an Kindergartens370,000360,000No. of 290,0002016201720182019YearSource: All the data are from Statistical Yearbooks in Education by Xi'an Education Bureau. The latest data in 2019are from: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.Table 2: Total Kindergartens and Total Enrolled Children in Xi'an, 2016–2019ItemTotal Kindergartens in Xi'anTotal 2353,95520191,839360,549Source: All the data are from Statistical Yearbooks in Education by Xi'an Education Bureau. The latest data in 2019are from Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.
7Table 3: Sex-Disaggregated Early Childhood Education Enrollment Data in Xi'an, ource: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.21.The overall growth in enrollment masks disparities between districts and counties. Whileall districts have experienced recent growth in enrollment, the growth is specifically large inGaoxin, Xixian, and Lintong districts with large urban populations. Conversely, Xi'an's counties(Hu, Lantian, and Zhouzhi) have experienced declining numbers of children enrolled inkindergartens since 2016 (Figure 3).Figure 3: Children Enrolled in Kindergartens by District and County in 19Source: All the data are from Statistical Yearbooks in Education by Xi'an Education Bureau. The latest data in 2019are from Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.22.Spatial distribution of early childhood education resources. The distribution ofkindergartens by geographic area and ownership (Table 4) shows that the majority ofkindergartens are in urban areas (73.9%). This roughly matches the urban–rural distribution ofXi'an's permanent population in 2019 (but the permanent population does not include migrantswithout hukou registration, overwhelmingly living in urban centers). Among private kindergartens,nearly 82% are urban and just 18% are rural, whereas the distribution of public kindergartens is60% urban, 40% rural.
8Table 4: Kindergartens in Xi'an by Location and Ownership, 2019Type ofKindergartenAll (registered)PublicTotal privateAffordable privateOther 36.763.339.823.5Note: Rural refers to villages; townships are included in urban.Source: All the data are from Statistical Yearbooks in Education by Xi'an Education Bureau. The latest data in 2019are from Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.23.Unbalanced distribution of public and affordable private kindergartens. Among the1,839 total kindergartens, 1,407 or 76.5% were public and affordable private kindergartens (Table5, Figure 4). Again, there are disparities by district and county, with the share of public andaffordable private kindergartens much lower than the average in several districts and counties,especially in Baqiao, Weiyang, and Yanta Districts. Figures 5 and 6 illustrate the share of publicand affordable private kindergartens in the total.Table 5: Number and Share of Public and Affordable Private Kindergartens in Xi'anby District and County, 2019District or CountyXincheng DistrictBeilin DistrictLianhu DistrictBaqiao DistrictWeiyang DistrictYanta DistrictYanliang DistrictLintong DistrictChang'an DistrictGaoling DistrictHuyi DistrictLantian CountyZhouzhi CountyXixian New AreaGaoxin Source: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.Share of Public andAffordable PrivateKindergartens 186.288.878.676.5
9Figure 4: Distribution of Kindergartens in Xi'an by Ownership Private AK100012001400PrivateAK affordable private kindergartens.Source: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.Figure 5: Distribution of Kindergartens in Xi'an by Ownership, 2010–2019No.of public KGs8009159901040No.of private 82019106420420724925527920102011201220132014KGs kindergartens.Source: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.
10Figure 6: Percentage of Private and Public Kindergarten by Districts and Countiesof Xi'an, 2019100%90%80%70%60%50%40%30%20%10%0%百分比 Percentage Private百分比 Percentage PublicSource: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an.24.Enrollment in public and private kindergartens. Table 6 illustrates that only 27.6% ofXi'an children were enrolled in public kindergartens in 2019, vis-à-vis the target of 50% by 2025as in the XPEDP. However, 44% of children are enrolled in affordable private kindergartens (42%of urban and 58% of rural kindergarteners), so the total in public and affordable privatekindergartens together is 71.6%. Eight districts in Xi'an face oversupply of public kindergartenseats, primarily in rural areas, with existing vacancies ranging from about 22% to 60%. Keyreasons include transportation issues and a shortage of both trained childcare staff and qualifiedteachers to fill full-time teacher posts.25.Enrollment of vulnerable children. Table 6 also illustrates disparities in enrollmentamong vulnerable children, including those from low socioeconomic backgrounds, girls, ethnicminorities and children with disabilities.22 Girls are slightly under-represented in affordable privatekindergartens at 47.7% compared with public kindergartens at 48.5%. According to the XEB 2019yearbook of education statistics, only 311 children with special needs were enrolled inkindergartens in 2019, more than 90% of whom were in urban areas. Compared to nine-yearcompulsory basic education, no specialized training and specialists in special education aremandated in kindergartens. Xi'an initiated a plan to provide a resource classroom23 in regularschools for mainstreaming children with special needs in 2016, but unspecific resources areallocated to kindergartens for this purpose. Children with special needs require a much moresupportive system and inclusive learning environment in ECE.2223Table 6 does not include about 70,000 children who attended informal/unregistered kindergartens in 2019.Resource classroom is a separate setting, either a classroom or a smaller designated room, where a specialeducation program can be delivered to a student with a disability, individually , or in a small group. Resourceclassrooms are used in a variety of ways ranging from instruction, homework assistance, meetings, or representingstudents' alternative social space.
11Table 6: Enrollment in 3-year Early Childhood Education in Xi'an, ,51727.675,39320.9 10,1702.885,563 23.7 13,9543.9All private261,03272.4 198,76155.1 28,0267.8226,787 62.9 34,2459.5Affordable158,81044.0 106,51929.5 24,3956.8130,914 36.3 95,873 26.66,3491.8privateEthnic3,3870.93,29797.340 80.03,337 98.5501.5minorityaSpecial3110.126384.619 65.5282 90.7299.3NeedsaTotal360,549100 274,15476.0 38,196 10.6312,350 86.6 48,199 13.4a Included in the totals for public and private kindergartens.Source: Xi'an Education Bureau. 2020. Xi'an Education Statistics 2019. Xi'an: Xi'an Education 48.11,64048.413342.8173,16648.026.Unlicensed kindergartens. About 87,395 children in Xi'an attended 636 unlicensedkindergartens in 2019. These kin
has additionally committed to achieving universal attendance in quality preschool education.12 7. National early childhood education law and early childhood education monitoring framework. The Ministry of Education (MOE) is developing a new ECE law to further support preschool development, included in the State Council's 2020 Legislative Plan.
WEI Yi-min, China XU Ming-gang, China YANG Jian-chang, China ZHAO Chun-jiang, China ZHAO Ming, China Members Associate Executive Editor-in-Chief LU Wen-ru, China Michael T. Clegg, USA BAI You-lu, China BI Yang, China BIAN Xin-min, China CAI Hui-yi, China CAI Xue-peng, China CAI Zu-cong,
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May 18, 2016 · China Sugar Blues Sugar Annual China - Peoples Republic of CH16028 Required Report - public distribution . Executive Summary: The sugar industry in China has now suffered four consecutive years of operating losses due to high production costs, the elimination of government support prices, and import competition. Total sugar
