A Review and Analysis of the Current Policy on Early Childhood Education in Mainland China

Autor/inn/en	Liu, Yan; Pan, Yue-Juan
Titel	A Review and Analysis of the Current Policy on Early Childhood Education in Mainland China
Quelle	In: International Journal of Early Years Education, 21 (2013) 2-3, S.141-151 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.832947
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Policy; Federal Government; Local Government; Government Role; Finance Reform; Expenditures; Policy Formation; Educational Change; Social Justice; Economic Development; Educational Finance; Taxes; Financial Support; Kindergarten; China + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Bundesregierung; Gemeindeverwaltung; Financial reform; Finanzreform; Ausgaben; Politische Betätigung; Bildungsreform; Soziale Gerechtigkeit; Wirtschaftsentwicklung; Bildungsfonds; Abgabe; Finanzielle Förderung
Abstract	Compared with the former policies on early childhood education, the policies recently issued in mainland China clearly defined early childhood education as an integral part of education and social public welfare and stipulated the responsibilities of the government in its development, shifting the developmental orientation to promoting social equity. In implementing the new policies, the developmental goals that the local governments set appear divorced from reality, and the developmental paths collide with the current macro social and economic system. This means that the development mode that many local governments exploited is not sustainable. It is suggested that the government should design developmental goals according to actual conditions, reform the public revenue and tax system, and the ECE funding system and introduce a new way to provide public ECE service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10