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On the road to universal early childhood education in China: A financial perspective

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  • Zhou, Yisu
  • Li, Hui
  • Hu, Bi Ying
  • Li, Ling

Abstract

In 2010, China embarked on an ambitious goal to expand early childhood education (ECE) nationwide. An integral part of this plan was to substantially expand public institutions, particularly in rural areas. Using longitudinal finance data from a western province in China, we examine the development of ECE from 2008 to 2013. Our findings suggest that the increased investment from the government and parents anchored a rapidly-expanding public ECE sector, but this strategy became more of an extension of the existing formula, rather than a component in solving structural issues. It has kept ECE institutions under-funded compared to primary and lower secondary education, fostering other systemic issues. ECE teachers were under-compensated, and public institutions had high pupil-to-staff ratios. Public financial support only constituted less than 30% of the total investment in ECE, with most ECE institutions relying on out-of-budgetary sources such as fees and levies. This financing scheme has resulted in large inter-institutional disparity. We conclude that in order to achieve sustainable high-quality ECE in the next developmental stage, a change in the financing structure is necessary.

Suggested Citation

  • Zhou, Yisu & Li, Hui & Hu, Bi Ying & Li, Ling, 2017. "On the road to universal early childhood education in China: A financial perspective," International Journal of Educational Development, Elsevier, vol. 53(C), pages 137-144.
    • Handle: RePEc:eee:injoed:v:53:y:2017:i:c:p:137-144
    DOI: 10.1016/j.ijedudev.2017.01.004
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    References listed on IDEAS

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    1. Helen F. Ladd & Edward B. Fiske, 2008. "Handbook of Research in Education Finance and Policy," Education Finance and Policy, MIT Press, vol. 3(1), pages 149-150, January.
    2. Tsang, Mun C., 1996. "Financial reform of basic education in China," Economics of Education Review, Elsevier, vol. 15(4), pages 423-444, October.
    3. Oecd, 2013. "How Do Early Childhood Education and Care (ECEC) Policies, Systems and Quality Vary Across OECD Countries?," Education Indicators in Focus 11, OECD Publishing.
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    1. Józsa, Krisztián & Török, Balázs & Stevenson, Cerissa, 2018. "Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy," International Journal of Educational Development, Elsevier, vol. 62(C), pages 88-95.
    2. Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.
    3. Zhou, Yu & Jiang, Yong & Zheng, Chuchu & Li, Hui, 2020. "Is puhui kindergarten a panacea for the ‘3A’ problems of early childhood education in China? Evidence from a national validation study," Children and Youth Services Review, Elsevier, vol. 119(C).

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