Abstract

AbstractCurrently, China is undergoing a social transformation driven by its government transformation. During this critical period, the development of nearly all social issues is closely tied to the role and accountability of the government. The development and reform of early childhood education (ECE) are no exception. Since the founding of the People’s Republic of China (PRC), almost all of the development trends of ECE can be attributed to the government’s performance in terms of its function and accountability. Exploring the reform and development of ECE in China from the government’s changing responsibility could lead to a more comprehensive understanding of the bigger picture. The World Development Report 1997: The State in a Changing World reminded that “far-reaching advancement in the global economy has us revisiting basic questions about government: what its role should be, what it can and cannot do, and how best to do it” (World Bank 1997: 25–26). In this chapter, we will introduce the status quo of ECE and government transformation in China, focusing on the influences of value orientation, the division of responsibility, and the impact of government accountability on the development of ECE. Furthermore, we will build a preliminary framework of ECE for the future, based on emerging issues and problems.

Highlights

  • 12.1 Background and Focus: The Responsibility Shift of the Government Based on the Status Quo of early childhood education (ECE) Development in China

  • The following section outlines the background of ECE development and the key issues relating to the responsibility shift of the government

  • Along with more than 60 years of changes and growth since the establishment of the People’s Republic of China (PRC), much progress has been made in ECE

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Summary

Chapter 12

China is undergoing a social transformation driven by its government transformation. During this critical period, the development of most social issues is closely tied to the role and accountability of the government. The development and reform of early childhood education (ECE) are no exception. Since the founding of the People’s Republic of China (PRC), almost all of the development trends of ECE can be attributed to the government’s performance in terms of its function and accountability. Exploring the reform and development of ECE in China from the government’s changing responsibility could lead to a more comprehensive understanding of the bigger picture.

12.1 Background and Focus
12.1.1 Pushing Forward Universal-Beneficial Kindergartens and Improving Quality
12.1.2 Government Transformation and the Responsibility Shift
12.2 Metamorphosis and Transformation
12.2.1.1 Shifting Priority from Urban to Rural Areas
The most typical policy was as follows
12.2.2.1 The Government’s Overall Planning and Social Involvement
12.2.2.2 Government Giving Society a Role
12.2.2.3 Led by the Government and Co-governed by Society
12.2.3.1 System Reform
12.2.3.2 The Mechanism Innovation
12.3 Responding to Challenges
12.3.2.1 Government Leadership and Commitment to Public Service
Findings
12.3.2.3 Legislation-Based and System First

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