Internetization of preschool education is a market trend?

Pre-school education refers to pre-school public education. It generally refers to the conscious and planned education of the pre-school children according to certain training objectives and the physical and mental characteristics of the children. This period refers to the age from birth to 6 years of age, so preschool education is often referred to as early childhood education or early education. This is the product of the development of human society to a certain historical stage, and it develops with the development of social productivity.

Analysis of the Status Quo of Preschool Education Development in China

1. General overview of industry development

Since the reform and opening up, especially since the beginning of the new century, China’s pre-school education has made considerable progress and its popularity has gradually increased. However, in general, pre-school education is still a weak link in all types of education at all levels. Education resources are seriously inadequate, urban and rural development is not balanced, and the teaching staff is not perfect. In some places, the problem of “difficulties in entering the park” is more prominent. At present, the development of China's pre-school education industry mainly appears as:

General overview of the development of preschool education industry in China

2. Analysis of industry development motivation

The concept of Chinese society has always attached great importance to the education of children. According to the statistics of the National Bureau of Statistics, the per capita consumption of cultural and educational consumption in China's households has maintained steady growth, and the proportion of cultural and educational consumption expenditure is second only to the expenditures of food, clothing and housing. The younger generation of 80s and 90s will continue to advance the age of education, and pay more attention to the training and education of infants and young children, and are more willing to invest. This has given birth to the flourishing development of the pre-school education industry. The consumption potential of the infant early childhood education market is no less than that of the infant and child products market. However, China's infant and toddler market is still in its infancy. The pre-school education market is currently concentrated in first-tier cities such as Beijing and Shanghai, but the development of the entire region of East China, especially Zhejiang, Jiangsu and other provinces and cities.

The development ideas of preschool education in China are: taking public kindergartens as the backbone and demonstration, and taking social forces to set up kindergartens as the main body, forming a development pattern combining public and private, formal and non-formal education. With the affirmation of the identity of the private sector as the "Private Education Promotion Law of the People's Republic of China", private kindergartens have developed rapidly. However, in recent years, the proportion of public kindergartens in some localities is too low, and the fees for private kindergartens are relatively high. There have been phenomena such as “expensive access to the park” and “difficulty to enter the park”, which has aroused widespread concern in society. It is expected that in the next step, the government will increase public power and increase investment in pre-school education, which may have an impact on some high-cost private kindergartens.

3. Analysis of school running mode

Preschool education in China includes kindergarten and preschool classes:

Kindergarten refers to a unit that recruits preschool children over three years of age (including three years old) to protect and educate them; kindergartens use games as the basic form of activities, and they are entertaining and entertaining. The establishment of kindergartens must be examined and approved by the education administrative department at or above the county level or the township (town) people's government, and shall be filed.

Preschool is an organizational form in which preschool children are taught for pre-school education in areas where they are unable to meet the preschool age of three years. Preschool is an important form of preschool education in rural development, and it is also an auxiliary form for cities to make up for the shortage of kindergartens. According to the school category, kindergartens and preschool classes can be divided into four categories: education department, collective office, private office, and other departments.

According to the statistics of the Ministry of Education, in 2016, there were 239,812 kindergartens in various preschool education modes, with 1,527,353 classes and 3,818,830 faculty members.

Education department mode

The kindergartens of the education department refer to kindergartens (subsidiary kindergartens, preschool classes, preschool classes, etc.) held by educational administrative departments at all levels and public universities. In 2016, the number of kindergartens enrolled by the education department of our country was 8,138,074, the number of people in the park was 16,121,113, and the number of people leaving the park was 715,1991.

Private mode

Private kindergartens refer to kindergartens (preschools, preschool classes, etc.) organized by citizens, non-state-owned enterprises, social organizations and other social organizations, which are funded by non-state financial education funds, with the approval of the relevant competent authorities. In 2016, the number of people entering the kindergartens of our citizens was 9,650,780, the number of people in the park was 24,376,589, and the number of people leaving the park was 7,823,138.

Collective mode

Collectively-run kindergartens refer to urban sub-district offices, residents committees, rural townships (towns), and village committees that use collectively owned assets (including school buildings, teachers, funds, etc.) or supplemented by special financial subsidies for kindergartens (preschools, preschool classes). Wait). In 2016, the number of kindergartens in China was 670,524, and the number of people in the park was 1,894,492, and the number of people leaving the park was 640,349.

Other departmental mode

Other departments run kindergartens refer to the government and relevant departments, state-owned enterprises and institutions, the military, women's federations, trade unions, the Communist Youth League and other mass organizations, using state-owned assets (including housing, land, equipment), or the state's financial funds for kindergartens (preschool, children) Class, etc.) In 2016, the number of kindergartens enrolled in other departments in China was 332,224, the number of people in the park was 694,300, and the number of people leaving the park was 19,1993.

4. Comparison of preschool education development between China and foreign countries

Comparison of admission rates

In the United States, early childhood education institutions include childcare centers, preschools, preschools, starter schools, nurseries and kindergartens. The admission rates for children aged 3, 4, and 5 years were 43%, 64%, and 92%, respectively. In Germany, the proportion of children aged 3 and 5 who receive regular early childhood education is 47% and 79% respectively. In France, the age of early childhood education starts at 2 years old, the admission rate of French 2-year-old children reaches 35.6%, and the admission rate of children over 3 years old is higher than 100%. In the UK, admission rates for children aged 3 and 4 are 45% and 94% respectively.

The following are the preschool admission rates for members of the Organisation for Economic Co-operation and Development (OECD). The average admission rate for children aged 3-5 is 63%, including 40% for 3 years old, 67% for 4 years old, and 83 for 5 years old. %. In terms of admission rates in different member states, there are 24 countries with a 3-5 year old admission rate of more than 50%, and 12 countries with more than 80%. In 2016, the gross enrollment rate of pre-school education in China was 77.4%, and the gap with developed countries continued to narrow.

Net enrollment rate for young children in some countries of the OECD

Note: The admission rate referred to here includes the admission rate of children aged 3-5 years and the rate of admission to primary education institutions; the data includes public and private institutions.

Preschool education funding comparison

In terms of the recurrent expenditures on public funds for education at the 14 major countries and regions listed in the 1997 1997 statistical report, compared with other levels of education, preschool (child) education expenditures are still far less than other education. category. In recent years, China has increased its investment in pre-school education. According to statistics from the Ministry of Education, in 2016, the total investment in pre-school education in the country was 280.2 billion yuan, an increase of 15.48% over the previous year.

List of education public expenditures at major levels in the world

Preschool education teacher comparison

In pre-primary education, the cultivation of pre-school teachers is mainly based on university education. However, it does not emphasize the high degree of education, but focuses on maintaining the basic level to balance the quantity and quality. The diversity of the pre-primary education teacher training department and the rigor of the teacher qualification system make the training targeted and help meet the different talent needs of various early education institutions.

Pre-school education focuses on cultivating students' ability to observe, understand and analyze children, and attaches importance to the cultivation of students' general education and educational practice ability. The learning requirements of various skills (such as music, sports, painting, dance, etc.) are relatively Lower and give students the opportunity to choose a major. This provides the following inspirations for the training of pre-school teachers in China.

Some national preschool education teacher training practice curriculum

The Enlightenment of Pre-school Education Teacher Training in Developed Countries to China

5. Scale of China's preschool education development

In 2010-2016, the number of kindergartens in China and the number of children in kindergartens (including preschool classes) showed an increasing trend year by year. By the end of 2016, there were 239,800 kindergartens in China, and 44.138 million children in kindergartens. The national pre-school education rate reached 77.4%, an increase of 2.4 percentage points over the previous year.

Statistics on the scale of preschool education development in China from 2010 to 2016

According to the statistics of the Ministry of Education, the number of preschool education schools in China has increased year by year in 2010-2016. As of the end of 2016, there were 239,800 kindergartens nationwide, an increase of 16,100 over the previous year.

Number of preschool education schools in China from 2010 to 2016

Since 2010, the number of kindergarten teachers in China has gradually increased, and the level of education has increased year by year. In 2016, the total number of kindergarten directors and full-time teachers in the country was 2,498,800, an increase of 195,700 over the previous year. Among them, there are 6654 kindergarten teachers and full-time teachers graduated from graduate school, and the number of undergraduate graduates is 522,600, accounting for 21.18% of the total number of kindergarten directors and full-time teachers.

The total number of kindergarten directors and teachers in China from 2010 to 2016 (unit: 10,000 people)

In 2010-2016, the number of children in kindergartens across the country continued to grow. As of the end of 2016, the number of kindergartens in China (including attached classes) was 44,138,600, an increase of 1,490,300 over the previous year.

Number of kindergartens in China in 2010-2016 (unit: 10,000 people)

In 2010, the rate of pre-school education in China was only 56.6%, which was far lower than that of developed countries. At the same time, it lags behind the world average. Preschool education has become a “short board” for the entire education system in China. With China's increased investment in pre-school education, the rate of pre-school education in China has increased continuously since 2010. By the end of 2016, the pre-school education enrollment rate in China reached 77.4%, an increase of 2.4 percentage points over the previous year.

China's preschool education enrollment rate in 2010-2016 (unit: %)

According to statistics from the Ministry of Education, in 2016, the number of children under the age of 2 in China was 1.0423 million, accounting for 2.36% of all children in the park; the number of children aged 3 years old was 100.556 million, accounting for 22.78% of all children in the park; The number of children aged 4 years old in the park is 13.9152 million, accounting for 31.53% of all children in the park. The number of children aged 5 years old in the park is 16.68 million, accounting for 37.81% of all children in the park. The number of children aged 6 and over in the park is 2,437,300, accounting for 5.52% of all children in the park. It can be seen that the age of children in kindergartens in China is concentrated in the age of 3-5 years.

Current age distribution of preschool education in China (unit: %)

Analysis of the Status Quo and Prospects of the Development of Private Education in China

1. Overview of the development of preschool education in China

At present, private education institutions have occupied more than 60% of the market share of pre-school education industry in China, and have become an important force in promoting the development of pre-school education. At the same time that public parks, collective parks and other departments have been continuously reduced, private kindergartens have developed rapidly. Specifically, as of the end of 2016, a total of 154,200 private kindergartens, accounting for 64.3% of the total number of kindergartens, provided an opportunity for more and more preschool children to receive preschool education.

In the process of the development of the preschool education in the country, it is far from enough to rely on private education to develop kindergarten education. However, in the process of public-run privately, private education has played a leading role in leading and innovating. Private education is increasingly occupying a pivotal position throughout the preschool education.

2. The scale of development of preschool education in China

According to the statistics of the Ministry of Education, from 2006 to 2011, the proportion of public kindergartens in China continued to decline, while the proportion of private kindergartens continued to rise. This change is closely related to China's policy of encouraging social forces to set up kindergartens. In 2012-2015, the proportion of our national kindergartens has decreased, and the number of public kindergartens has increased. In 2016, there were 154,200 kindergartens in China, accounting for 64.3% of the total number of kindergartens.

Trends in the proportion of public and private kindergartens in China in 2006-2016 (unit: %)

Note: Public kindergartens include kindergartens, collective kindergartens and other departments to run kindergartens.

With the continuous increase in the number of private kindergartens, the number of kindergartens in our national kindergartens continues to expand. In 2008-2016, the number of kindergartens in our national kindergartens increased from 98.203 million to 24,376,600; the proportion of private kindergartens in the total number of kindergartens in kindergartens increased from 39.68% to 55.23%, an increase of 15.55 percentage points.

The number and proportion of children in kindergartens in our national kindergartens in 2008-2016 (unit: 10,000, %)

3. Analysis of the development trend and prospects of private pre-school education

The development trend of private preschool education in China

Admission age will continue to be lower

Due to insufficient state investment in preschool education, public kindergartens can not only afford the education of all children aged 3 to 6 years old, but also the education of all children under the age of 3, which provides opportunities for private kindergartens.

At present, the parent-child education of 0-3 years old and the pre-school education of 0-6 years old established by many private kindergartens not only supplement the shortage of public kindergartens, but also provide useful exploration for early education in China. This kind of experiment and practice is in full compliance with the requirements of establishing a lifelong education system and will have broad prospects for development. Therefore, whoever realizes the trend of young children entering the age of the school and pays attention to action, who will be in an active position in the fierce competition.

The school model will be more diversified

My national kindergartens have different business conditions. Some have already formed famous brands; some are still struggling to create brands; some are weak in management, lack of teachers, simple conditions, too large a class, more safety risks, and more obvious "primary school" tendencies. In order for a well-run private kindergarten to be better and better, it must be diversified in the park mode.

1. Take the road of independent development. Fully tap and exert their own advantages, work together to organize their own kindergartens, and form a unique brand, and even become a boutique kindergarten;

2. Take the road of group development. The park will be expanded to form a closely connected group, integrating resources and strengthening competitiveness;

3. Take the road of joint development. Looking for a famous garden, forming a loose alliance, borrowing the potential of the famous garden, and rapidly improving;

4. Take the road of restructuring. The park is state-owned, the head of the park is contracted, and self-financing, from the host park;

5. Take the road of Sino-foreign cooperation and development.

Management will tend to standardize

In September 2007, the Ministry of Education issued the “Notice on Strengthening the Management of Private Pre-school Educational Institutions”, requesting the clean-up and rectification of private pre-school educational institutions, including: Recruiting 3-6 years of age and enrolling in the administrative area. On the basis of the basic conditions of private kindergartens and nurseries under the age of one year, the school license will be re-issued and reviewed regularly; the principle of “who approves, who manages, who is responsible” is adhered to, and the education department is in charge of the examination and approval of the education department. Management; where the examination and approval is not strict and causes major safety accidents, it is necessary to seriously investigate and approve the examination and approval; according to the "Teacher Qualifications Regulations", strictly implement the qualification system for faculty and staff of private pre-school institutions, implement certification, and strengthen daily management and To assess and eliminate unqualified employees; private pre-school educational institutions must put the protection of children's life safety and promote the healthy growth of young children in the first place of all work to ensure the safety of preschool children; the head of private preschool education institutions is the safety management of children. First responsible person.

Try "young convergence"

Enrollment is an important turning point in the development of children. A large number of children have entered the school without preparation for family and social reasons. They will not only affect their respective learning patterns for a long time, but also consolidate and improve compulsory education. Bringing great challenges. Therefore, some areas of China have begun to implement the "young convergence" activities, that is, from the two months before the graduation of the kindergarten class, the children will feel the elementary school life and shorten the daily nap time by adding 1-2 group teaching activities. Strengthen the guidance of extracurricular rest and free activities, so that children begin to consciously learn to arrange and manage their own lives.

Improve the level of education and research

Preschool education is an integral part of national education and the initial stage of school education. In order to give full play to the pre-school education to lay the foundation for the healthy growth of each child's life, lay the foundation for the study and development of each child's life, and set the foundation for every child to become the pillar of the country's pillars, private kindergartens must focus on the children in the park. The family situation, the age of children in the park, the social mission of young children in the park, improve the level of education and scientific research, and raise the overall level of our national early childhood education to a new stage.

Prospects for the development of private preschool education

Private kindergartens play an important role in preschool education. From the immediate point of view, in the peak of childbirth, private kindergartens provide a large number of educational opportunities, greatly alleviating the situation of difficulties. In the long run, on the one hand, many kindergartens have distinctive features, which provide parents and the society with more choices and comparative opportunities. On the other hand, the flourishing development of private kindergartens forms a competitive pattern with public kindergartens and promotes the entire early childhood education. Reform and development.

The "National Medium- and Long-Term Education Reform and Development Plan (2010-2020)" issued in July 2010 pointed out that the establishment of a government-led, social participation, public-run private office system; active development of public kindergartens, and strong support for private kindergartens . It is enough to see that private kindergartens face a broad space for development.

The impact of the Internet on the preschool education industry and the strategy of breaking through

1. Analysis of the impact of the Internet on the preschool education industry

The impact of distance education

Although the pre-school education students and teachers are large in scale, the teaching conditions and the quality of teachers in different kindergartens are very different, which affects the teaching quality of pre-school education to a certain extent. Modern distance education is a form of teaching using advanced methods such as computer and network. It overcomes the obstacles of time and space and can solve many problems in preschool education. Because of its unparalleled advantages in this series, it is bound to have a greater impact on traditional preschool education.

The impact of online education

With the rapid development of information technology, especially from the Internet to the mobile Internet, the way of life, work and learning across time and space has been created, and the way of knowledge acquisition has undergone fundamental changes. Online education is also recognized by more and more people because its teaching and learning can be restricted by time and space conditions. Online education refers to E-Learning, which is a kind of network-based learning behavior and is a kind of distance education.

At present, online education exists in many forms and involves different fields of education. For example, in the K12 education website, there is a homework network, a sub-network, a happy learning, etc.; the online website of higher education has a woodpecker education, Wanmen University, etc.; the vocational education online website has a class, Hujiang.com, worry-free English, etc.; In addition, listed education companies have also been involved in online education business, such as all-pass education, Zhengbao education, Dana technology and a good future.

2. The transitional breakout strategy of preschool education enterprises with Internet thinking

Accelerate the process of educational informationization

The Education Informationization Development Plan (2011-2020) proposes that by 2020, the comprehensive coverage of kindergarten broadband networks in all regions will be basically realized, and the level of education management informationization will be significantly improved.

The kindergartens in most areas of China have basically realized the broadband network class, but the Internet-based education information management platform has not been popularized, such as educational management, student management, teacher management and other information systems. Therefore, with the gradual promotion of educational informationization, the channels for technology admission will be wider and smoother.

Somatosensory technology combines virtual reality with reality. It is a very advanced and effective educational technology. It is based on the "Working Regulations for Kindergarten" issued by the Ministry of Education, "Guidelines for the Guidance of Kindergarten Education (Implementation)" and "Guidelines for Learning and Development of Children Aged 3-6" Combine the curriculum in the textbook with advanced somatosensory techniques. Really "play middle school", let children experience "happy" and "development" to promote each other.

Online and offline mode of running a school

Internetization is a revolutionary socialization wave and the general trend of the times. However, for the education industry, the influence of the Internet is gradually shifting from shallow use to deep thinking and gradual change. How to realize the Internet transformation in the traditional education industry has become an important problem in its development.

In the past, Internet education was only a supplement to traditional education, but with the maturity of technology and network environment, Internet-based education will become one of the main forms of education.

On the whole, online education and traditional education are a complementary combination. The Internet will subvert the original education method. The future Internet education is inevitably a general trend, but it will not be pure Internet education, but combined with traditional education.

Therefore, the online education model does not completely replace offline teaching. Education is a process of knowledge transfer. In addition, education plays a role in the concept of communication and the ability to cultivate. In this process, human factors cannot always be completely ignored.

Generally speaking, the Internet of education is a development trend, and online education cannot completely replace offline education. The two complement each other. The focus of traditional education on Internet development is still how to combine offline education with online education to form a benign interaction.

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