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COVID-19 Response for Early Childhood Education (ECE) in Yunnan Province, China (English)

School closures due to COVID-19 pandemic have left over a billion students out of school globally. Governments are pursuing a variety of approaches to mitigate school closures. Yunnan is one of the least-developed provinces in China and typifies the challenges facing China’s early childhood education (ECE) sector both before and during the crisis. Over the past decade, Yunnan has made great progress in improving access to ECE, with gross enrollment rate increasing from 37 percent in 2010 to 84 percent in 2019. Despite this impressive progress in ECE access, there are still constraints in education service delivery, resulting from the lack of professionally trained ECE teachers, the lack of systematic quality assurance, and poor support for vulnerable students, especially in rural areas. The COVID-19 outbreak coincided with winter school recess in China and caused a delay in school reopening for the Spring 2020 semester, where the original opening date was around mid-February. When Yunnan’s ECD services officially reopened on May 28, Yunnan’s 1.4 million children enrolled in the ECD system had stayed at home for three months. During this period, the local government and kindergartens took various measures to support ECE within emergency responses. This briefing note documents lessons from the frontline pre-school personnel and contributes to the global repository of knowledge on coping strategies during the public health crisis, such as support mechanisms during pre-school closures and plan for reopening.

Details

  • Document Date

    2020/10/05

  • Document Type

    Report

  • Report Number

    153974

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    China,

  • Region

    East Asia and Pacific,

  • Disclosure Date

    2020/10/29

  • Disclosure Status

    Disclosed

  • Doc Name

    COVID-19 Response for Early Childhood Education (ECE) in Yunnan Province, China

  • Keywords

    national ministry of education; children with special need; access to financial service; health status of children; special education; Teachers; school closure; parent and children; primary school education; public health information; Teacher Professional Development; teacher training program; child with disability; national health; lump sum transfer; public health crisis; central government support; public health risk; mental health support; lack of resource; early child development; provincial education authority; private service provider; health risk assessment; elementary school student; series of seminars; share of work; Early childhood education; gross enrollment rate; education service delivery; young child; preventative measure; rural area; epidemic prevention; health check; health facility; kindergarten teacher; online training; formal literacy; emotional development; children's development; health condition; body temperature; class activity; learning resource; train activity; online seminar; Disease Prevention; government issue; contingency plan; support measure; psychological support; Disease Control; teaching staff; Public Facilities; learning activity; quality of interaction; typical symptoms; teaching plan; food safety; regression results; pilot program; response mechanism; help child; mothers education; physical health; learning material; cultural knowledge; standard error; medical treatment; air flow; Online Learning; online platform; basic knowledge; rural community; personal hygiene; administrative level; research development; social distance; quality materials; hand sanitizer; Conflict Resolution; research activity; research activities; career development; language development; poor household; non-governmental organization; online activity; household characteristic; correlation analysis; brain development; rear practice; daily observations; cable car; response measure; reading activity; daily activity; education issues; parent-child interaction; distance teaching; old children; interactive features; confirmed case; collected information; educational activities; picture book; video clip; middle school; education department; skill development; health authorities; mutual learning; chat group; in family; school level; safe food; Orientation Day; professional skill; government requirement; digital resource; coping strategy; decentralized system; visual aid; meal preparation; prevention materials; parenting skill; active learning; cheap loan; prevention guidance; government tax; child~^!!^s age; budget constraint; crisis management; direct subsidy; Direct Subsidies; tax reduction; transition period; sample household; independent variable; children of ages; Education Development; standard deviation; data sample; health screening; national policy; in school; Early Education; emergency response; special committee; safe return; affected child; Rent subsidies; middle class; social security; Medical Insurance; Wage Bill; wait area; rent subsidy; child back; Public Transportation; approval procedure; loan process; physical condition; special class; epidemic control; Class Schedule; across province; financial difficulties; fee income; staff retention; class teacher; transition process; online course; online survey; normal school; professional knowledge; qr code

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Citation

COVID-19 Response for Early Childhood Education (ECE) in Yunnan Province, China (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/134541603953754036/COVID-19-Response-for-Early-Childhood-Education-ECE-in-Yunnan-Province-China