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As of the end of 2013, China had a total of 198,553 kindergartens, rising 17,302, or 9.5% from 2012. The number of kindergartens there saw annual average expansion of 3,637 during 2003-2009 and 16,044 during 2010-2013. In the year 2013, the country’s new entrants to kindergarten amounted to 19,700,271, an increase of 581,117 or 3.0% over the last year; enrollments of kindergartens grew by 2,089,279 or 5.7% from 2012 to 38,946,903; gross enrollment rate of 3-year preschool education i.e. the proportion of school-age children (3-5 years old) in kindergartens attained 67.5%, up 3 percentage points from 2012 and 16.6 percentage points against 2009.

In China, private kindergartens developed faster than public ones in recent years. By the end of 2013, there were 133,451 private kindergartens, a jump of 8,813 or 7.1% from 2012, accounting for 67.2% of the total number of kindergartens nationwide. 9,079,575 new entrants and 19,902,536 enrollments were recorded by private kindergartens in 2013, making up 46.1% and 51.1% of that of kindergartens all over the country.

By province or municipality, due to differences in factors like economy, population, society and culture, a fairly large gap exists as concerns the development level of preschool education. By the end of 2013, top 5 provinces that had the largest number of kindergartens were Shandong, Henan, Guangdong, Hunan and Sichuan with 18,528, 14,485, 13,793, 12,236 and 11,759 kindergartens, accounting for 9.3%, 7.3%, 6.9%, 6.2% and 5.9% of the country’s total, respectively. However, seen from the gross enrollment rate of 3-year preschool education, the top five in 2013 were Shanghai, Zhejiang, Jiangsu, Fujian and Guangdong – mainly economically developed eastern regions.

With respect to education institution, private preschool education institutions in China include Etonkids, Golden Kids International School, Kid Castle, R.Y.B, Golden Cradle, etc, of which Etonkids and Golden Kids International School brand themselves as high-end providers. As far as business model is concerned, Etonkids adopts the model of direct operation, and Golden Kids International School employs a combined model of direct operation and holding venture. Striving for quality of education, the number of these two companies’ kindergartens is less than 50 each, with them mainly distributed in first-tire cities.

China’s preschool education industry will maintain a momentum of rapid growth. The problem of “kindergarten crunch” and expensive access to kindergarten won’t be fully solved in the short run, yet central government and governments at all levels will strongly support the development of preschool education, and counties will carry out a new round of “three year (2014-2016) action plan”. From the prospective of population, gross enrollment rate of 3-year preschool education was 67.5% in 2013, with remaining 32.5% of school-age children still being unable to attend kindergarten. Meanwhile, with a gradual opening of a two-child per family policy, every year will see an addition of 2 million infants over the next five years. Seen from consumption environment, due to improvement in income level of Chinese residents, parents will invest more in children's education and pursue high-quality preschool education.

China Preschool Education (Kindergarten) Industry Report, 2014 by ResearchInChina focuses on the following:
Development of China education industry (including number of various schools, new entrants and enrollments, education funding and spending, etc.);
Development environment of China kindergarten industry (including overview, relevant policies, educational appropriations, etc.);
Teaching models of kindergarten e.g. John Dewey‘s Activity Education, HighScope Curriculum, Montessori Education, Reggio Emilia Approach, Waldorf Education and Forest Kindergarten;
Development of kindergarten industry (containing number of kindergarten schools, kindergarten classes, new entrants, enrollments and faculty, student-teacher ratio, student-faculty ratio, competitive landscape and development trend on a national, regional, provincial or municipal level);
Development of private kindergarten (including market status, relevant policies, number of kindergarten schools, kindergarten classes, new entrants, enrollments and faculty, student-teacher ratio, student-faculty ratio, development of kindergartens in provinces/municipalities, charge, etc.);
Development of kindergartens in Beijing, Shanghai, Tianjin, Chongqing, etc. (embracing overall conditions and development of private kindergartens);
10 preschool education institutions (covering profile, educational philosophy, curriculum, regional distribution of kindergartens, charge, main kindergartens).

Table Of Contents

China Pre-school Education (Kindergarten) Industry Research Report,2014
1. Development of China Education Industry
1.1 Comparison of Schools/Students
1.1.1 Number of Schools
1.1.2 Number of Students
1.2 Education Funding
1.3 Education Spending

2. Development Environment of China Kindergarten Industry
2.1 Preschool Education
2.2 Kindergarten Education
2.2.1 Definition
2.2.2 Classification
2.3 Policies
2.3.1 National Plan for Long- and Medium-Term Education Reform and Development (2010-2020)
2.3.2 Several Opinions of the State Council on Current Development of Preschool Education
2.3.3 Interim Procedures on Kindergarten Charge Management
2.3.4 Key Points of China's Twelfth Five-Year Plan (2011-2015) for Kindergarten
2.3.5 Implementation Opinions on Encouraging and Guiding the Private Capital to Enter into the Education Sector and Promoting the Sound Development of Private Education
2.3.6 Twelfth Five-Year Plan for the Development of National Education
2.3.7 Priorities of Ministry of Education for 2013 - Preschool Education
2.3.8 Entry of Foreign Capital into Preschool Education
2.4 Educational Appropriations
2.4.1 Overview
2.4.2 Central Government Investment in Preschool Education
2.4.3 Local Government Investment in Preschool Education

3. Teaching Models of Kindergarten
3.1 Overview
3.2 John Dewey's Activity Education
3.2.1 Teaching Idea
3.2.2 Teaching Goal
3.2.3 Operating Procedure
3.2.4 Roles of Teachers and Students
3.2.5 Teaching Strategy
3.3 HighScope Curriculum
3.3.1 Teaching Idea
3.3.2 Teaching Goal
3.3.3 Teaching Content
3.3.4 Teaching Conditions
3.4 Montessori Education
3.5 Reggio Emilia Approach
3.6 Waldorf Education
3.7 Forest Kindergarten

4. Development of China Kindergarten Industry
4.1 Kindergartens Nationwide
4.1.1 Number of Kindergartens
4.1.2 New Entrants
4.1.3 Enrollments
4.2 Kindergartens by Institution
4.2.1 Number of Kindergartens
4.2.2 New Entrants
4.2.3 Enrollments
4.3 Kindergartens by Region
4.3.1 Number of Kindergartens
4.3.2 New Entrants
4.3.3 Enrollments
4.4 Kindergarten by Province/Municipality
4.4.1 Number of Kindergartens
4.4.2 Enrollments
4.4.3 Average Enrollments of Each Kindergarten
4.4.4 Gross Enrollment Rate of 3-Year Preschool Education
4.5 Faculty
4.5.1 Number of Faculty
4.5.2 Structure of Faculty
4.5.3 Student-Teacher Ratio and Student-Faculty Ratio
4.6 Competitive Landscape
4.6.1 Kindergarten Competition
4.6.2 Regional Competition
4.7 Development Trend

5. Development of Private Kindergarten in China
5.1 Market Status and Policies
5.1.1 Market Status
5.1.2 Policies
5.2 Industry Operation
5.2.1 Number of Kindergartens
5.2.2 Number of Kindergarten Classes
5.2.3 New Entrants
5.2.4 Enrollments
5.2.5 Faculty
5.2.6 Student-Teacher Ratio and Student-Faculty Ratio
5.3 Kindergartens by Province/Municipality
5.4 Charge of Kindergarten
5.4.1 Overview
5.4.2 Charge of Public Kindergartens
5.4.3 Charge of Inclusive Private Kindergartens

6. Development of Kindergarten in Beijing
6.1 Policies
6.1.1 Beijing's Plan for Medium and Long-term Education Reform and Development (2010-2020)
6.1.2 Beijing's Plan for Education Reform and Development during 12th Five-Year Plan Period
6.2 Number of Kindergartens and Classes
6.2.1 Kindergartens
6.2.2 Classes
6.3 Number of Students
6.3.1 New Entrants
6.3.2 Enrollments
6.4 Faculty, Student-Teacher Ratio and Student-Faculty Ratio
6.4.1 Number of Faculty
6.4.2 Student-Teacher Ratio and Student-Faculty Ratio
6.5 Kindergartens by District/County
6.6 Private Kindergarten
6.6.1 Number of Kindergartens
6.6.2 Number of Students
6.6.3 Number of Faculty
6.7 Top 20 Kindergartens

7. Development of Kindergarten in Shanghai
7.1 Policies and Education Appropriations
7.1.1 Shanghai's Plan for Medium and Long-term Education Reform and Development (2010-2020)
7.1.2 Shanghai's Plan for Elementary Education Reform and Development during 12th Five-Year Plan Period
7.1.3 Education Appropriations
7.2 Number of Kindergartens
7.2.1 Kindergartens all over the City
7.2.2 Kindergartens by District/County
7.3 Number of Students
7.3.1 New Entrants
7.3.2 Enrollments
7.4 Faculty, Student-Teacher Ratio and Student-Faculty Ratio
7.4.1 Number of Faculty
7.4.2 Student-Teacher Ratio and Student-Faculty Ratio
7.5 Floor Space
7.5.1 Kindergartens all over the City
7.5.2 Kindergartens by District/County
7.6 Private Kindergarten
7.6.1 Number of Kindergartens
7.6.2 Number of Students
7.6.3 Number of Faculty
7.7 Top20 Kindergartens

8. Development of Kindergarten in Tianjin
8.1 Policies
8.1.1 Tianjin's Plan for Medium and Long-term Education Reform and Development (2010-2020)
8.1.2 Tianjin's Plan for Education Cause Development during 12th Five-Year Plan Period
8.2 Number of Kindergartens
8.3 Number of Students
8.3.1 New Entrants
8.3.2 Enrollments
8.4 Faculty, Student-Teacher Ratio and Student-Faculty Ratio
8.4.1 Number of Faculty
8.4.2 Student-Teacher Ratio and Student-Faculty Ratio
8.5 Private Kindergarten
8.5.1 Number of Kindergartens
8.5.2 Kindergartens by District/County
8.6 Top12 Kindergartens

9. Development of Kindergarten in Chongqing
9.1 Policies
9.1.1 Chongqing's Plan for Medium and Long-term Rural and Urban Education Reform and Development (2010-2020)
9.1.2 Chongqing's Plan for Education Cause during 12th Five-Year Plan Period
9.2 Number of Kindergartens
9.3 Number of Students
9.3.1 New Entrants
9.3.2 Enrollments
9.4 Faculty, Student-Teacher Ratio and Student-Faculty Ratio
9.4.1 Faculty
9.4.2 Student-Teacher Ratio and Student-Faculty Ratio
9.5 Private Kindergarten
9.5.1 Number of Kindergartens
9.5.2 Number of Students
9.6 Top15 Kindergartens

10. Major Preschool Education Institutions in China
10.1 Etonkids Educational Group
10.1.1 Profile
10.1.2 Methodology and Academic Programs
10.1.3 Regional Distribution of Kindergartens
10.1.4 Teacher Allocation
10.1.5 Charge (Taking Beijing as an Example)
10.2 Golden Kids International School
10.2.1 Profile
10.2.2 Educational Philosophy
10.2.3 Main Kindergartens
10.2.4 Charge
10.3 R.Y.B Education Institution
10.3.1 Profile
10.3.2 Educational Philosophy and Curriculum
10.3.3 Profit Model
10.3.4 Regional Distribution of Kindergartens
10.4 Kid Castle Educational Institute
10.4.1 Profile
10.4.2 Business Model
10.4.3 Regional Distribution of Kindergartens
10.5 Golden Cradle
10.5.1 Profile
10.5.2 Regional Distribution of Kindergartens
10.5.3 Curriculum
10.6 Beijing Tomorrow Kindergarten Group
10.6.1 Profile
10.6.2 Regional Distribution of Kindergartens
10.6.3 Charge
10.7 Oriental Cambridge Education Group
10.7.1 Profile
10.7.2 Regional Distribution of Kindergartens
10.7.3 Education Characteristics
10.8 LHK Education Group
10.8.1 Profile
10.8.2 Cooperative Companies
10.8.3 Main Kindergartens
10.9 Golden Apple Preschool Education Group
10.9.1 Profile
10.9.2 Main Kindergartens
10.10 New Oriental Kindergarten of Stars
10.10.1 Profile
10.10.2 Acquisition of 18 Kindergartens
10.10.3 Wanying Education Institution
10.10.4 Happy Alice Education

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