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Since 2010, China has introduced a number of policies such as the Outline of Medium and Long-term Programs for National Education Reform and Development (2010-2020), Preschool Education Three-Year Action Plan, etc. to strongly prompt the development of preschool education. As of 2014, China had invested RMB204.876 billion in preschool education, 8.37 times that in 2009, which basically eased the "kindergarten crunch" and other issues.

Under the radical impetus of policies, China kindergarten industry advances rapidly and shows the following characteristics:
1, A substantial increase in the number of kindergartens, especially private kindergartens.
In China, the number of kindergartens jumped from 116,000 in 2003 to approximately 219,000 at the end of 2015 with a CAGR of 5.4%; wherein, the number of private kindergartens swelled from 55,500 to 143,500 at a CAGR of 8.2%.
2, Significant regional differences due to varying economic levels.
In 2015, Beijing, Shanghai, Guangzhou and other economically developed regions saw the gross enrollment rate of 3-year preschool education hit more than 95% while the central and western regions (such as Tibet, Yunnan, Guangxi and Ningxia) only about 60%.
3, Fewdominant enterprises, low market concentration.
A kindergarten has limited range of influence, so the Chinese kindergarten market is scattered. Plus, nationwide brand kindergartens are rare, and the market CR5 is less than 2.0%.
4, The promising preschool education market attracts numerous listed companies.
In 2015, numerous listed companies got involved in kindergartens, for instance, Jiangsu Xiuqiang Glasswork Co., Ltd. acquired Whole Person Education, Vtron Technologies Ltd. took over Hoing Education and Golden Cradle, Time Publishing and Media Co., Ltd. built its own kindergartens.
5, Preschool education + Internet becomes increasingly popular.

Amid the development of Internet, brand kindergartens have enhanced competitiveness via the Internet. They mainly build websites to facilitate the interaction with parents, present online orientation courses, enroll students, etc.

China Preschool Education (Kindergarten) Industry Research Report, 2016 by ResearchInChina focuses on the following:
Development of China education industry (including number of various schools, enrollments, education funding and spending, private education, etc.);
Development environment (including policies and society) and teaching models of kindergartens in China;
Development of China kindergarten industry (containing number of kindergartens and enrollments by institution/province (municipality)/region, faculty and structure, competitive landscape, development trend, etc.);
Development of private kindergartens (including relevant policies, number of kindergartens, enrollments, faculty and structure, operating modes, charges, competitive pattern, etc.);
Development of kindergartens in Beijing, Shanghai, Tianjin, Chongqing, etc. (embracing overall conditions and development of private kindergartens);
14 preschool education institutions (covering profile, educational philosophy, curriculum, regional distribution of kindergartens, charges, main kindergartens).

Table Of Contents

China Pre-school Education (Kindergarten) Industry Research Report, 2016
1. Development of China Education Industry
1.1 Development of Schools and Students
1.2 Education Fund Investment
1.2.1 Educational Investment
1.2.2 Fixed-asset Investment
1.3 Education Spending
1.4 Private Education

2. Development Environment of China Kindergarten Industry
2.1 Concept
2.1.1 Preschool Education
2.1.2 Kindergarten Education
2.2 Policies
2.2.1 Main Policies
2.2.2 Pre-school Educational Expenditure
2.2.3 Special Central Funds
2.3 Social Environment

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 Role 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 Operating Mode
5.5 Charge of Kindergarten
5.5.1 Overview
5.5.2 Charge of Public Kindergartens
5.5.3 Charge of Inclusive Private Kindergartens
5.6 Competitive Landscape

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
7.2 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 Private Kindergarten
7.6.2 Number of Students
7.6.3 Number of Faculty
7.7 Number of Faculty

8. Development of Kindergarten in Tianjin
8.1 Relevant Policies
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 Kindergartens
8.5.1 Number of Kindergartens
8.5.2 County/District Kindergartens
8.6 Top12 Kindergartens

9. Development of Kindergarten in Chongqing
9.1 Relevant Policies
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 Number of Faculty
9.4.2 Student-Teacher Ratio and Student-Faculty Ratio
9.5 Private Kindergartens
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 Educational Concept and Curriculum
10.4.3 Business Model
10.5 Golden Cradle Potential Education Institution
10.5.1 Profile
10.5.2 Development Course
10.5.3 Regional Distribution of Kindergartens
10.5.4 Educational Programs and Curriculum
10.6 Tomorrow Kindergarten Group
10.6.1 Profile
10.6.2 Educational Idea and Projects
10.6.3 Regional Distribution of Kindergartens
10.6.4 Tuition
10.7 HOING Education
10.7.1 Profile
10.7.2 Number of Kindergartens
10.7.3 Operation
10.8 Oriental Cambridge Education Group
10.8.1 Profile
10.8.2 Regional Distribution of Kindergartens
10.8.3 Education Characteristics
10.9 Little Harvard Education Group
10.9.1 Profile
10.9.2 Cooperative Companies
10.9.3 Main Kindergartens
10.10 New Oriental Stars Education and Consulting Co., Ltd.
10.10.1 Profile
10.10.2 Operating Model
10.10.3 Wanying Education Institution
10.10.4 Happy Alice International Education
10.11 Others
10.11.1 Boyuan Education
10.11.2 F-Dadi
10.11.3 Dafengche
10.11.4 Golden Apple Preschool Education Group

Companies Mentioned
Etonkids Educational Group
Golden Kids International School
R.Y.B. Education Institution
Kid Castle Educational Institute
Golden Cradle Potential Education Institution
Tomorrow Kindergarten Group
HOING Education
Oriental Cambridge Education Group
Little Harvard Education Group
New Oriental Stars Education and Consulting Co., Ltd.
Boyuan Education
F-Dadi
Dafengche
Golden Apple Preschool Education Group

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