China’s Preschool Education Toward 2035: Views of Key Policy Experts
Yong Jiang, Beibei Zhang, Ying Zhao, Chuchu Zheng
Abstract
Purpose: 2020 is the concluding year of the basic preschool education popularization policy in China and marks the beginning of China’s Education Modernization 2035. This study focuses on the top-level design and the prospect of the development plan of China’s preschool education toward 2035. Design/Approach/Methods: The research method adopted is expert interview. We interviewed 11 experts, including policymakers, educational administrators, scholars, and practitioners in the education. Findings: To develop China’s preschool education, we need to integrate macro-level, meso-level, and micro-level contents: focusing on public welfare as the development concept, furthering the reform of the educational system and mechanism, making quality improvement the plan’s key goal, and forming a new preschool education development mode with Chinese characteristics. Originality/Value: This study hopes to clarify the focus to have an impact on China’s preschool education toward 2035. It also aims to provide suggestions about preschool education development for other countries.