Pathways for Gender Equality through Early Childhood Teacher Policy in China. Echidna Global Scholars Program, Discussion Paper

Autor/in	Chi, Jin
Institution	Brookings Institution, Center for Universal Education
Titel	Pathways for Gender Equality through Early Childhood Teacher Policy in China. Echidna Global Scholars Program, Discussion Paper
Quelle	(2018), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Equal Education; Sex Fairness; Early Childhood Education; Preschool Teachers; Educational Policy; Womens Education; Educational Quality; Kindergarten; Sustainability; Educational Development; China + Suchen Sie Ihr Suchwort? Ausland; Sexualaufklärung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; 'Women''s education'; Frauenbildung; Quality of education; Bildungsqualität; Nachhaltigkeit; Bildungsentwicklung
Abstract	In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective--particularly in teacher policies--remains a gap, including in China. This inattention to early childhood poses an additional barrier for countries to achieve quality education and the United Nations Sustainable Development Goals. In China, gender parity in primary and lower secondary education was achieved almost a decade ago. However, gender-based inequalities in education processes and outcomes--e.g., biased sex ratio at birth, different education aspirations, labor market discrimination, and restricted female leadership--persist as a result of deeply entrenched gender stereotypes that are formed early in life. The next step to improving gender equality in China is to provide a quality, gender-sensitive education for a harmonious and sustainable society. Fortunately, the Chinese government is promoting gender equality in schools and is set to develop policies in early childhood education and teacher quality. This paper highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development. (As Provided).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01