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Life Chances and Birth Registration: A Study from Rural China
Berenice Nyland,Yang Gao,Zeng Xioadong,Josephine Ng 환태평양유아교육연구학회 2016 Asia-Pacific journal of research in early childhoo Vol.10 No.3
In recent years early childhood education has become a focus for ambitious reforms in China. The emphasis on early experiences in this study was designed to address issues of unequal life chances, that is, the opportunities that individuals have to improve their lives across the life span. Children in rural China are more likely to be educationally disadvantaged and lack of birth registration compounds this problem. This paper examines data from rural China that was designed to collect household information including details of birth registration. The survey data indicated that a significant number of children in the study had no birth registration. Here we contrast the families with a registered child and the families with an unregistered child in relation to their knowledge of childrearing and how their knowledge and beliefs were put into practice. Findings indicate that there were identifiable differences in the two groups and these may be significant for policy makers and local governments when designing interventions to assist in alleviating poverty.
Xin Fan,Berenice Nyland,Chris Nyland 환태평양유아교육연구학회 2016 Asia-Pacific journal of research in early childhoo Vol.10 No.3
This paper reports on a research program that investigates policy and practice relating to the building of a Chinese early childhood workforce in a context of changed government policy, improved standards regarding teacher qualifications and curriculum content, and changing parental expectations. The evolving context reflects the fact that recent economic development in China has witnessed enhanced need for a workforce that is suitable for jobs that require advanced skills and a high capacity to learn. This identified need has brought a renewed interest in early childhood education. Subsequently, policy makers have raised questions regarding what early childhood teachers should know and the skills they need to acquire to be competent practitioners. The research findings draw on interviews conducted with 24 kindergarten directors from provinces across China. The interview explored opinions about skills and attributes teachers require, level and form of knowledge they need, and how teachers’ capacities might be enhanced.
Early Childhood Kindergarten Programs in China: Issues of Access and Funding
Zeng Yaqin,Berenice Nyland,Zeng Xiaodong 환태평양유아교육연구학회 2011 Asia-Pacific journal of research in early childhoo Vol.5 No.1
China has a complex system of multiple types of preschool provision, different funding models, a rural-urban divide and a diverse population in relation to place of origin, language dialects and socio economic status. In this paper we explore the complex situation of preschool provision and implications for policy makers in China. As the provision of preschool education is increasingly privatized there is a concern that children from low income families may not have access to quality early care and education services. Affordability and access to education in the early years has become a major concern of governments concerned about equity and the development of human capital. Case studies have been carried out in Beijing, as a developed urban centre and in Yinchuan, as a rural centre in the west of China. The data presented examines the relationship between types of service, fees charged and the income of families who access these services.
Mark McCrohon,Berenice Nyland 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.1
This paper examined domestic educator and Chinese international student (CIS) perspectives on their experience of the commoditisation of international higher education in Australia. Data consisted of semi-structured interviews with academic and student participants. A Trans-disciplinary Framework derived from grounded theory and the Auditable Systematised Qualitative Analysis tool, provided structure and a method to systematise interview data. An interpretation of positioning theory gave insights into the perceived reality of research participants. Findings indicated that a number of academics struggled in their role as teachers of CIS. Concerns varied from disquiet about high fees to a perception that the quality of the teaching and learning program was lower because of the university’s emphasis on international students as a source of income. Conversely, some international students paid a high price for a Western education and considered success a fait accompli.