China Kindergarten Industry Report, 2013 published by ResearchInChina

BEIJING - Sept. 3, 2013 - PRLog -- In 2011, there were 166,750 kindergartens in China, 115,404 of which were non-state/private ones. Starting from 2005, private kindergartens in China rose from 68,835 to 115,404 at a compound growth rate of 8.99%, with the overall proportion up 14 percentage points from 55.3% to 69.2%.

According to statistics of the Ministry of Education, through the implementation of the three-year action plan, more than 90,000 kindergartens across the country will be newly built, renovated or expanded over the next three years, over five million kindergarten enrollments will be added. The pre-school education development goals for the national 12th Five-Year Plan are expected to be completed ahead of schedule.

Despite the fast development, there still exist “cannot enter public kindergartens”, “cannot afford private kindergartens” and other Phenomena in first-tier cities such as Beijing, Shanghai and Guangzhou. For now, public kindergarten still belongs to scarce resources, unable to meet most children's admission requirements, and private kindergartens still usher in great room for development.

While kindergartens are mushrooming, kindergarten teachers are in short supply. In future 3-5 years, the tremendous gap of kindergarten teachers in China will be an indisputable fact, and the government will increase the teacher supply through the manners as strengthening the training of teachers. The situation will remain for that the children enrollment grows sharply, and the teacher supply fails to be enhanced effectively.

China Early Childhood Education (Kindergarten) Industry Report, 2013 of ResearchInChina mainly covers the followings:


An overview of kindergarten development in China, mainly including the number, enrollment, graduation and number of classes of kindergartens, the number of kindergartens, number of classes by region (city, township and rural areas), enrollment by age, etc.

Development characteristics, business models, investment and financing market, and development trend of private kindergartens in China;

An in-depth analysis of the development status of kindergarten teachers in China, and an insight into the development features and future demand for kindergarten teachers in China based on statistics;

Development status and teacher supply & demand of bilingual kindergartens and daycare kindergartens in China;

An introduction of the current development and development trend of kindergartens in major provinces and cities as well as some kindergartens

An introduction of the development, kindergarten distribution, courses and profit models of nine early childhood education groups.

1. Education & Training Development Environment
1.1 Macro-Economy Environment
1.2 China’s Population Development
1.3 Resident’s Income and Expenditure
1.4 National Investment in Education

2. Development of Kindergarten in China
2.1 Development Overview
2.1.1 Overall Situation
2.1.2 By Region
2.1.3 By Age
2.2 Industry Policies
2.2.1 National Mid-to-Long-term Education Reform and Development Plan (2010-2020)
2.2.2 Opinions of the State Council on Current Development of Preschool Education
2.2.3 Interim Measures on Charging Management of Kindergartens
2.2.4 Main Points of Kindergarten Development in China in the 12th Five Year (2011-2015)
2.2.5 Implementation Opinions on Encouraging and Guiding Private Capital into the Field of Education to Promote Healthy Development of Private Education
2.2.6 Twelfth Five-Year Plan on National Education Development
2.2.7 Key Tasks of the Ministry of Education (MoE) in Preschool Education in 2013
2.2.8 Policy Allowing the Entry of Foreign Capital into the Field of Preschool Education

3. Overview of Private Kindergarten in China
3.1 Development Characteristics
3.1.1 Proportion of Private Kindergartens Increases Per Year
3.1.2 Small and Medium-sized Private Kindergartens Occupy the Majority
3.1.3 Excellent Kindergartens Are Mostly From Preschool Group
3.2 Business Model
3.3 Investment and Financing Market
3.4 Development Trend
3.4.1 Number of Kindergartens Surges in the Next Two Years
3.4.2 Government support policies will be further introduced, but it still takes some time to sync with public schools.
3.5 Development Potential

4. Status Quo of Kindergarten Teachers in China
4.1 Development
4.1.1 The Number of Teachers in Kindergartens Financed by the Ministry of Education Is Equivalent to 2.4 Times of the Privately-Run Ones.
4.1.2 Kindergarten Teachers With Pre-School Education Diploma Seeing Decline
4.1.3 Kindergarten Teachers With Junior College And Senior High School Education Background Occupy A Lion’s Share, And Those With Bachelor Degree Are On A Rise
4.2 Industrial Policies
4.2.1 Professional Standard
4.2.2 Allocation Standard

5. Market Breakdown of Privately-Run Kindergartens
5.1 Bilingual Kindergarten
5.1.1 Overview
5.1.2 Teachers in Bilingual Kindergartens
5.1.3 Enrollment of Bilingual Kindergartens
5.2 Full-day Kindergarten
5.2.1 Overview
5.2.2 Teacher Supply and Demand

6. Development of Pre-school Education in Major Cities
6.1 Beijing
6.1.1 Development
6.1.2 Development Goal
6.1.3 Kindergarten Introduction
6.2 Guangzhou
6.2.1 Development
6.2.2 Development Goals
6.2.3 Introduction to Kindergartens
6.3 Suzhou
6.3.1 Development
6.3.2 Development Goals
6.3.3 Introduction to Kindergartens
6.4 Nanjing
6.4.1 Status Quo
6.4.2 Development Trend
6.4.3 Introduction of Kindergarten
6.5 Tianjin
6.5.1 Status Quo
6.5.2 Introduction of Kindergartens
6.6 Dalian
6.6.1 Status Quo
6.6.2 Introduction of Kindergartens

7. Major Education Groups
7.1 New Oriental Education & Technology Group, Inc.
7.1.1 Profile
7.1.2 Financial Operation
7.1.3 Revenue Structure
7.1.4 Network Expansion and Enrollment Development
7.1.5 Business Structure
7.1.6 Operation Model and Strategy
7.2 Noah Education Holdings Ltd
7.2.1 Profile
7.2.2 Financial Operation
7.2.3 Business Structure
7.2.4 Kindergarten
7.3 Golden Kids International School
7.3.1 Profile
7.3.2 Educational Philosophy
7.3.3 Major Kindergartens
7.3.4 Charges
7.4 R.Y.B. Education Technology Development Co., Ltd
7.4.1 Profile
7.4.2 Educational Philosophy and Curriculum
7.4.3 Profit Model
7.5 Kid Castle Educational Institute
7.5.1 Profile
7.5.2 Cooperation Model
7.6 Etonkids Educational Group
7.6.1 Profile
7.6.2 Methodology and Academic Programs
7.6.3 Major Campus
7.6.4 Teacher Allocation
7.6.5 Tuition (Take Beijing as an Example)
7.7 Tomorrow Kindergarten Group
7.7.1 Profile
7.7.2 Tuition
7.8 Beijing Golden Cradle Potential Education Institution
7.8.1 Profile
7.8.2 Directly-managed Kindergartens and Franchised Kindergartens
7.8.3 Curriculum
7.9 Oriental Cambridge Education Group