Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2
Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2
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DOI：
10.1177/2212585x231175499
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发表时间：
2023-05
影响因子：
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通讯作者：
Zeyi Li;N. Rao
中科院分区：
文献类型：
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作者：
Zeyi Li;N. Rao
可持续发展目标4.2指出，“到2030年，确保所有女孩和男孩都能获得高质量的幼儿发展、护理和学前教育，为接受初等教育做好准备”。在实现这一目标方面取得的进展是通过儿童的发展状况（指标4.2.1）和在小学之前接受至少一年学前教育的情况（指标4.2.2）来衡量的。通过文献回顾和政策文件分析，评估了中国在实现可持续发展目标4.2方面的进展。本次审查发现，一方面，关于可持续发展目标具体指标4.2.1的国家数据不可用。现存的数据主要基于有限的样本，并使用不同的方法收集，包括直接评估和母报告。另一方面，可持续发展目标具体指标4.2.2的数据可在教科文组织数据库中查阅。政府向教科文组织报告的数据与教育部提供的数据之间存在上述差异。需要继续努力，确保收集和报告可靠的数据，这些数据是循证决策的基础。
Sustainable Development Goal (SDG) 4.2 states, “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. Progress towards the goal is measured by indicators of children’s developmental status (Indicator 4.2.1) and participation in at least 1 year of pre-primary education prior to primary school (Indicator 4.2.2). A literature review and analyses of policy documents were conducted to evaluate China’s progress in achieving SDG Target 4.2. This review found that, on the one hand, national data on SDG Target Indicator 4.2.1 are unavailable. The extant data are mainly based on limited samples and collected using different methods, including direct assessment and parent report. On the other hand, data on SDG Target Indicator 4.2.2 are available on the UNESCO database. That stated differences exist between data reported to UNESCO by the government and data provided by the Ministry of Education. Efforts need to be continued to ensure that reliable data, which are the foundation of evidence-based policy-making, are collected and reported.