Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2

Abstract

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.