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China Early Child Development : Early Childhood Education in YunnanYunnan is a medium-sized and relatively
 poor Chinese province on the southwestern border of China.
 In 2012, the Yunnan department of education formally
 requested Bank support in conducting a review of early
 childhood education policies and programs in order to gain
 an in-depth and evidence-based understanding of the
 challenges the province faces in expanding early childhood
 education-in particular to rural and mountainous regions.
 The Bank's China education team embarked on raising
 funds, designing and implementing a rather elaborate
 research agenda around early childhood education. The goal
 was to investigate key challenges, and to propose policy
 interventions for expanding the Early Child Development
 (ECD) coverage in rural Yunnan. This report presents the
 findings from the background studies, and draws potential
 policy implications for improving the access to and quality
 of preschool education in Yunnan province. China has now
 almost achieved universal 9-year basic education. Over the
 last decade, the country has devoted increasing attention to
 policy development in early childhood education. Even though
 China does not yet have a specific early childhood education
 law, it has established a rather elaborate set of guidelines
 and regulations pertaining to early childhood education.
 Early childhood education has expanded significantly within
 the last few years. There are two main types of preschool
 programs for 3-6 year olds including: a regular 3-year
 program which is called kindergarten, and a one-year program
 attached usually to primary schools. The rapid growth of
 preschool teacher supply has contributed to the drop in
 pupil-teacher ratios across the nation. In Yunnan in
 particular, the ratio has decreased from approximately 30 to
 20 in recent years. However, urban areas still enjoy a more
 favorable pupil-teacher ratio, as well as a higher
 proportion of qualified teachers compared to rural areas.
 Rural areas account for 50 percent of total preschool
 enrollment, but only 22 percent of all trained teachers
 serve in rural areas.
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Health Promotion in Children and Adolescents through Sport and Physical ActivitiesI made the important decision to manage a Special Issue, because I believe it to be extremely important to focus on children’s and adolescents’ physiological and psychological development. I aimed to collect research that investigates the role of physical activity and sport on physical and mental well-being, with a particular focus on practical implications, innovation, tools, and technique. This Special Issue, “Health Promotion in Children and Adolescents through Sport and Physical Activities” addresses pediatric exercise science as a key scientific discipline able to help future generations live longer and better. It is already clear that sedentariness and a low level of muscular strength and power significantly affects cognitive functions and daily relations, but it is interesting to understand the key determinants and how we can help practitioners better manage these concerns in their patients. Authors were invited to submit letters, original research papers, case studies, meta-analyses, and systematic reviews.
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Republic of Uzbekistan : Improving Early Childhood Care and EducationUzbekistan is a lower middle-income country of 29.5 million people, located in Central Asia, with an economy that has been growing by over 8 percent per annum since the mid-2000s. Given international evidence about the high returns that can be realized from investing in pre-primary education ranging from promoting children s school readiness to equalizing opportunities across the income distribution, policymakers are keen to explore ways to expand access and promote the provision of high-quality early childhood education. This report is divided into four sections. Section two presents an analytical framework for analyzing early childhood interventions. Section three conducts an in-depth analysis of Early Childhood Care and Education (or Pre-primary Education), or ECCE in Uzbekistan, with a focus on increasing access and equity, promoting quality, and ensuring adequate and effective financing. Section four makes some recommendations for expanding access to high-quality ECCE in Uzbekistan.