在师范院校之外，未来，随着少子化的影响，高校的整体生源也将受到比较大的影响。报告显示， 2028~2030年左右为初步影响期，2010年后出生的低人口队列进入高考年龄，部分办学质量不高的民办 高校、高职院校将首当其冲。 实际上，目前一部分高校已经面临生源不足的问题。在2025年高考录取中，一些普通本科学校出现缺额 招不满的现象。部分本科高校经过多轮征集志愿，甚至降到本科线以下录取，仍然招不满学生。这也说 明，部分高校需要加快专业调整，更好适应市场需求变化。尤其是部分普通本科院校，更应加快创新转 型，大力发展应用型专业。 高等教育学龄人口将在2032年达到峰值，在峰值过后，绝大多数高校或将感受到剧烈冲击。根据前述报 告，2039年后，高校生源主要为2021年（出生人口1062万）及以后出生的"超低人口队列"。相比2016年 高峰期的1786万，生源基数将缩减约41%甚至更多，这个时期，高等教育体系面临深度洗牌。 专家认为，未来一些受影响较大的高校可能面临关停的局面。 近年来，出生人口变化对教育领域产生较大影响。当前，我国人口发展出现了新特征：小学在校生规模 已在2023年达峰，初中阶段预计2026年达峰，高中阶 ...

Core Viewpoint - The article discusses the significant impact of declining birth rates on the early childhood education sector in China, particularly focusing on the reduction in the number of kindergartens and qualified teachers [3][4]. Group 1: Changes in Early Childhood Education - The number of full-time kindergarten teachers in China decreased by 241,800 from 2022 to 2024, dropping from 3,244,200 to 2,831,900, marking a total decline of 412,300 over two years [4]. - The total number of kindergartens in China has also seen a continuous decline since 2022, with a reduction of 5,610 kindergartens in 2022 (1.9% decrease) and 14,808 in 2023 (5.12% decrease), resulting in a total loss of 41,569 kindergartens over three years [4]. Group 2: Future Trends and Adjustments - Despite the ongoing decline in birth rates, the rate of decrease is expected to slow down, with a projected increase of 520,000 in the birth population for 2024 compared to 2023, which may stabilize the number of kindergarten teachers and kindergartens in the future [5]. - Several teacher training colleges are adapting to these changes, with institutions like Hengyang Preschool Normal College establishing new departments to align with industry needs, such as setting up a Measurement and Automation Department to support advanced manufacturing [5][6]. Group 3: Institutional Responses - Ningbo Preschool Normal College has reduced its enrollment for five-year and three-year preschool education programs, aiming to eliminate the five-year program within three years and cut the three-year program enrollment by half, while also expanding into related fields like infant care and early education [6][7]. - Hunan Preschool Normal College is focusing on transforming its educational approach by developing new programs that cater to the entire lifecycle of child education and care, emphasizing the integration of digital transformation and industry needs [7].

Group 1 - The number of kindergarten teachers in China has decreased by 241,800 in 2024, marking a continuous decline for two years, from 3,244,200 in 2022 to 2,831,900 in 2024, a reduction of 412,300 teachers [1] - The number of kindergartens in China has also seen a decline, with a total of 289,200 kindergartens in 2022, decreasing by 5,610, a drop of 1.9%, and further declining to 274,400 in 2023, a decrease of 14,808, or 5.12% [1] - The trend of decreasing kindergarten teachers and kindergartens is expected to slow down, as the decline in birth rates is showing signs of easing, with an increase of 520,000 births in 2024 compared to 2023 [2] Group 2 - Several teacher training colleges are accelerating their transformation in response to the declining demand for kindergarten teachers, with institutions like Hengyang Preschool Normal College establishing new departments to align with industry needs [2] - The Hengyang Preschool Normal College has initiated a transformation plan that includes establishing a metrology and automation department, aiming to train high-quality technical talents for the advanced manufacturing industry [3] - Ningbo Preschool Normal College has reduced its enrollment for five-year and three-year preschool education programs, aiming to phase out the former within three years and cut the latter by half, while expanding into related fields such as infant care and early education [3][4]

Core Points - The establishment of the "Seed Class of Educator Spirit" at Shanghai Normal University represents a significant step in the reform of the teacher training system, aiming to cultivate outstanding educators through innovative educational models [1][17] - The initiative emphasizes a collaborative approach between higher education institutions and primary/secondary schools to enhance teacher training and development [10][11] Group 1: Establishment and Objectives - The "Seed Class" was officially launched on November 12, 2025, as part of the university's mission to explore new paths for cultivating educators [1] - The program aims to break down barriers in teacher training and create a sustainable growth model for educators, transitioning from one-time training to continuous development [5][10] Group 2: Curriculum and Training Model - The training model focuses on nurturing the "spirit of educators" and integrating ideological education across different educational levels [8] - The program includes a five-dimensional mentorship system that combines academic, practical, and research guidance to support the growth of students in the "Seed Class" [11] Group 3: Collaboration with Schools - The university signed cooperation agreements with five quality primary and secondary schools to establish a unified training framework for pre-service and in-service teachers [10] - This collaboration aims to enhance the professional skills and educational philosophies of both pre-service teachers and current educators [10] Group 4: Student Engagement and Commitment - Students in the "Seed Class" expressed their commitment to the education profession through a collective poetry recitation and a solemn pledge to dedicate themselves to educational reform [13][15] - The event symbolized the unity of various stakeholders, including the university, schools, mentors, and students, in fostering a supportive educational community [15]

Core Viewpoint - The article highlights the efforts of Wang Cong, a member of the Provincial Political Consultative Conference and Dean of the College of Elementary Education at Hainan Normal University, in promoting high-quality and balanced development of basic education in Hainan Province [1][2]. Group 1: Educational Initiatives - The college has achieved significant results in subject construction, faculty development, and social service, with 85% of its graduates working in Hainan's basic education sector, and 60% in rural schools [1]. - The elementary education program became the first in the province to pass the Ministry of Education's teacher training certification, ranking 16th among 163 similar programs nationwide [1]. - The college has trained 3,000 teachers through various training projects for rural primary school teachers and township backbone teachers [1]. Group 2: Research and Development - Wang Cong's team has conducted extensive research on rural primary schools and regularly visits graduated public-funded teacher students to understand the educational realities [2]. - A "comprehensive 1+1+1" talent training model has been implemented to break down subject barriers in teacher training, focusing on developing students' comprehensive qualities and professional capabilities [2]. Group 3: Family Education Advocacy - Wang Cong emphasizes the importance of family education, recognizing it as a critical factor in children's growth and development [2]. - She has actively promoted family education awareness and provided parenting guidance services to many families [2]. - A proposal to establish a Family Education Research and Guidance Center in Hainan was submitted, aiming to address the lack of targeted family education services [2][3]. Group 4: Policy Impact - Wang Cong's feedback on the necessity of the College English Test (CET-4) for hiring English teachers in Hainan led to policy changes, allowing more talented individuals to participate in the recruitment process [3]. - The establishment of a Family Education Research and Guidance Platform has been initiated, focusing on theoretical innovation and knowledge dissemination in family education [3].

Core Insights - The landscape of early childhood education is undergoing significant restructuring due to shrinking teacher demand and intense competition among similar institutions [1][4] - Some institutions have successfully transformed their programs to adapt to market changes, such as introducing new majors and establishing training centers [1][2] - The emergence of new educational roles, like "education planners," reflects a shift towards integrated educational services that cater to diverse needs [2][3] Group 1: Institutional Adaptation - Changsha Preschool Normal College has pioneered a medical nutrition program, leading to high employment rates for graduates [1] - Ningbo Preschool Normal College has expanded its reach by establishing a training center for Southeast Asian teachers, indicating a strategic international focus [1] - Many schools are exploring self-transformation by aligning with local industries, although this path presents challenges, particularly in faculty expertise [3] Group 2: Educational Transformation - The education sector is witnessing a profound change, with a growing demand for professionals who possess cross-cultural educational skills [2] - The traditional roles of educators are evolving, necessitating a shift towards interdisciplinary service capabilities [2] - Institutions are encouraged to enhance their educational offerings and focus on cultivating high-quality talent in early childhood and primary education [4] Group 3: Policy and Support - Experts suggest that rather than blindly pursuing industry trends, schools should leverage their strengths to find viable paths for transformation [4] - There is a call for supportive policies from educational authorities to assist teachers in transitioning to new professional roles [4] - Collaboration among government, schools, and society is essential to preserve the core values of education while exploring new directions for sustainable development [4]

Core Points - The importance of strengthening the teacher workforce is emphasized as a foundational aspect of building an education powerhouse in China [2][3] - The "Special Post Teacher Program" and "Strong Teacher Project" are highlighted as key initiatives to support teacher development in underdeveloped regions [6][7] - The role of normal universities in cultivating high-quality teachers is underscored, with a focus on their mission to enhance teacher education and support national educational reforms [3][4] Group 1: Teacher Workforce Development - The central government prioritizes the construction of a high-quality, professional teacher workforce as essential for educational advancement [2][3] - Normal universities are identified as the main force in teacher education, responsible for training a high-quality teaching staff [3][4] - Initiatives like the "National Training Program" and "Excellent Teacher Program" aim to equip teachers with advanced educational concepts and methods [2][4] Group 2: Support for Underdeveloped Regions - There is a call for increased support for education in western and rural areas, with specific emphasis on teacher training and resource allocation [4][6] - The "Strong Teacher Project" is designed to create a comprehensive support system for teacher development, focusing on recruitment, training, and post-service support [5][6] - The implementation of targeted training programs for teachers in impoverished counties is a key strategy to improve educational quality in these regions [5][6] Group 3: Innovative Educational Practices - Normal universities are encouraged to explore new pathways for teacher training and development, including online and offline training models [5][6] - The establishment of a teacher education alliance aims to foster collaboration among institutions to enhance teacher training quality [5][6] - The "Strong Teacher Online" platform is introduced to provide accessible professional support to a large number of teachers [5][7] Group 4: International Influence and Experience Sharing - The "Special Post Teacher Program" is recognized as a unique educational poverty alleviation initiative that can serve as a model for other developing countries [7] - The establishment of a global teacher development academy aims to share China's educational practices and successes on an international stage [7][8] - The focus on international communication seeks to enhance the global influence of China's teacher education initiatives [7][8]

Core Viewpoint - The construction of a scientific practice education system is an inherent demand for promoting high-quality development in teacher education, particularly in the context of new requirements for ideological and political education teachers in the new era [1] Group 1: Practice Teaching and Training Integration - The integration of course practice teaching and training is the primary step in cultivating teacher education professionals, addressing issues such as excessive theoretical instruction and insufficient practical application [2] - The institution has developed a three-in-one teaching model that combines theoretical instruction, skill training, and simulated practice, resulting in significant improvements in teaching skills and student performance in various competitions [2] Group 2: Internship and Research Integration - The core aspect of practice education involves a dual mentorship model that combines university faculty and experienced secondary school teachers, enhancing the effectiveness of educational internships [3] - The quality of educational practice has significantly improved, with a high satisfaction rate from employers and notable achievements in national teaching skill competitions [3] Group 3: Competition-Driven Innovation - Competitions play a crucial role in the practical education of teacher candidates, fostering a culture of learning and innovation through a structured competition selection system [4][5] - Students have achieved numerous awards in various competitions, which not only enhance their professional skills but also cultivate their innovative mindset and teamwork abilities [5] Group 4: Social Service and Value Internalization - Social service activities are designed to bridge the gap between theoretical knowledge and practical problem-solving, allowing students to contribute to society while applying their learning [6] - The institution has successfully organized numerous outreach activities, significantly impacting both the students' personal development and their social contributions [6] Group 5: Future Directions - The "Four-Stage Progressive" practice education system developed by the institution integrates knowledge transmission, skill cultivation, and value shaping, providing a replicable model for teacher education [6] - The institution aims to continue deepening practice education reforms and expanding platforms for practical education to contribute to the cultivation of outstanding ideological and political education professionals [6]

Core Viewpoint - The article highlights the increasing popularity and high admission scores of teacher training programs at Hangzhou Normal University, indicating a shift towards high-quality, composite talent in the teaching profession despite concerns about teacher oversupply [1][3]. Group 1: Admission Trends - Hangzhou Normal University recorded a top admission score of 672 for a history education program, which is competitive enough for Zhejiang University [1]. - The average admission scores for various teacher training programs at the university have surpassed last year's figures, with the highest score for directed teacher training students reaching 661 [1][3]. - The university plans to enroll over 6,000 new undergraduate students across 25 provinces, achieving a 100% admission rate for out-of-province students at the first-tier level [3]. Group 2: Employment Stability - Directed teacher training students are guaranteed job placements through local education bureaus, providing job stability and attractive benefits such as summer and winter vacations [3][5]. - A significant percentage of graduates from Hangzhou Normal University (72.16%) find employment within Zhejiang Province, with a notable concentration in economically developed cities like Hangzhou and Ningbo [5]. Group 3: Teacher Supply and Demand - Despite concerns about a surplus of teachers due to declining school-age populations, the education sector remains the largest employer for college graduates, with a 13.9% employment rate in education for the 2024 graduating class [8][9]. - The demand for teachers in specific subjects like Chinese, Mathematics, and Physical Education is high, while other fields face more competition for jobs [12][13]. - The need for composite talents in teaching is emphasized, with a push for dual-subject teacher training programs to enhance teaching effectiveness and adaptability [12][14].

Core Insights - The popularity of teacher training programs remains strong despite discussions about teacher oversupply, indicating a shift towards higher quality and more qualified educators [1][2][5] - High scores in teacher training admissions suggest a competitive environment, with institutions like Hangzhou Normal University and Zhejiang Normal University attracting top candidates [1][2][3] - The employment rate for graduates in education remains high, with a significant percentage securing jobs within their home provinces [3][4][6] Group 1: Admission Trends - Hangzhou Normal University recorded an impressive admission score of 672 for its history education program, indicating strong demand for teacher training [1] - The average admission scores for various teacher training programs at the university exceeded those of the previous year, reflecting a trend towards higher academic standards [1] - The minimum score for directed teacher training students was consistently above 600, showcasing the attractiveness of these programs [2] Group 2: Employment Opportunities - A significant portion of graduates from Hangzhou Normal University (72.16%) found employment within Zhejiang Province, with major cities like Hangzhou and Ningbo being key employment hubs [3] - The introduction of public-funded teacher training programs, such as those at Beijing Normal University, has also attracted high-scoring candidates, ensuring job placements post-graduation [4] - The education sector continues to be a leading employment field for graduates, with a reported 13.9% of 2024 graduates entering this industry, a slight increase from the previous year [6] Group 3: Teacher Quality and Specialization - The need for high-quality, multi-disciplinary teachers is emphasized, with a focus on developing educators who can teach across various subjects [10][11] - The current educational landscape shows a demand for teachers in core subjects like Chinese, Mathematics, and Physical Education, while other specialized fields face challenges in job placement [9][10] - The trend towards dual-subject teacher training programs is seen as a response to the changing demographics of student populations, particularly in rural areas [10][11]