In 2024, public spending on education in China reached 4.2 trillion yuan. Education expenditure increased continuously over recent years, but growth rates are considerably lower than ten years ago. Development of public spending on education Since the beginning of the reform era, the Chinese government attached great importance to the development of the educational sector. Besides structural reforms, public spending on education was increased considerably. However, the whole educational sector lagged far behind international standards in terms of quality as well as quantity. Public expenditure on education as a share of the national GDP, which is a common measure to compare educational systems, ranged at only around 2.5 percent in the mid-1990s. In 1993, the government announced the plan to increase educational spending to four percent of the GDP until 2000, but it took 12 more years to reach that target. However, considering that at the same time the GDP grew by double digits most of the years, the financial situation of the education sector improved greatly. This manifests itself in the substantially increased number of graduates and quality of degrees. Since achieving the four percent target in 2012, the growth of educational spending, which had reached more than 25 percent per year in the years before, was reduced to levels equaling the GDP growth. Compared to the public spending on education of developed countries, China is still at the lower range and did not reach the OECD average of around 4.8 percent of the GDP in 2018. Spending per student Even though educational spending in China improved a lot in the last decades, when calculated per student, expenditure is still far behind developed countries. While spending per student on a tertiary level of education in OECD countries averaged around 18,100 U.S. dollars in 2020, it reached only 40,700 yuan per student in China in 2023, which is less than one third. This fact sheds some light on the average quality level of the educational system in China on a general basis and reminds us that China is a huge and populous country. Of which, some elite schools in the big cities coexist with vast numbers of schools in the countryside operating on a completely different level of quality.

1. Consolidate the public financial statements announcement URLs of various public colleges and universities.2. The data source is the same as the "Finance 1-4. National School Financial Statements Announcement URL" on the public information platform of colleges and universities.

Data about private schools in Ontario and overseas.

Includes:

• school name
• school number
• credits offered
• principal name
• suite
• PO box
• street address
• city
• province/ country (overseas schools)
• postal code
• telephone number
• fax
• region
• school email address
• school website
• school level
• school special condition code
• program type
• association membership

Contact information is reported by schools in the Ontario School Information System as of February 2025.

The following school types are not included:

• public
• Catholic
• publicly funded hospitals
• provincial
• care, treatment and correctional facilities
• night schools
• adult continuing education day schools

This data is related to:

• How to Request a Notice of Intention to Operate a Private School (NOI) Form (for private school administrators)
• Law: Education Act

Related data:

• Private school enrolment by gender

For the latest individual inspection reports, please visit our reports website.

Schools management information: release schedule

The release schedule for monthly management information: state-funded schools inspections and outcomes.

The release is the date by which the inspection must have been completed and the report must have been published in order to be included in the management information.

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The Ministry of Education announced the first phase of school reopening on 16 October 2017. Therefore, IOM prioritized schools currently housing the displaced population in the first round of DTM assessment. 43 of the pre-identified collective centers were schools and 33 of these were housing displaced individuals on 6 October. IOM aims to provide basic information on these targeted schools to inform the government and general humanitarian community of the situation in these collective centers and support provision of assistance. This report presents the results of assessments carried out from 11-14 October in 19 schools that are scheduled to reopen in the coming days.

Every day, schools, child care centres and licensed home child care agencies report to the Ministry of Education on children, students and staff that have positive cases of COVID-19. If there is a discrepancy between numbers reported here and those reported publicly by a Public Health Unit, please consider the number reported by the Public Health Unit to be the most up-to-date. Schools and school boards report when a school is closed to the Ministry of Education. Data is current as of 2:00 pm the previous day. This dataset is subject to change. Data is only updated on weekdays excluding provincial holidays Effective June 15, 2022, board and school staff will not be expected to report student/staff absences and closures in the Absence Reporting Tool. The ministry will no longer report absence rates or school/child care closures on Ontario.ca for the remainder of the school year. Learn how the Government of Ontario is helping to keep Ontarians safe during the 2019 Novel Coronavirus outbreak. ##Summary of school closures This is a summary of school closures in Ontario. Data includes: * Number of schools closed * Total number of schools * Percentage of schools closed ##School Absenteeism This report provides a summary of schools and school boards that have reported staff and student absences. Data includes: * School board * School * City or Town * Percentage of staff and students who are absent ##Summary of cases in schools This report provides a summary of COVID-19 activity in publicly-funded Ontario schools. Data includes: * School-related cases (total) * School-related student cases * School-related staff cases * Current number of schools with a reported case * Current number of schools closed Note: In some instances the type of cases are not identified due to privacy considerations. ##Schools with active COVID-19 cases This report lists schools and school boards that have active cases of COVID-19. Data includes : * School Board * School * Municipality * Confirmed Student Cases * Confirmed Staff Cases * Total Confirmed Cases ##Cases in school board partners This report lists confirmed active cases of COVID-19 for other school board partners (e.g. bus drivers, authorized health professionals etc.) and will group boards if there is a case that overlaps. Data includes : * School Board(s) * School Municipality * Confirmed cases – other school board partners ##Summary of targeted testing conducted in schools This data includes all tests that have been reported to the Ministry of Education since February 1, 2021. School boards and other testing partners will report to the Ministry every Wednesday based on data from the previous seven days. Data includes : * School boards or regions * Number of schools invited to participate in the last seven days * Total number of tests conducted in the last seven days * Cumulative number of tests conducted * Number of new cases identified in the last seven days * Cumulative number of cases identified ##Summary of asymptomatic testing at conducted in pharmacies: This is a summary of COVID-19 rapid antigen testing conducted at participating pharmacies in Ontario since March 27, 2021. * Total number of tests conducted in the last seven days * Cumulative number of tests conducted * Number of new cases identified in the last seven days * Cumulative number of cases identified

Transcripts of interviews with UK policy advisors on Hong Kong education policy. Recently England has engaged heavily in external policy referencing to drive its educational reforms. Hong Kong has been a major source of such referencing by virtue of its strong performance on international tests of pupil achievement. Using Hong Kong as a case study; the project will analyse external policy referencing, with England as the ‘borrower’ and Hong Kong the ‘lender’. The aim is to cast a light on the role of external policy referencing in the policy making process, and how policy referencing is operationalised in the England context. The study provides an insight into the contemporary patterns of external policy referencing, and its manifestation in the West and East Asia, and examines the evidence used to inform the process. The study will undertake a literature review and interviews with stakeholders in both contexts to address the following research questions: (1) What have been the critical features of the patterns of external policy referencing in England since the 1990s? (2) How have policy makers in England interpreted the sources of success of Hong Kong’s education system, and how does this compare with the views of key stakeholders in Hong Kong?In 2007 the Principal Investigator returned to London after working for 31 years in Faculties / Institutes of Education in Hong Kong and specialising in East Asian education systems. As political parties in England competed to promote their vision of schooling, he was constantly bemused as to the extent to which their plans for reform were based on the claim that what they were proposing was a feature of one or all of the high performing East Asian societies that do well on international tests of pupil achievement e.g. the Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS). The 2010 Schools White Paper in England and the ongoing review of the National Curriculum extensively cite practices in Hong Kong to support their policies. Also, agencies now bidding to get contracts to examine the New Baccalaureate have to demonstrate that they will follow the best practices of high performing nations. Some of these claims seem far removed from the reality that the Principal Investigator had experienced both as an academic, and as someone heavily engaged in policy making in Hong Kong. What is more worrying is that these claims are largely unchallenged in England. The claims are accepted partly because people generally have limited knowledge of foreign education systems, and comparative educators have tended to avoid engagement in the public debates relating to ongoing policy making about how schools should be reformed. The purpose of this study is to help address that situation. We plan to focus on how policy makers in England portray features of Hong Kong's education system to promote domestic reforms. We examine the nature of these features in Hong Kong by finding out what the relevant laws or rules are, and by interviewing people who are directly involved with these education features. This will allow us to find out the extent to which the claims made in England are valid and accurate. It will also allow us to contribute to the ongoing debates in comparative education as to the influence of global and local factors on education reform. The UK and Hong Kong team carried out a single-case study of England and Hong Kong because the two societies provide a powerful exemplar of the emerging patterns of policy transfer. For the first part of the project, we examined external policy referencing in England historically and currently, and located this within the broader literature on external policy referencing. In the second part of the project, we reviewed the academic literature on external policy referencing with specific reference to England. We carried out analysis of policy and related documents in England (e.g. key government announcements, speeches, and publications), between 1990 and the present, including authoritative sources and references made within policy documents or by policy makers (e.g. the McKinsey Report 2007, 2010). In the third part of the project, we provided an in-depth understanding of the policy making process. This was the part where the main empirical data collection took place. We undertook semi-structured, in-depth interviews with key policy makers involved in developing and implementing education reforms in England (N=10) and Hong Kong (N=15).

According to Cognitive Market Research, The Global K 12 International Schools market size is USD 7.8 billion in 2023 and will expand at a compound annual growth rate (CAGR) of 9.00% from 2023 to 2030.

The demand for K-12 International Schools is rising due to the growing international education.
Demand for English language international schools remains higher in the K 12 International Schools market.
The international baccalaureate category held the highest K 12 International Schools market revenue share in 2023.
North American K 12 International Schools will continue to lead, whereas the European K 12 International Schools market will experience the most substantial growth until 2030.

Increase in Government Initiatives to Provide Viable Market Output

The increasing government initiatives propel the growth of the K 12 International Schools market. Policymakers worldwide are increasingly recognizing the importance of quality education and are implementing initiatives to enhance the accessibility and standards of K12 education. Financial support, curriculum development, and infrastructure improvements are common focus areas. These initiatives aim to foster a conducive learning environment, boost student outcomes, and prepare future generations for a rapidly evolving global landscape. As governments actively invest in education the K12 international schools market benefits from a supportive regulatory framework and increased resources, fostering growth and innovation in the sector.

For instance, Saudi Arabia announced the 'Madrasati' e-learning platform in 2020. In 2021, the Online Learning Consortium (OLC) ranked it among the seven top global e-learning platforms.

(Source:www.arabnews.com/node/1918431/saudi-arabia)

Growing Demand for International Education to Propel Market Growth

The growth of international education has significantly impacted the K 12 International Schools market. Parents increasingly recognize the importance of a globally oriented curriculum that fosters cultural awareness and equips students with a competitive edge in the global job market. International schools offer diverse and comprehensive learning experiences, often incorporating internationally recognized curricula such as the International Baccalaureate (IB) or Cambridge Assessment International Education. This demand is further fueled by the rise in expatriate populations, the desire for English language proficiency, and the aspiration for a well-rounded education beyond traditional academic metrics. As a result, the K12 international schools sector is witnessing sustained growth to meet the evolving educational preferences of a globally-minded generation.

For instance, on October 26, 2022, US-headquartered investment house Safanad and international education platform Global School Management propounded an initial investment of $200 million in the Middle East to take over education assets. It significantly boosted their investment as they spread their portfolio of K-12 schools in the region.

(Source:safanad.com/posts_news/safanad-and-global-school-management-plan-investments-of-us200-million-in-mena-education-sector/)

Rising Demand of Online Education Fuels the Market

Market Dynamics of the K 12 International Schools

Strict Admission Criteria to Restrict Market Growth

Strict admission criteria constrain the market's growth. These criteria often require students to meet rigorous academic, language proficiency, and financial prerequisites. While intended to maintain educational standards and a diverse student body, they can exclude potential candidates, reducing overall revenue and expansion prospects. This restraint may limit the school's reach and diversity, potentially affecting its competitiveness and profitability in a highly competitive market.

Impact of COVID–19 on the K 12 International Schools Market

The rapid shift to online learning, lockdowns, and other restrictions impact school revenues and enrollment. Many international schools faced challenges adapting to virtual education and addressing the digital divide. Safety measures led to changes in classroom setups and curricular adjustments. However, the crisis also accelerated technology adoption and innovative teaching methods. Post-pandemic, the market is expected to continue evolving, with a greater emphasis on blended learning and digital tools, while adapting t...

In the fiscal year 2020, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan planned to utilize around 229 billion Japanese yen for the promotion of the GIGA school concept. GIGA stands for "global and innovation gateway for all" and the government aims to improve the digital infrastructure at schools and households through the project to realize equal learning opportunities for all children in the country. Following the spread of the coronavirus disease (COVID-19), the government announced the first supplementary budget in April 2020 as an addition to the initial annual budget stated in March 2020.

This data set includes school aid data from school year 1996-97 to 2023-24 by county, school district, Basic Educational Data System (BEDS) code and aid category.

The North America K-12 school furniture market is expected to reach a value of XX million by 2033, growing at a CAGR of 5.00% during the forecast period. The market is driven by the increasing number of students, rising government spending on education, and the growing demand for comfortable and ergonomic furniture. The rising number of students is a major factor driving the growth of the K-12 school furniture market. The United States Census Bureau projects that the number of students enrolled in public schools will increase from 50.4 million in 2019 to 52.8 million in 2029. This increase in the number of students will create a demand for new and replacement furniture. Recent developments include: February 2023: Steelcase has been named among the world's leading brands on the Fortune 2023 World's Most Admired Companies list for the 17th year, recognized as fourth in the Home Equipment and Furnishings category., January 2023: Steelcase Health announced a new partnership with UK-based portable partition manufacturer KwickScreen to combat the spread of Healthcare-Associated Infections and better serve medical facilities with more diverse solutions.KwickScreen has offered a range of safe, flexible, and beautiful screens to mitigate HAIs in medical facilities.. Key drivers for this market are: Growing Demand for Convenient Kitchen Appliances. Potential restraints include: Preference for Traditional Manual Methods of Food Preparation. Notable trends are: Wood Furniture is Dominating the Market in United States.

This data table covers key mental health, economic and education indicators at the provincial and territorial levels of geography to better understand the different ways that remote learning approaches and temporarily closed schools have affected children and youth during the COVID-19 pandemic.

Public school mailing address, civic address, telephone, fax