As the largest developing country, China has made significant achievements in the battle against poverty in a short period.The key point lies in the targeted rural poverty alleviation policies with Chinese characteristics, for which educational poverty alleviation is the fundamental guarantee.Educational poverty alleviation in rural povertystricken areas is mainly to improve the total amount and quality of rural human resources with the adoption of various education-based human resource development models.The development of rural human resources is conducive to increase the income of rural poverty families and then achieve sustained poverty elimination.In this study, we argue that preschool education could promote economic growth in rural poverty-stricken areas through internal and spillover effects based on human resource development.Internal effect is mainly manifested in its direct effect on improving the quality of human resources, for example, to block the inter-generational transmission of poverty by cultivating high-quality laborers in the future.While, the spillover effect is mainly reflected in the increase in the total amount of human resources, such as transforming the original child caregivers (female and elderly) into productive laborers.Additionally, the teacher training model for preschool education in rural areas could also promote rural human resources development by enabling plenty of surplus laborers to participate in preschool education.To the best of our knowledge, this study is the first to analyze the effects of preschool education on achieving sustained poverty elimination in the post-poverty era from a new perspective of human resources development with the combination of the seventh population census bulletin and the three-child policy recently released in China.Our findings could provide references for other developing countries that are committed to poverty alleviation, and also are conducive to accelerate the process of establishing inclusive preschool childcare and education service system in China to achieve sustainable rural development.

As a new sustainable alternative to linear economics, the circular economy (CE) is bound to be accompanied by the requirements of the existing production model, science and technology, as well as the public perception of CE. To expose the potential impact of higher education on CE transition, this study systematically reviewed the relevant literature on the drivers and barriers to CE with a mixed analytical method. CiteSpace was used to perform bibliometric analysis and visual presentation of 367 literature accurately retrieved by search formula from two international influential databases, Web of Science and Scopus, and two significant Chinese databases, CNKI and CQVIP. In the results, we identified the number of publications and citations, the annual distribution of publications, annual citation trends, county distribution of publication contribution, the most-cited articles, and the co-citation networks. Moreover, we clarified the main drivers and barriers to CE in China by conducting qualitative content of the keywords related to driver and barrier factors in the literature. The results suggest that higher education has a positive influence on strengthening the main drivers and eliminating the main barriers, which implies that higher education has bright prospects in speeding up the CE transition. To maximize the effect of higher education for CE, we suggested university leaders and lecturers should adopt effective education and instruction measures in improving the performance of education activities for CE, so that the future leaders of various industries in universities could construct CE values and behavior patterns to achieve the replacement of traditional linear economy.

The article examines a serious problem with the implementation of the "comprehensive three-child policy" in China, the lack of personnel in educational institutions starting from the first stages of child development. The training of preschool teachers, teachers, lecturers and heads of educational institutions is of great importance to fill the gap in the lack of personnel. The study selected a local undergraduate college in China and Malaysia for comparison. The used methods of content analysis and comparison made it possible to carry out an in-depth analysis of the goals of education, the structure, nature and content of the curriculum, the number of courses of two selective colleges, thus obtaining a general situation for building a system of education on the main existing problems of these two colleges. As Malaysia and China are Asian countries, there are similarities and differences in the curricula of their education majors, especially in the number of courses. It was determined that when drawing up a training program, it is necessary to find out the basics and principles of the training program. The curriculum must meet the requirements of national educational laws and regulations regarding basic knowledge and the quality of student talents in preschool education and take into account the characteristics of the educational facilities. At the same time, it must be formulated based on comprehensive consideration of the diverse needs of subject matter experts, early childhood educators, teacher education managers, early childhood education students (including graduates), planning experts, and other personnel. Learning objectives should meet the talent requirements determined by the subject of study and level of training, and the level of training of preschool teachers and undergraduate students should be higher than that of junior students. In addition to the training of staff teachers, it is also necessary to develop the potential management talents of preschool educational institutions. It is proposed to integrate practice into other educational courses, mandatory internship and various forms of practice in course implementation. Teaching methods should be optimized according to the needs of students, and a certain amount of time for independent study should be provided to develop their ability to study independently.

The reform of education personnel management policies has been carried out progressively to ensure the achievement of educational goals. A systematic analysis of the personnel management policy circle, including policy design, content, and implementation, is crucial to improving the accuracy and effectiveness of such policies. Through a comprehensive review of policy evolution, this study aims to systematize the design and content of policies on personnel management in educational institutions in China. It was determined that personnel management is increasingly concerned with the efficiency and effectiveness of goal achievement, policy design, system reform, and mixed-used management methods. A questionnaire survey was conducted among 420 respondents in 25 preschool institutions in five cities of Henan province in China. A total of 362 questionnaires were deemed valid out of 397 retrieved, including 24 from principals and 338 from teachers. The statistical analysis results identified the problems in policy implementation, including the laxly enforced teacher qualification system, inadequate teacher professional development, poorly implemented training policies, unattractive salaries and benefits, and the undesirable assessment system. For example, 5.89% of the respondents still need teaching qualification certificates. Only 1.1% of the respondents had senior titles. 2.76% of the respondents are still paid less than the minimum standard. In response to the situation, this study suggests effective countermeasures for educational administrative authorities and institutions. The findings could provide a reference for further optimization and development of personnel management policies. AcknowledgmentsThis study is supported by Sumy National Agrarian University in Ukraine and the Talent Special Support Program for Doctoral Studies of Henan Institute of Science and Technology in China.

The person-oriented concept is one of the most effective management concepts for the development of private kindergartens in the current pandemic situation. The implementation of person-oriented management could help private kindergartens achieve harmonious development. In this article, we argue that the advantage of person-oriented management concept is that it can mobilize the enthusiasm of all staff to participate, concern the mental health and family needs of the staff, and stimulate the construction of ‘Healthy Kindergarten’. It is determined that for the implementation of person-oriented management, private institutions should focus on the following three aspects: namely, the quality of the director is a necessary condition for person-oriented management; the status of teaching managers should be highlighted in order to fully reflect their role as masters, as they always have a strong tendency towards independence; excellent culture of kindergartens is an important embodiment of person-oriented management. In the process of realizing the person-oriented management in private kindergartens, improving the ability of principal is the prerequisite, strengthening the participation of teachers is the key, and constructing excellent kindergarten culture is the important embodiment.

Public awareness and relevant consumer behaviors are crucial in accelerating the transition to a circular economy (CE) model. This paper focused on exploring university activities for changing awareness and behaviors according to the principles of its new circular model to foster sustainable development. In this paper, a comprehensive literature review provides a holistic perspective on university CE-related activities in the implementation of the CE. The review revealed that the construction of a theoretical framework in universities with asset-based development is conducive to promoting the CE model through transformative learning. In light of recent academic insights into CE education, a theoretical framework for CE-related university activities was developed based on attributes of CE-related university assets, such as non-profit status, technology innovation, education, propagation, and efficient use of resources. We also introduce into scientific use the term CE-related university assets and provide a classification of these CE-related assets. The present findings contribute to a deeper understanding of universities’ CE-related resources and assets to improve public awareness and behaviors, as well as to train and inspire the leaders (including engineers, managers, designers, etc.) of tomorrow, required for further implementing the CE model.

A review of the development of preschool education since the reform and opening of China over the past 42 years, an analysis of the process of promoting preschool education in rural areas against the background of human resources development in rural areas and a summary of China's experience. It was determined that the transfer of surplus labor in rural areas contributed to the development of preschool education. Preparation for employment and training of employees of preschool educational institutions after the end of work improve the quality of preschool education. National policy provides a sufficient guarantee to increase the level of promotion of preschool education. It is suggested that in order to improve the quality of preschool education in the future, the popularization of preschool education should be taken into account. The development of pre-school education in China since the reform provides great prospects, especially for the promotion of pre-school education in the light of rural human resources development, and provides reliable links to future rural human resources development and rural policy development in China and other developing countries.

Since the outbreak of COVID-19, private kindergartens in China have encountered a crisis of survival and development. Whether private kindergartens can successfully overcome difficulties is related to the development goal of preschool education and more children’s enrollment needs could be met in the future. In order to realize the sustainable development of private kindergartens, literature review and interview are adopted in this paper to analyze the practical difficulties faced by private kindergartens during the epidemic. The following suggestions are proposed from the perspective of kindergarten internal management: kindergarten principals should assume the responsibility of management, adopt a variety of ways to reduce the turnover rate of kindergarten teachers, and establish the crisis management system in response to outbreaks.

Teachers are the main human resource for the development of preschool education. Effective management of preschool teachers should be based on the real characteristics of teachers and a unique cultural background. Based on the special organizational environment of the kindergarten, this study analyzed past development experience by conducting a literature method and questionnaires, and then identified the shortcomings of the current leadership of the kindergarten teacher. We found that kindergarten teachers are younger, and the gender difference is significant. The teachers interviewed generally had a low initial level of education, which reached only the national minimum standard. Moreover, whether teachers are in officially budgeted positions can influence the development of their professional concepts and ethics (Sig bilateral <0.05). In terms of organizational culture, we have proposed strategies for managing a kindergarten teacher from four aspects, namely: improving well- being through benefits and preferences, such as “five social insurances and one housing stock”, discounts on childcare costs and free food on weekdays; formation of a team culture that balances work and family through the integration of culture in the overall management system of the kindergarten. Creating a learning community and harmoniously creating an organizational climate in kindergartens, aimed at helping to build high-quality professional teachers to implement healthy development of preschool education by encouraging teachers to carry out teaching and research projects and research, forming a team of like-minded people. Building a harmonious organizational climate will increase the assessment of kindergarten management, the educational function of culture, turn kindergarten into an emotional home with humanistic care and make teachers feel the value of their own lives and the importance of existence.