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Although the percentage of public kindergartens has slightly increased since 2011, the serious problem of affordability remains.
The staffing situation in Norwegian kindergartens has also been discussed in the UNICEF report The child care transition (2008).
The number of full-day class teachers at public kindergartens has decreased from 500 in 2006 to 300 in 2007 and to 150 in 2008.
Indicators such as the teachers' qualification and the teacher-child ratio show that the structural quality of kindergartens has also improved since 2010 (Song 2016).
One explanation for these changes is that the coverage of kindergartens has increased and made it easier for parents to get a placement for their child.4.4
First, as the number of kindergartens has increased, it has been more important to secure the quality of the services they provide children.
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Even kindergartens have little time for the arts and play.
Research confirms that children who attend high-quality preschools and kindergartens have better developmental outcomes.
Meanwhile, mandatory education has been reduced from ten years to nine and most rural kindergartens have closed, as have all libraries outside the capital.
As a result, many schools and kindergartens have significantly tightened security measures, correspondents say.
The profit levels and the quality of these private kindergartens have not been well monitored.
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