Educating for Wholeness, but beyond Competences: Challenges to Key-Competences-Based Education in China

Autor/in	Zhao, Kang
Titel	Educating for Wholeness, but beyond Competences: Challenges to Key-Competences-Based Education in China
Quelle	In: ECNU Review of Education, 3 (2020) 3, S.470-487 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531120935463
Schlagwörter	Competency Based Education; Educational Trends; Educational History; Curriculum Development; Holistic Approach; Individual Development; Role of Education; Foreign Countries; Youth; Core Curriculum; China + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsentwicklung; History of education; Bildungsgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Holistischer Ansatz; Individuelle Entwicklung; Bildungsauftrag; Ausland; Jugend; Jugendlicher; Jugendalter; Kerncurriculum
Abstract	Purpose: This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners, researchers, and policymakers might face. Design/Approach/Methods: Against the backdrop of international and Chinese policy and the practice of key-competences-based education, this article focuses on a critical discourse analysis of this educational movement in China. Findings: China places great emphasis on the personal, cultural, and moral dimensions in generating a framework of competences, paying considerable attention to the well-being of children; hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development. However, three challenges are salient: the dilemma between "Core-Suyang" (Core-Competence) and the education for all-round development of the young, the limitations of design of "subject core-competences," and a lack of consideration of subjectification as purpose of education. Originality/Value: Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the process of educational adventure. It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s) of education, in which the education for subjectification is at stake in our educational endeavor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01