ERIC Number: EJ1285907
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-0068
EISSN: N/A
Moral Priority or Skill Priority: A Comparative Analysis of Key Competencies Frameworks in China and the United States
Deng, Li; Zhengmei, Peng
Comparative Education, v57 n1 p83-98 2021
China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencies required of 21st century students. This study compares the rationales, content, and curricula design of both countries' key competencies frameworks and explores the possibility of reciprocal learning. Although their frameworks have certain similarities, significant differences have arisen due to cultural factors. The Chinese framework follows the Confucian tradition, emphasising moral education, political inclinations, transferring general competencies to specific-subject ones, and integrating key competencies in the national curriculum. The US framework follows the pragmatic tradition, emphasising generic skills and economic needs. Some US states have attempted to revise curriculum standards or incorporate 21st century skills by identifying their alignment with Common Core State Standards. Both frameworks have deficiencies and face challenges in implementation, and they can learn from each other.
Descriptors: Comparative Education, Cultural Influences, Confucianism, Foreign Countries, Knowledge Economy, Moral Values, Competition, Curriculum Design, Course Content, Reciprocal Teaching, Common Core State Standards, National Curriculum, Moral Development, Values Education, Cultural Differences, Teaching Methods, Economic Factors, 21st Century Skills, Alignment (Education), Barriers, Guidelines
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; China
Grant or Contract Numbers: N/A