Moral Priority or Skill Priority: A Comparative Analysis of Key Competencies Frameworks in China and the United States

Autor/inn/en	Deng, Li; Zhengmei, Peng
Titel	Moral Priority or Skill Priority: A Comparative Analysis of Key Competencies Frameworks in China and the United States
Quelle	In: Comparative Education, 57 (2021) 1, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1845063
Schlagwörter	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; United States; China + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Cultural influence; Kultureinfluss; Konfuzianismus; Ausland; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Moral value; Ethischer Wert; Wettkampf; Lehrplangestaltung; Kursprogramm; Common core curriculum; Curriculum; Kerncurriculum; Moralische Entwicklung; Werterziehung; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Ökonomischer Faktor; Richtlinien; USA
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01