EDUCATION IN CHINA

Chapter 1 – Organisation and management of education in China
CURRICULUM MANAGEMENT
China now utilises a three-level curriculum model
consisting of curricula developed at the national level,
regional level and school level. This model involves the
central government, local authorities and schools in
developing the most suitable curriculum for the local
context.
At the national level, the Ministry of Education
produces the curriculum plan for elementary
and secondary education, develops guidelines on
curriculum management and determines the nationlevel
curriculum as well as lesson hours. In addition,
the Ministry of Education is responsible for setting the
national curriculum standards. It also conducts pilot
studies based on the curriculum evaluation system.
At the provincial level, relevant authorities develop
an implementation plan for the national curriculum.
In doing so, provincial authorities try to interpret the
intentions and objectives of the national curriculum,
and to translate them into a local curriculum that fits
the local context. The plan is then sent to the Ministry of
Education before implementation.
At the school level, schools can organise their teachers
to develop their own courses and carry out educational
research according to the provincial plan. During
curriculum implementation and course development, the
local education bureau is expected to guide and supervise
the schools’ work. Schools then provide feedback about
implementation.
NEW CURRICULUM
According to The Basic Education Curriculum Reform Outline
(Ministry of Education, 2001) (Box 1.8), the primary school
curriculum should consist of courses that encourage
all-around development of individual learners. This
document suggests that schools offer courses like morality
and life, Chinese, mathematics, physical education and
art to primary students in lower grades. Morality and
society, Chinese, mathematics, science, foreign language,
comprehensive practical activity, physical education and
art should be offered to primary students in higher grades.
The curriculum for junior secondary students mainly
includes morality, Chinese, mathematics, foreign
language, science (or physics, chemistry and biology),
history and society (or history and geography), physical
education and health, art and comprehensive practical
activity. Schools are encouraged to choose comprehensive
courses, and to offer optional courses as well. The
government emphasises that Chinese, art and painting
courses in compulsory education should attach more
importance to Chinese character (script) writing.
When it comes to senior secondary school, the
government suggests that schools offer various elective
subjects in addition to the compulsory subjects. The
requirements in elective subjects should be different
from the requirements in compulsory subjects.
Throughout primary and secondary education, the
comprehensive practical subject is emphasised as a
compulsory subject. The subject covers information
technology, research study, community service, social
survey, and labour and technology for primary and
junior secondary school students. It covers research
study, community service and social practice for senior
secondary students. The comprehensive practical subject
aims at improving students’ creativity and research
capability, as well as helping students develop a sense of
social responsibility through practical experiences.
EDUCATIONAL RESEARCH
The National Institution of Education Sciences, under the
direct management of the Ministry of Education, is an
important institution that leads educational research on
various topics. It also serves as an important support to
educational policy-making. The National Centre for School
Curriculum and Textbook Development is also directly
affiliated with the Ministry of Education. It also focuses
on research but, more on curriculum and textbooks.
The National Education Examinations Authority of the
Ministry of Education focuses on examination.
Local governments also have their own educational
research institutions, which focus more on curriculum
and pedagogy. At the grassroots level, every school
has a “teaching study group”. These groups play an
important role in educational research based on practical
experiences.
Non-governmental research activities have developed over
the past decade. Research societies on various topics, such
as higher education and teachers, have been established,
and some are affiliated with the Ministry of Education.
24 – EDUCATION IN CHINA: A SNAPSHOT © OECD 2016