Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States

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.

KEYWORDS:

• Key competencies
• 21st century skills
• moral priority
• skill priority
• global competition

Acknowledgements

We thank Kathryn Anderson-Levitt, Meg Gardinier, Dra. Eloísa Bordoli and Charlene Tan for the helpful comments on an earlier draft.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The 13 key competencies frameworks Lin's team consulted come from various countries, regions and international organisations, including OECD, UNESCO, the US, Japan, Taiwan(China), France, the UK, the EU, Singapore, New Zealand, Finland, Canada, Australian.

Additional information

Notes on contributors

Li Deng

Li Deng is an assistant professor of Institute of International and Comparative Education, Faculty of Education, East China Normal University. Her areas of interest are comparative studies, education policy, and Shanghai education reform experiences.

Peng Zhengmei

Zhengmei Peng is a professor and the director of the Institute of International and Comparative Education, Faculty of Education, East China Normal University. His areas of interest are comparative studies, education policy, and educational philosophy.