National Curriculum Reform in China and England: Origins, Character and Comparison

Abstract

Both China and England require state-funded schools to teach a national curriculum. While policy congruence in terms of overall intention is apparent, there are major differences between each country’s approach to systemic curriculum reform which highlight contrasting attitudes to how best to effect change in schools and widely differing views on curriculum design, particularly in relation to pedagogy, and its significance.

Keywords

England / China / national curriculum / school-based curriculum development