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

doi:10.1007/s11516-010-0017-y

Front. Educ. China

2010, Vol. 5

Issue (2) : 258-269 https://doi.org/10.1007/s11516-010-0017-y

Research articles

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

David Halpin,

Institute of Education, University of London, London WC1H OAL, UK;

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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

Issue Date: 05 June 2010

Cite this article:

David Halpin. National Curriculum Reform in China and England: Origins, Character and Comparison[J]. Front. Educ. China, 2010, 5(2): 258-269.

URL:

https://academic.hep.com.cn/fed/EN/10.1007/s11516-010-0017-y
https://academic.hep.com.cn/fed/EN/Y2010/V5/I2/258

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