To A Community of Shared Future for Mankind: Global Competence Education Policy Development in China

• In Event: Mechanisms for Educational Change: Policy, Networks, and Accountability Structures

Proposal

Introduction
Global competence has been called as a desirable outcome of 21st century education over the last few years. In 2017 OECD launched a framework for educating for global competence and set it to the PISA test in 2018(OECD, 2017). With the importance of global competence education, people also worry about the Neoliberal education value proposition and the "soft governance" of global education under the test especially for the developing countries (Auld & Morris,2019). Researchers in China calls for localized theory of global competence education to suit for the society development (Ma,2019). Under the national governance strategies, China tried to cultivate people with global competence for a community of shared future for mankind. This research is to explore the development characteristics of education policies oriented towards global competence in China.

Theoretical framework
Theoretical framework is from global and international studies education (Collins et al,1996). By combining common focus themes from global competence education(Fernando Reimers，2009) and global citizenship education(Cohen et al.，2009), the framework revised as three dimensions of global issues, global culture and global connections with 11 first level indicators and 35 second level indicators.

Methods
1.Data
This study selects policy documents passed by the official institutions of China, such as the Central Committee of the Communist Party of China, the Ministry of Education since the Reform and Opening Up. As a result, 13 education laws and regulations documents, 32 comprehensive education policy documents and 25 curriculum policy documents were finally determined, a total of 70 policy texts.

2.Analysis
The research conducted quantitative analysis of global competence indicators and policy discourse analysis of policy texts. NVivo12 is used for coding and auxiliary analysis of textual materials. The encoding process adopts a top-down encoding method. All texts were encoded after trial encoding to ensure good reliability and validity. The study used rater reliability to test coding reliability.

Findings
1.Goal orientation: from Facing the World to A Community with A Shared Future for Mankind consciousness
In 1978-1999, face the world became one of the directions of education development(MEPRC,1985). In 2000-2009, educational policies focused on human development that mentioned students should have the awareness of participating in international activities and international competition(MEPRC,2000). From 2010, China began to strengthen international understanding education, which to promote students initially have an international vision and a sense of community with a shared future for mankind(MEPRC,2022).

2.Theme contents: continuously respond to the development needs of society and people
2.1 Global Issues: focus on national security and sustainable development issues
Figure 1 shows the coding volume of global issues in policy texts at different stages. It can be seen that national security and sustainable development are the top two indicators of total coding volume in global issues. After the Reform and Opening Up, China has established and improved a series of laws and regulations, emphasizing the maintenance of national security in the affairs of education and opening to the outside world. These two themes also were put into school curriculums by National Defense Education and Environment Education.

2.2 Global Culture: focus on language culture education
As shown in Figure 2 below, language is the most correct indicator for coding under the theme of global culture. The policy between 1978 and 1999 mainly determined and improved the setting of foreign language courses. In the 1980s, foreign language education continued to develop due to the needs of economic exchanges and diplomatic development. Since 2010, besides six common foreign languages, non-common foreign languages are also emphasized under the Belt and Road initiative.

2.3 Global Connections: from bringing in to going out
In terms of global connections (see figure 3), since the Reform and Opening Up, the total number of codes has been increasing from 54 to 232. Among them, development cooperation grows fast. Personnel mobility has also increased steadily, while network communication is rarely mentioned in policy texts. From the specific contents of the policy text, China’s government focused on global connections from bringing in to going out. That is to say, compared to learn from or two-way exchange with the world, China pays more attention its influence to the world.

3.Evolutionary logic: from policy texts to policy discourses
Stephen Ball points out that policy is clearly a matter of authoritative allocation of values(Ball,2012).Although global competence has not appeared in the policy as an official discourse, the policy has always responded to the needs of talents in different social development levels, cultural patterns and foreign relations. The settings promote the mutual construction of policy discourse and social situation.

Discussion
The educational policy of global competence of China has gone through three stages of spiral upward, more theories and practice would be discussed in the later research. First, the policy should respond more to the comprehensive development of human beings. Second, infiltrating A community with A Shared Future for Mankind into the whole process of curriculum education is worthy to localized global competence research. Third, as the most direct "interpreters" of policy discourse, teachers is of great significance to promoting the transformation of global competence educational policies from ideal to reality.

Author

• Chi Xiao