China and Education

The challenges facing the Chinese state are very similar to those facing all governments – looking after the needs of its people, redistributing wealth more fairly and effectively, supporting growth and adaption of the national and regional economies, and safeguarding society and the defence of the nation. Enhancing and modernising education and dealing with employment and unemployment.


In a developing socialist  state the role of the state goes further than in capitalist nations, where the organic factors are left to take their own directions to be modified by the state as problems arise. In developing nations the state may play a more early stage role helping address poverty and its stains as the core issues.


But for China and the West the problems are very similar, even if the methods and role of the state are different.


So, with China’s approach of the scientific method, we should recognise their national research across the globe, their testing all means that what they have observed is very helpful for us to know, and the steps they then take are also of great interest to us. Our political leaders could spend much more time, creating short cuts to dealing with so many problems, I hearing the Chinese global analyses, and hearing their plans that result. And then observing as the results are noted and changes made from the exercise of feeling the stones as the cross the river.


The West’s relationship with education is not uniform and decay is not uniform. Certainly the changes in the world of the digital economy, AI, block chains, and the internet and smart phones, have left education looking out of date but without clear ideas of how to reposition.


T6aking advantage of the Chinese approach to welfare – a huge drain on state budgets across the West – is a chance so far missed.


And now along comes education.


This story below signifies a BRI moment as China announces it is making public that its education is going to be fundamental overhauled and a new and modern education system will come into being. The core research and new thinking are of great value to Western nations, and research teams should set out now to see what China found in its global research, what conclusions and policies it has led to, and then stay alongside the testing and reviews which will follow.


BRI was probably 70 years in development, and now it is having its five year review.


Education was also being developed for about the same period and is now being positioned for the New China through the end of this century.


We can expect a series of announcements over the next 3 years and then a transformation will start through to 2035. The Chinese have told us and we can, as we usually , do , ignore it, or we can turn and address their new education policies and see what might be useful to us.


Our national bodies like the Needham Institute should take this opportunity in hand. They have enough understanding of historical China to contextualise the research and ideas that are going to pour forward.


If you doubt my thinking then ask how many people reading the third plenum reports in 1978 had any idea that 700 million peasants would already have moved off the land 40 years later. That is the scale of China’s research and future planning.



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