##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Dec 31, 2022

Mengyuan Hua  

Abstract

The 2021 release of Reimagining Our Futures Together: A New Social Contract for Education by the United Nations Educational, Scientific, and Cultural Organization was a reaction to a number of serious problems discovered in worldwide educational reforms. It sought to establish a new social compact for education to fulfill its unmet promise in the face of many educational crises and to combat future uncertainty. Using the methods of 271 Education Group as a case study, this article examines China’s efforts to transform basic education in response to widespread educational issues and how they have represented the major principles espoused by the UNESCO report. The article elaborates on the coping strategies of 271 Education Group, such as incorporating eco-civilization education into basic schooling, constructing life-based curricula that are built on knowledge commons, introducing pedagogy rooted in cooperation and solidarity, and promoting teacher professional development through collaborative educational research.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Educational Challenges, A Social Contract for Education, Basic Education, Chinese Education Reform

References
Hu, T. G. (2007). Reflections on the life-oriented instruction of ideological and political courses. Journal of Higher Correspondence Education (Philosophy and Social Sciences Edition), 2007(6):4-6. DOI: https://doi.org/10.3969/j.issn.1007-2187.2007.06.002

Lin, K., Wang, M., & Yang, Y. W. (2022). How to build a new social contract for education: A commentary on UNESCO’s Reimagining Our Futures Together: A New Social Contract for Education. Open Education Research, 2022(01):4-16. DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2022.01.001

UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO. pp. 50, 65, 66, 80. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000379707/PDF/379707eng.pdf.multi.nameddest=925_21_ED_EN_Int.indd%3A.66578%3A506

Yue, W. (2022). Learning to integrate into the world: The orientation and mission of future education. Qilu Journal, 2022(3):83-89. DOI: https://doi.org/10.3969/j.issn.1001-022X.2022.03.009

Yue, W., Wang, X. Y., & Yang, Y. R. (2022). Transforming education: Building a peaceful, just, and sustainable future: A commentary on Reimagining Our Futures Together: A New Social Contract for Education. Modern University Education, 2022(6):1-11.

Zhang, M. X. & Bian, C. (2022). The future of education: Building a new social contract for education. Comparative Education Review, 2022(1):3-12+22. DOI: https://doi.org/10.20013/j.cnki.ICE.2022.01.01

Zhao, F. (2022a). Holistic module learning: An experiment in teaching reform of basic education in China. Science Insights Education Frontiers, 11(1):1475-1483. DOI: https://doi.org/10.15354/sief.22.or003

Zhao, F. (2022b). A Revolution of Classroom Learning: Successful Practice of Holistic Module Learning. Qingdao: China University of Petroleum Press.

Zhao, F. & Wei, C. (2021). The development of home-school partnership courses: A practice based on Xingzhi Tao’s Life Education Theory. Science Insights Education Frontiers, 10(2):1439-1449. DOI: https://doi.org/10.15354/sief.21.or065
How to Cite
Hua, M. (2022). Pathways to Successful Transformation of Basic Education amid Educational Crises: A Case Study of the Experiments in Educational Reform by 271 Education Group . Science Insights Education Frontiers, 13(2), 1899–1909. https://doi.org/10.15354/sief.22.or076
Section
Original Article