SUSTAINABLE HIGHER EDUCATION CURRICULUM MANAGEMENT SYSTEM IN CHINA: THEORETICAL PERSPECTIVES

Wang Xiaoyan, S. M. Ferdous Azam, Jacquline Tham

Abstract


This paper examines how China’s curriculum management system for higher education has been able to expand in a sustainable manner. This study examines a number of different facets of the Chinese curriculum management system for higher education as a means of doing a literature review. China, a country that is developing at a fast rate, is working hard to improve its education system. The country has to be rebuilt after a thirty-year battle that caused immeasurable pain. In order to meet the requirements of the nation, higher education is crucial. The framework of observed learning outcomes may be used to construct a curriculum that is centred on learning outcomes, hence improving the quality and alignment of national education. In the context of developing methodology, topic content, and course choices, curriculum designers assist education. In this period of fast change, there has been a growth in the number of curriculum authors who are concerned about pedagogy and curriculum. Most significantly, it gives curriculum developers access to data that is based on actual classroom experiences. The outcomes will be beneficial to both curriculum designers and college officials.

 

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Keywords


sustainable development, higher education curriculum, theoretical, empirical, China

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DOI: http://dx.doi.org/10.46827/ejmms.v8i1.1441

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