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\nCollege of Education, Zhejiang University  \nECNU Review of Education 2020, Vol. 3(3) 470–487 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120935463](DOI: 10.1177/2096531120935463)[ ](DOI: 10.1177/2096531120935463)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners, researchers, and policymakers might face.  \nDesign/Approach/Methods: Against the backdrop of international and Chinese policy and the practice of key-competences-based education, this article focuses on a critical discourse analysis of this educational movement in China.  \nFindings: China places great emphasis on the personal, cultural, and moral dimensions in generating a framework of competences, paying considerable attention to the well-being of children; hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development. However, three challenges are salient: the dilemma between Core-Suyang (Core-Competence) and the education for all-round development of the  \nyoung, the limitations of design of “subject core-competences,” and a lack of consideration of subjectification as purpose of education.  \nOriginality/Value: Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the  \nCorresponding author:  \nKang Zhao, Department of Educational Studies, College of Education, Zhejiang University, 866 Yuhangtang Road, Hangzhou, Zhejiang 310028, China.  \nEmail: [kangzhao@zju.edu.cn](kangzhao@zju.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nprocess of educational adventure. It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s) of education, in which the education for subjectification is at stake in our educational endeavor.  \nKeywords  \nCurriculum, key-competences, purpose of education, subjectification, subjectivity, wholeness Date received: 15 February 2020; accepted: 27 May 2020  \nIntroduction  \nIn the last few decades, there has been a new widespread educational movement guided by the language of “key-competences” which was developed and elaborated by the Organisation for Economic Co-operation and Development (OECD), the European Union (EU), the United Nations Educational, Scientific and Cultural Organization (UNESCO), and many countries around the globe. China is not an exception to this international trend. Historically speaking, competencebased education (CBE) is not a totally new concept, but actually appeared during the 1950sand 1960s and flourished during the 1970s, aimed at the training of school teachers in America. It then was adopted in the field of vocational education, including teacher education, in Canada, the United Kingdom, and other European countries in the 1980s (e.g., see Zhao, 2016) . It gradually declined in the 1990s due to its strong emphasis on the measurement of teachers’behavior justified by behavioral psychology and negligence of the teacher as a whole person","cbCailiDlalglJYS","https://ap.wps.com/l/cbCailiDlalglJYS","pdf",260133,18,"English","# Abstract\n# Introduction\n## Background of key-competences-based education\n## China’s localization and implications\n## Aim and analytical approach\n# Keywords","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article critically analyzes key-competences-based education in China by identifying three challenges that educational practitioners, researchers, and policymakers may face.\"},{\"question\":\"What method does the article use?\",\"answer\":\"It applies critical discourse analysis to examine educational policy texts and alternative readings, especially those silenced by dominant institutions.\"},{\"question\":\"What three challenges does the article highlight?\",\"answer\":\"The article points to the dilemma between Core-Suyang and all-round development, limitations in designing “subject core-competences,” and a lack of consideration of subjectification as a purpose of education.\"}]","Educating for Wholeness, but Beyond Competences - Challenges to Key-Competences-Based Education in China | PDF",1792092009,45]