Transcending Boundaries: Exploring Nordic Education Models for Enhancing China's Educational Landscape

Xiaoxuan Guo

doi:10.54097/ehss.v23i.12905

Authors

Xiaoxuan Guo

DOI:

https://doi.org/10.54097/ehss.v23i.12905

Keywords:

Nordic education model, ECEC welfare policy, social inclusion, PISA test, China's education system.

Abstract

When the Nordic countries are mentioned, they are often regarded as examples of social democratic welfare systems with certain unique qualities. In modern times, education has been recognized as one of the cornerstones of the welfare state. Through Finland's impressive performance when the results of the first international PISA test were released in December 2000, the Nordic model of education, including the Danish, Finnish, Icelandic, Norwegian, and Swedish education systems, has come to be frequently referred to and recognized as a model for education in the world. This paper analyses the Nordic education system based on existing data and literature, with the aim of suggesting its applicability to China's education system by analyzing the sophistication of the Nordic countries' educational philosophies and teaching methods. Despite the differences between the Nordic countries and China, this paper proves that some of the advanced policies and concepts of the Nordic education system can be applied to China's education system and gives the following four recommendations. (1) Emphasis on teacher evaluation literacy enhancement; (2) Teachers and parents value equality and inclusion in education; (3) Accurately grasping the function of comprehensive student assessment; (4) Developing a diversified curriculum to enhance quality.

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