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20th CPC Congress Report and education policies

Strengthening education on political ideas in modern and contemporary Chinese history

  Most notable in the coverage related to education in the report to the 20th CPC Congress is the repetition of keywords of “fully-fledged promotion of ideological and political subjects.” For instance, the People's Daily placed emphasis on “guiding people for a deep understanding of why the Communist Party of China is capable, why Marxism should be followed, and why the unique Chinese socialism is beneficial for the development of the party and the nation” with the article title of “The Biggest Interest of President Xi Jinping is Handling of Ideological and Political Subjects.” As for the education method, it states that “Through education, we should persuade students with the power of theories as well as impress them with strengths of emotions that permeates quietly into their minds.” Reports like this reveal the party’s determination for a profound influence to appeal to even the emotions of students.

  The Ministry of Education of the People's Republic of China distributed the “Plan for Fully-pledged Promotion of Designing ‘Political Ideology Lecture’” to establish ideological and political courses in universities. The ministry revealed the plan to develop an ideological and political education and research system across universities in China to establish a basis for practice and build outstanding educational resources. The ministry also announced that ideological and political courses will be given two credits at universities and one credit at three-year colleges. These actions are interpreted to be presenting policies to reinforce education on “Xi Jinping Thought” that targets university students before the beginning of his third term. The purpose of this education is to “encourage students to become a firm believer and faithful practitioner of ‘Xi Jinping Thought on socialism with Chinese characteristics for a new era.’” As the social control of the Communist Party of China is strengthened, it is likely that such education that focuses on the authority of President Xi Jinping will lead to the overconcentration of power or the cult of personality.

  Another article stressed that “Four Histories” education must be reinforced to “strengthen ideological and political courses.” “Four Histories” refers to the history of the party, the history of new China(People’s Republic of China), the history of reform and opening up, and the history of socialist development. In the speech for the 100th anniversary of the Communist Party of China in 2021, President Xi Jinping demanded that the party should “strength Four Histories education on party members” while summarizing the 100 years of historical experiences of the Communist Party of China.

  Ideological and political courses are mandatory courses designated by the Ministry of Education of the People’s Republic of China that all university students in China must complete. These courses generally teach Marxism-Leninism theory, guiding ideologies of successive leaders of the Communist Party of China, and important agendas of the party. Particularly in the second semester of the freshman year of university, all students are required to take the “Outline of Modern Chinese History” course.

  The period and scope of Four Histories education vary slightly for each subject. However, the Chinese modern and contemporary history led by the Communist Party of China is the core of the overall education. The goal of the education is to let young minds have accurate understanding on history by connecting the history of China with the present and the future. This ultimately shows the Chinese government’s intention to glorify the achievements of the party through Four Histories education and explain the legitimacy of the power of the Communist Party of China.

Strengthening education on the sense of community for the Chinese Nation

  Another noteworthy detail in the report at the 20th CPC Congress, although it was not well covered in the Chinese media, is the history of the development of “Zhonghua minzu(Chinese Nation)” along with the Four Histories. The report hinted that research and education in the “sense of community for the Chinese Nation” will be strengthened by stating “the party’s ethnic project will be improved and strengthened with the goal of solidifying the sense of community for Chinese people.”

  The most representative example would be strengthening the “education on the sense of community for the Chinese Nation” at the Minzu University of China in Beijing. The Minzu University of China was founded for ethnic minority education in China and most students are of ethnic minority. According to media coverage, the essence of education on the sense of community for the Chinese Nation is education on values and the core is establishing communal ideology centered on unity. The Minzu University of China states that students must become talents equipped with a strong competency to achieve the Chinese Dream, the great revival of the Chinese Nation, through education that solidifies the sense of community in the Chinese Nation.

  Why is it that the Chinese government is aiming to strengthen education on the sense of community for the Chinese Nation? To borrow the expression of the Chinese media, it is to plan for strengthening internal solidarity and unity through national unification by actively promoting the formation of a national Chinese community. On the other hand, “Four Histories” education could bring opportunities to overcome the limitations of education focused on the modern and contemporary history of China.

  The problem is that the national unification during the reign of Emperor Wu of the Han dynasty was also part of research in the exploration of the origin of the sense of community for the Chinese Nation. According to the research, the dynasty located in Zhongyuan had close relations with countries in the northeast region of China at the time, including: Gojoseon, Buyeo, Goguryeo, Okjeo, Yemaek, Wuhuan, Xianbei, and Yilou. They were imposed direct rule over them by the Han dynasty. China recently selected and announced the “10 new archaeological discoveries in 2022” which included the historic sites of Goguryeo and Balhae. They added that these sites “demonstrate forming a multiethnic and unified nation of China.” This is an emphasis that the countries located in the northeastern area of China during the Han dynasty were part of the Chinese ethnic community and this needs to be the center of related research in the future.

  Ideological and political education and education on the sense of community for the Chinese Nation aim at enhancing internal solidarity and the authority of the Communist Party of China and the “balanced development of global education and establishment of world-class universities in China” policy aims to strengthen China’s competencies in overseas. China’s global education policy matches middle and high school history textbooks in China that have been standardized focusing on the details of world history on China’s role in the international society.

  The People’s Daily reported on Jul. 16, 2022, that “UN’s 2030 Agenda for Sustainable Development aims to provide equal access to quality education by ensuring inclusiveness and equality. The balanced development of current global education is facing a big challenge and every country must join in the balanced development of global education for every child to receive quality education.”

  People’s Daily Online issued an interview with the UNESCO Assistant Director-General for Education titled “Let’s work together to reform global education systems.” The interview emphasized that “China is actively participating in global education governance and maintaining a positive cooperative relationship with UNESCO ever since the restoration of China’s lawful seat in UNESCO. China is providing a series of public goods including finance, experiences, and ideologies, and demonstrating the country’s responsibilities.” The China Education Association for International Exchange(CEAIE) especially insisted that “China is contributing in a Chinese way and sharing China’s educational achievements and experiences with the world by actively responding to UN’s resolution of the International Day of Education as a UNESCO’s partner.”

  Even an article on Aug. 19 in the China Youth Daily, titled “Let’s promote the development for internationalization of local universities in China,” emphasized that “We must discuss the development direction for internationalization of high school education in China since the COVID19 pandemic. China’s university education must throw off the ideological shackles to accelerate the development with other countries in the world.” But these reporting also presented contradicting details that “China must take the initiative to achieve the unification between the borders of international development and cooperation in multifaceted subjects.”

  The Aug. 28 article in the Social Sciences in China titled “Let’s demonstrate the responsibility of a major country by promoting the innovation of global management system” stresses that “China must perform the responsibility of a big country for the innovation of global management system and raise China’s voice and rulemaking authority in the international society.” What is intriguing is that the article pointed out that the global leadership of the US, reliance on the existing global management system, and the floor led by Western countries in the international society are the factors that hinder the drive for reform of the current global management system. Thus, this indicates that China’s education on the “balanced development of global education and establishment of world-class universities in China” ultimately aims for attaining global leadership while restraining Western powers including the US.

  The background of presenting “the balanced development of global education and establishment of world-class universities in China” can be seen even in the keynote address on Dec. 8 by Vice Premier of the State Council Sun Chunlan at the "International Conference on Chinese Language Education." Based on the report to the 20th CPC Congress, Sun Chunlan stated that “Chinese modernization can promote the great revival of the Chinese Nation, create more opportunities for the development of the world, and provide the international stage for Chinese language education.” She also stated that “international standard for Chinese language education” will be supplied through cooperation with governments, schools, companies, and social organizations around the world and create a new international Chinese language education program that can effectively meet the demands for Chinese language studies.

  As shown above, the Chinese government is executing global education policies to dominate the global leadership as a global leader and maximize China’s influence in the international society. Countries seek to enhance their politics, economy, science, and military powers to expand their influence in the international society. However, China also sets the goal of becoming a cultural powerhouse. China is stipulating that it will contribute to the development of human culture through the supply of Chinese culture and perform the role of leading the international society.

The third term of Xi Jinping, the forecast of education in China

The official inauguration of President Xi Jinping’s third term was announced at the closing of the Two Sessions on Mar. 13. The strengthening of education in Xi Jinping’s keynote speech has been discussed as a top agenda among the constructive feedback to promote the overall development of China. The Chinese media has stressed that education is the fundamental and strategic backbone to build a modernized socialist powerhouse since the report to the 20th CPC Congress. They insist workers in education must assist in the great revival of the Chinese Nation through education on socialism with Chinese characteristics and must receive the guidance and leadership of the Communist Party of China in their educational work.

All in all, China’s education policies in Xi Jinping’s third term, which advocates for strengthening education, are centered on “Xi Jinping Thought.” It stresses strengthening ideological and political subjects, education on the sense of community for the Chinese Nation, promoting global education, and establishment of world-class universities. Ethnocentrism of China and its hegemonic perception of history is expected to further heighten under the general guidance of the Communist Party of China.