Interpreting China's Community Education Policies of the Past Decade in the Context of Community Education Principles

Abstract

Objective: This paper examines the evolution and impact of community education policies in China from 2013 to 2023, analyzing them through the lens of core community education principles. The primary research question is: How have community education policies in China over the past decade aligned with and promoted the principles of community education? Methods: The study employs a qualitative analysis of key policy documents, including the Opinions on Promoting Learning Cities (2014), the Regulations on the Promotion of Community Education in Chengdu (2016), and the Law of the People's Republic of China on the Promotion of Family Education (2021), among others. The analysis focuses on identifying policy objectives, implementation strategies, and outcomes, with a particular emphasis on their alignment with community education principles such as lifelong learning, accessibility, community-centered approaches, and participatory engagement. Results: The analysis reveals that these policies are to meet the diverse learning needs of community residents, improve living standards, promote community governance, and support regional development. The policies underscore principles such as lifelong learning, accessibility, community-centered approaches, and participatory engagement. Key findings indicate that these policies aim to integrate various educational resources and promote social change, though challenges such as insufficient resources and uneven implementation persist. Conclusions: By aligning policy goals with community education principles, the research advocates for a more integrated approach that addresses the needs of all community members and fosters a sustainable and inclusive educational environment. The findings contribute to the existing body of knowledge on community education policy and provide recommendations for future policy development and implementation.