China harnessing culture's magical power

Source:Global Times Published: 2014-4-24 22:28:01

Abhimanyu Singh



Editor's Note:

2014 marks the 30th anniversary of the opening of the UNESCO Beijing Office. China has made public commitments to promoting its culture, improving national education and preserving its heritage. What issues are UNESCO concerned about? How can China deal with the problems in preserving culture? Global Times reporter Wang Wenwen (GT) interviewed Abhimanyu Singh (Singh), director and representative of the UNESCO Office Beijing, on these issues.

GT: In late March, Chinese President Xi Jinping gave a speech at the headquarters of UNESCO in Paris and extended his views on cultural exchange, saying that without the development of culture, the Chinese dream will not be realized. How do you see the role of cultural exchanges in the realization of the Chinese dream?

Singh: China attaches great importance to cultural development for the realization of the Chinese dream. In particular, it is committed to harnessing culture, drawing from experiences of all civilizations, as a wellspring for creativity and renewal to foster sustainable and innovative ways of economic and human development.

In this context, China is actively pursuing a strategy to strengthen cultural exchange with other countries. This can be illustrated with two concrete examples: the establishment of 358 Confucius Institutes and 500 Confucius Classrooms in 105 countries and regions as of 2012 to promote Chinese culture and language, and that China plays host to a large number of foreign students - 356,499 in 2013 from 200 countries and regions - who are exposed to the Chinese culture and way of life during their stay in China.

GT: A recent report released by the International Ecological Safety Collaborative Organization highlights China's severe inequalities in education, especially between urban and rural areas. How can China deal with these problems?

Singh:
China has made remarkable achievements in making basic education accessible to all citizens in all parts of the country. This was very much facilitated by the clear vision and the commitment of the Chinese government to achieving the key "Two Basics" to universalize nine years of compulsory basic education and to eradicate illiteracy.

It is true nonetheless that considerable gaps in education access and quality continue to exist especially between urban and rural areas, eastern coastal zones and inland provinces, and for the poor, rural-to-urban migrants, ethnic and linguistic minorities, disabled persons, and other disadvantages.

The strong leadership, continuous and sustained actions led by the government of China, together with increased and targeted use of funds to support those who are disadvantaged would help further expand educational opportunities for all.

Enrolment in China's higher education expanded exponentially in the last decade from 2.2 million in 2000 to about 10 million in 2012; of these 51.35 percent are women. The number of higher education institutes has risen from 1,041 in 2000 to 2,138 in 2012. Students from far flung areas thus have a better chance of cultivating their talents.

GT: The Chinese education system is often blamed for being exam-oriented. How do you see this problem? How should education reform in China go?

Singh:
UNESCO believes that learning should go beyond acquiring academic knowledge; social outcomes of education are equally important for young people to address challenges of a rapidly changing world and globalization. Core values such as tolerance, appreciation of diversity and civic responsibility should be promoted and transferable or soft skills, such as analytical and communication skills, as well as creativity and leadership should be nurtured.

The current high stakes examination system may have contributed to the tendency for rote memorization to teach to the test. China's education reforms are focused on improvement of the quality of learning in the classroom to improve analytical skills, problem solving, creativity and communication.

GT: Being a world power involves hard power and soft power, both of which are dependent upon the ability to innovate. But this seems a weak point for China. How can this challenge be met?

Singh:
China increasingly engages in international scientific cooperation across disciplines and at multiple levels, from the provision of training and support for developing countries through south-south cooperation, to cutting edge research cooperation between world-class universities and research organizations.

China's growing number of science-related centers and institutes for research and training under the auspices of UNESCO are a good example of how China collaborates internationally.

Over the last five years, an expanding tier of Chinese multinationals have become visible in global innovation rankings. Previously regarded as a weakness, the quality and speed of Chinese firms' capacity for incremental re-innovation is becoming an important competitive asset.

GT: Can you name one or two most notable cooperation projects between China and UNESCO since you were appointed here?

Singh:
Since its establishment in 1984, UNESCO Beijing has been committed to contributing to UNESCO's mission in the region. In its 30 years of operation in China, profound achievements have been made.

China has 45 properties inscribed on the World Heritage List, which positions it at the second place in terms of number of sites. In 2013, the Cultural Landscapes of Honghe Hani Rice Terraces as well as Chengjiang Fossil Site were inscribed. 

China has 38 elements on the Lists of the Convention for the Safeguarding of Intangible Cultural Heritage. It is the most represented state in these mechanisms. The list includes a number of well-known cultural practices and expressions, such as Peking Opera, Kunqu Opera, Chinese Paper-cut and acupuncture and moxibustion as part of traditional Chinese medicine.



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