Research On The Relations Between China And UNESCO In Education Cooperation

China is one of the founding member states of United Nations Educational, Scientific, Cultural Organization. It has the largest population in the developing countries, therefore, it's natural that UNESCO considers China as one of the most important member states and partners. In Oct. 29 1971, the legitimate seat of the People's Republic of China was restored. From then on, the past three decades, the relations of Sino-UNESCO has being become closer. In this new century, the cooperation of both is performing a thriving prospect. On the other hand, there is a critical question on the process of China peaceful rise has being proposed, namely, how to effect the world issues by employing the soft power of China Civilization. It's accordingly the right time to reflect the relations between China and UNESCO in education cooperation, to quest the way whereby China could influent the world education through UNESCO; to achieve these tasks out of question guarantee the significance in solving the practical and theory problems in the cooperation of both.Although there used to be many programmes in the past three decades, the most important influence appears in Lifelong Education and Education for All in the process of China education reform and its whole development. Both of these two UNESCO education concepts are arguing the core that the whole traditional education system must be changed. Considering this point, we could claim that they have given birth to the concept of Lifelong Education for All. In the perspective of Lifelong Education for All, this dissertation was set th??ojects to review and prospect the relations of Sino-UNESCO in Education.The author will review and prospect the cooperation between China and UNESCO from the aspect of Lifelong education for All. It includes five parts:The first chapter reviews the process of Sino-UNESCO cooperation from 1945, by arranging and describing the critical historical events and their background. It conclude the role and power of China in the cooperation with UNESCO. Further, It discusses the subjects of Sino-UNESCO cooperation in education, and remarks that these subjects could be centralized into Lifelong Education for All.The second chapter analyzes the framework of Sino-UNESCO cooperation to point the initiative of both. Then, it comment on the institutions of Sino-UNESCO cooperation in education. At last, it interprets the practical significance of the institutions: UNESCO's universal educational ideas could be integrated into China indigenous education culture.The third chapter explores the problems of the localization of Lifelong Education for All in China in order to quest the truth of Sino-UNESCO cooperation in China Education. It also puts forward the factors of forging the relations of both.The fourth chapter constructs some theoretical points to explain the reality and future of the relations of Sino-UNESCO educational Cooperation in China. It concluded that the operation of the framework of Sino-UNESCO cooperation resorts to consensus, and the dialectics of the discourses of both lays in the core of consensus. On the basis of these viewpoints, it argues that the perspective of Sino-UNESCO is deciding by the feasibility that China could develop its modern universal discourse from its local education culture.A Peroration was planned in the last part of this dissertation. It points that there is a bottle-neck needed to be broken out at present in the Sino-UNESCO cooperation. It suggests that the promotion of the cooperation of both in education could make a difference, if we could answer this question as soon as possible, "How to make the Chinese education tradition to be an effective discourse?"There are some conclusions which were put forward in the relevant chapters of this dissertation:1. A splendid achievement has made in the cooperation of Sino-UNESCO in the past three decades.2. The function of the institution of Sino-UNESCO cooperation in education is constructing by the following mechanism: Multilateralism as the thought way, Global Programme as the Framework, Identity as the Key, Consensus as an approach, Intellectual Cooperation as the solution.3. China transforms and renews the UNESCO's discourse of Education while introducing and transplanting.4. The pers??ive of Sino-UNESCO cooperation in education depends on this crux; whether China could give birth to the world universal educational discourse.