The Practice Of Implementing Social Emotional Curriculum In H Company Under The Background Of Globalization ——From The Perspective Of Network Governance

Under the background of globalisation,the mobility and borrowing of educational policies have accelerated,and the interdependence between education and society has gradually increased.With the acceleration of China’s reform and opening-up process and the deepening development of the market economy,private educational institutions and social organisations are now widely involved in China’s education supply and played an important role in education governance.However,due to the late development of non-governmental profit education institutions and the imperfection of the corresponding policy environment in China,the functional scope and role of private institutions are rather vague and limited,and the governance system in China needs to be further improved.Social Emotional Learning（SEL）has received global attention and has been mobile internationally as a process of cultivating core abilities,such as understanding and managing emotions,setting and achieving positive goals,understanding the perspectives of others,building and maintaining positive relationships,making responsible decisions and dealing with interpersonal relationships constructively.Social Emotional Learning entered China in 2011.At present,it is in a critical policy window period,with multiple actors involved in promoting the practice and adaptation of Social Emotional Learning in China.Among them,H company,a non-governmental profit organization,introduced the social emotional curriculum of the Committee for children（CFC）in 2018,building relationships and interacting with a plurality of global and local actors to actively promote the implementation and improvement of Social Emotional Learning in Chinese kindergartens,and participate in China’s educational network governance structure in combination with multiple pathways.Based on the perspective of network governance,this study takes the non-governmental profit organization,H Company as the research object.Combined with the methods of literature and interview,this study explores the ideas and value demands,the relationship and interaction between H company and multiple stakeholders in the process of implementing social emotional curriculum,and summarises and analyses the pathways of non-governmental profit organizations participating in educational governance in China.Through the analysis of the practice of H company in implementing social emotional curriculum under the background of globalization,it is found that non-governmental profit organizations mainly participate in China’s educational governance through active participation under policy regulations,professional participation based on research and data,and market-based participation through differential pathways and resource cooperation.On this basis,the following conclusions are drawn from this study.First,non-governmental profit organizations in China are constrained by the need for resources such as funding,information and legitimacy,showing a path dependence on the government to a certain extent.Second,the synergy of non-governmental profit organizations participating in educational governance in China is weak,lack of institutional operation mechanism and development support,and the breadth and depth of participating in educational governance are insufficient.Third,under China’s current governance structure,non-governmental profit organizations have realized the coordination,distribution and optimisation of resources through the establishment of a horizontal network of mutual trust and coordination.Fourth,globalisation has expanded the governance space and participation paths of non-governmental profit organizations,enabling them to break through the administrative constraints and resource limitations of the state to a certain extent,and to enhance their subjectivity and participation in the education governance structure.Based on the above findings,the study believes that in order to further improve China’s educational governance structure and give full play to the main role of social forces such as non-governmental profit organizations in network governance,the following four points need to be achieved.First,accelerate the transformation of the functions of our government from a management-oriented government to a service-oriented government,realize the role transformation from a provider to a promoter,and comprehensively use a series of measures such as policies,regulations,resource support and purchase of services to provide convenience and guarantee for the participation of multiple subjects in educational governance.Second,expand the participation space and autonomy of China’s non-governmental profit organizations,and realize the collaborative participation of multiple subjects in China’s educational governance structure.Third,improve the institutional protection and support system of non-governmental profit organizations in China,and enrich the feasible paths for non-governmental profit organizations to participate in educational governance.Fourth,the relationship between globalisation and localisation should be viewed dialectically,and the power of globalisation and localised practices should be used to improve China’s education governance structure,giving rise to new thinking and new practices and promote the sharing of high-quality practice of global education.