Background: A project has recently been proposed by the National Education Examinations Authority, P. R. China, to develop a national framework of reference for English language education, provisionally called China Standards of English (CSE). In this article, we argue for the necessity of developing the framework of reference in China and challenges facing such an important endeavor. Methods: We first reviewed relevant documents of English language education in China to identify the overlaps and inconsistencies in the curricular requirements at different educational stages. We then explored the need for improving the transparency in policies and practices of English language education. Finally, challenges facing the development and implementation of the CSE were discussed based on Alderson's (2009) conceptualization of politics in language education. Results: For governmental organizations, coordinating resources and negotiating views of different educational stages may prove challenging due to the segmental management structure of English language education in China. Micropolitically, the CSE project may face technical challenges due to the innovative nature of the work involved. Resistance may also be encountered from practitioners who may pay lip service to the new framework and feel reluctant to change their pedagogical and assessment practices. Conclusions: The discussion of challenges facing the development of a national framework for English, the first of its kind in China, is intended to influence and inform decisions on how the CSE can be developed, and more importantly, how the framework can be implemented so as to achieve the ultimate purpose of improving English teaching, learning and assessment in China.

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Purpose: This study systematically reviews the China’s progress in lifelong education (LLE) policies, theories, and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward. Design/Approach/Methods: This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy, theoretical, and practical levels. Findings: While following the goals of LLE set by the United Nations Educational, Scientific, and Cultural Organization, China has developed and implemented LLE with distinctly Chinese characteristics. The development of LLE in China has focused on protecting citizens’ learning rights, improving civic literacy, and enhancing human resources. This study reveals four aspects of China’s experiences of LLE development. First, as the primary actor in promoting LLE, the government took responsibility for providing guidance and leadership in the development and implementation of LLE. Second, the people’s enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE’s practical status. Third, the socioeconomic and political context consolidated the value foundation of LLE development. Fourth, the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development. Originality/Value: In addition to suggestions for the creation of an LLE system with Chinese characteristics, this study reveals several core theoretical topics of LLE development in China that warrant further research.

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