Abstract
Incorporation of aims for learning 21st century competencies in subject-specific curricula and
education has been an important issue worldwide. This study explored the integration of aims for
learning such competencies into the National Primary Science Curricula in China and Finland. Both
Curricula showed an emphasis on aims related to science education, such as inquiry and information
literacy. Yet the density of appearance of competencies for the 21st century in the Chinese
Curriculum is lower than in the Finnish Curriculum. Additionally, the Chinese Curriculum
illustrates the shortage of aims in the Living in the World category. The significant differences
between the Curricula have to do with the educational theories underpinning each national
curriculum. The Chinese Curriculum has a tendency to align with the Anglo- American curriculum
tradition, whereas the Finnish Curriculum is more closely aligned with the German Bildung-Didaktik
tradition. A national curriculum in different subject areas could be designed whose central purpose
would be cultivating holistic individuals and targeting goals for disciplinary knowledge and
skills. Merits of the different educational traditions need to be examined and considered in the
curriculum design
process.