The Comparison and Contrast of Education Systems Between China and America

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The Comparison and Contrast of Education Systems between China and America The following essay will compare and contrast the education systems between China and America. The term "Education System" can be defined as” The system of formalized transmission of knowledge and values operating within a given society (Trade Chakra Website, “Education System in Malaysia”). In china, the education is divided into three categories: basic education, higher education, and adult education (China Education and Research Network Website, “Education System in China”), this research will discuss the topic of higher education or high school education system in two countries in detail. The main areas of the education system that will be discussed are student life and examinations. Following factors of student life will be examined; composition of study hours, student homework, family pressure, subject choice as well as school rules and regulations. Examinations are a standard for university entrance, involving goals, point system, pass rates, official comments, and exam structures and questions types (The Examination of Chinese Education,” An introduction to The National Education Examinations Authority”). Although some parts of the education system are the same in China and America, they have a lot of differences; therefore, this paper will illustrate the some major differences between the two systems.

Student life
The following sections will describe, compare and contrast methods of assessment in both China and America. On average, China's children spend 8.6 hours a day at schools, with some spending 12 hours a day in the classroom (China Daily Website, “China's children too busy for playtime”). The survey also claimed that the majority of children spend longer hours at school than their parents spend at work, and in America, students just stay in school and concentrate on their study between 7:00 am to 2:15 pm for high school and 7:00 am to around 2:45...
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