In accordance with William Shakespeare, “The world is a stage and we are merely players.” Just as actors require directors to guide them on stage, the education of our children relies on the guidance provided by parents, teachers, and the government. In America, numerous scholars argue that our nation possesses considerable power and a firmly established free enterprise system. Nevertheless, concerns exist regarding educational imbalances such as teachers lacking complete qualifications in their respective subjects, as emphasized by James Compton (2M Minutes Video).
In India and China, teachers in middle and high schools are required to have a Bachelor’s Degree and undergo teacher training to be eligible for teaching positions (Ibid). As a result, students in these schools often face difficulties comprehending the lessons due to occasional teacher absences. To achieve educational objectives, it is essential for both teachers and students to exhibit enthusiasm towards teaching and learning. This highlights the shortcomings of current teaching methodologies when compared to those employed in other advanced countries.
The children of India and China have a stricter curriculum at a younger age compared to American children, with the goal of improving their countries’ economic situations and technological competitiveness. This places them ahead of American children. Specifically, in 1986, China introduced the Compulsory Education Law that requires all children to receive nine years of formal education.
The educational system in China is categorized into three divisions: basic education, higher education, and adult education. The academic year is composed of two semesters. Since 1949, the Chinese government has prioritized enhancing the educational system to compete globally in science, technology, and education during the phase of economic development (Education in China). Retrieved from www.travelchinaguide.com/int/education.
The education reform in China has prioritized modernization as its main objective. Throughout the last five decades, China has made significant advancements in its education system. The current system, which was initially introduced to India by the British in 1854, remains unchanged to this day. It encompasses preprimary, primary, middle, secondary, and higher levels of education. In 1976, a constitutional amendment called Article 42 was passed with the purpose of transferring the responsibility for education from the state to the central government in India. Additionally, Article 43 endeavors to ensure that all children receive “free” and obligatory education until they reach the age of 14.
The National Policy on Education was implemented in India in 1986 to improve the education system and ensure equal access for all children, regardless of their caste, creed, location, or sex. (Source: http://countrystudies.us/india/37.htm) In the United States, the education system originated in 1840 through the efforts of education reformers Horace Mann and Henry Barnard. This era became known as the “Common School Period.” Over time, this system has evolved into four categories: elementary school, middle school, high school, and post-secondary education. The post-secondary category includes college or university education, vocational education, graduate education, and adult education.
In America, China, and India, the school year usually begins in late August or immediately after Labor Day in September. However, there is a significant difference: unlike America and India where there are privately-owned for-profit schools, China does not have such institutions. In India, around one-third of students choose private schools to receive a better education than public schools offer.
Indian parents have high expectations for their children in these institutions as they strive for success in their professional lives. However, private schools were not allowed in China until the late 1980s, according to Kathy Chu’s report on February 1, 2011, published by USA Today. In contrast to China and India, American public schools provide various facilities like libraries, swimming pools, gymnasiums, and football fields.
Despite the many options provided, high school students must still decide on their future goals. In both China and India, students are directed towards a specific career path from an early age. However, Indian and Chinese students have limited choices in high school due to strict discipline and parental expectations. The government-funded education system in China emphasizes collective rather than individual focus.
Chinese schools have a belief that all students can excel in every subject, even though some may need to put in more effort than others to achieve similar results. In contrast to the United States, Chinese schools don’t use tracking systems to separate high-achieving students from those with lower levels of accomplishment. Instead, weaker students receive support that helps them catch up with their proficient peers and prevents them from falling behind the class. This approach guarantees that the entire class progresses together, ensuring that everyone comprehensively understands the subject.
The idea is that every student has the potential to succeed if they put in effort, and teachers and parents are willing to provide additional time and support outside of regular school hours to help students overcome weaknesses in specific subjects. However, education in America values individuality, so it is crucial to preserve students’ self-esteem. In the United States, when a student faces difficulties in math class, it is often blamed on their supposed lack of mathematical ability.
Many students choose to transfer to a lower-level math class in order to improve their math skills due to these circumstances. On the other hand, China and India take a different approach by mandating the study of mathematics, science, and other core subjects from elementary through high school; they also provide elective courses for students. In contrast, in America, 40% of students do not continue with science subjects beyond general biology in high school, and only 55% have completed two years of algebra and one year of geometry.
According to a survey, 70% of parents are satisfied with their children’s academic progress. Moreover, American students demonstrate more confidence compared to students from other countries. Despite having the same amount of education time as Chinese students, American students spend less time in school. In contrast, Indian students spend 1.5 times more hours in classrooms than American students.
According to Robert Reich, the former US Secretary of Labor, there have been substantial changes in the American education system. Previously, there was emphasis on multiple aspects, whereas now the main focus is on preparing students for employment. On the other hand, Chinese educators and parents have high expectations for all students to excel in every subject. Consequently, this fosters self-confidence among students. This confidence serves as a self-fulfilling prophecy because when adults believe in a child’s abilities, the child is more inclined to believe in themselves and work towards attaining success.
Indian and Chinese students achieve better academic results because their teachers and parents have higher expectations for them. The education systems in India and China are different from that of the United States, including their higher learning institutions. Notably, standardized exams play a crucial role in assessing students in India and China, while the approach is different in America. In these countries, passing these exams is essential for college admission eligibility, unlike the American system where only a Scholastic Aptitude Test (SAT) score is required.
American universities are favored by international students seeking a top-notch education. In his book “The World is Flat,” Thomas L. Friedman highlights the significance of worldwide interconnectedness and technological advancement. Educators in India and China have observed that their students excel in math and science but fall short in creativity and innovation compared to American students. Striking a balance between these limitations while embracing inventive approaches becomes imperative.
To be competitive on a global scale, Americans need to strive for excellence. In order to match the mathematical and scientific skills of students from India and China, Americans would have to invest twice as much time. During a conversation with his autobiographer Richard Stengel, Nelson Mandela discussed the African concept of ‘Ubuntu’. According to Mandela, ‘Ubuntu’ signifies that our humanity is defined by the humanity of others. He further emphasized that our progress in this world is greatly influenced by the efforts and achievements of others. By examining the education systems of America, India, and China, we can learn from their experiences and ideas to improve our understanding of their impacts on economics, politics, environment, and culture.
The primary focus is not on the dominance of one nation over another, but rather on fostering the sharing of ideas that can benefit everyone in establishing global educational institutions for development. Technological innovation, which is closely linked to economic advancement and progress, has the capacity to improve education systems in all countries.
