A Look at Shanghai, Chinas Education System - Essay Example

Introduction There have been numerous debates on the effectivity of educational systems in various countries. Generally, the Western education system is placed in juxtaposition to the non-Western’s, sometimes ending in heated arguments that one is superior to the other, and that a certain country or community should adapt the other’s educational program or vice-versa. There is a need to see that the both systems cannot be entirely compared because they are different in nature, structure, and aims, influenced by their own histories and depending on their cultures. The Chinese culture is one of civilization’s most ancient, a witness to numerous changes as the world reached today’s modernity. China’s economy has attracted attention in the recent years but the rest of the world did not really care of its educational system, not until Shanghai topped test scores in the 2009 Programme for International Student Assessment (PISA) and stunned educators (Dillon, 2010). In this light, we explore the present educational system of China, specifically of Shanghai, and its cultural, historical, and philosophical influences. We also look into a comparison of the system used in the United Kingdom (UK), if it has a Chinese influence, and how it is similar or different from the framework utilized in China. Implications of the Chinese education system and current state are also presented, as well the integration of both UK and China education systems. Education System in China Culture In the previous centuries, Chinese education highly depended on examinations at different levels. There were no formal institutions because only the socio-economically privileged and financially capable can afford such. Because of this system’s openness regardless of family background, the Civil Examination “drove almost all families...to have high hopes for their children’s future” (Organisation for Economic Co-operation and Development [OECD], 2010, p.84). It was a way to achieve social mobility, and thus “social status, officialdom, scholarship, and education became synonymous in people’s minds” (84). This notion has been present for such a long time, that it has created a strengthened belief that there are due rewards for working hard. Through this Civil Examinations tradition, we comprehend why the Chinese have a very high regard for education, up to the point that the drive for learning results from examination pressures and expectations from family and society. History Historically speaking, China’s education system had endured its hard times and struggled for its revival. The Cultural Revolution is traced as the root where China’s educational system was ruined in the country’s effort for so-called egalitarianism, which unfortunately backfired. When the revolution ended, the late 1970s and the 1980s were years of recovery in both economic and educational aspects. Schools started to open in various places, achieving universal primary education. Some cities like Shanghai opened vocational schools, and eventually China established a degree system for higher education. From the 1990s up to today, primary schools in China have high enrolment rates, as well as junior secondary schools. One of the noteworthy maneuvers in the system is China’s decentralization of education by providing different textbooks in the regions, but having the same universal primary education. In the 21st century, the system concentrates on higher education by mandating the increase of enrolling population. Confucianism in Chinese Education Confucius, regarded as a great Chinese thinker, was not concerned with man’s relationship to God or the universe, but rather emphasized on the importance of establishing the “conditions for an ethical society than to seek to answer answerable questions” (Ornstein & Levine, 2008, p.60). He created an educational system that had high regard for ethics and proper behavior, and respect for hierarchical relationships. He associates character education with learning how to perform appropriate behavior according to his or her role and rank in society. Confucius established a school to train students on becoming government officials, inculcating his ethical theory as the manner to perform their duties once in office. He perceived mentoring as an important aspect in education. Respect for teachers is very important in the Confucian philosophy. Teacher and student relationships are conducted with strict standards, and together with respect for education and learning, these became important characteristics of education in China and East Asia (Ornstein & Levine, 2008, p.61). Present System China has adopted the “nine year compulsory schooling system” since 1978, requiring all children to attend school for at least nine years, finishing both primary school and junior middle-school programs (SHME, n.d.). In order to proceed to higher education and college, there is a need to for students to pass all the examinations given to them as they finish certain courses. Pre-school education in China is basically learning the native language, playing games, enhancing talent, and teaching values and virtues, attended by children from three to six years old. On the other hand, primary education takes six years, teaching basic mathematics, Chinese language, moral education, sports, extra-curricular activities, and optional English. High school education in China is divided into junior high school and senior programs, both three-year courses each. During these phases, students are taught various science subjects, Chinese and foreign histories, geography, English, and physical education. Higher education in China takes four two five years, which aims on training “specialists for all the sectors of the country’s development” (SHME, n.d.). Graduate schools are also open to those students who have completed a first degree. Another noticeable characteristic of the Chinese educational system, specifically in higher education, is that it has a centralized admissions and enrolment system, determined by the Ministry of education on the basis of academic performance, social behavior, morals, and physical qualifications. Chinese university students live in dormitories during the week free of charge, in addition to free university level education and subsidies to financially unstable families. Although education reforms increase the cost of fees, they have opened the possibility of universal education in the country, with its goal to produce competent student for China’s development. Comparing China and UK’s Systems With a view on Shanghai, China’s educational system as a non-Western scheme, we put into view the system in United Kingdom (UK), looking into possible similarities and differences. Through these we gather why the systems are not entirely comparable, and we arrive at certain implications brought about by each, not arguing which is superior to the other, but rather understand why the certain system works in its corresponding community. Like China, UK encourages the increase in post-compulsory education, especially in higher education (Machin & Vignoles, 2005, p.14). A huge reform in the UK system is the incorporation of a standard national examination after secondary school to qualify for higher education. It also shifted its focus on higher education during the 1990s, opening both polytechnic schools and universities for vocational courses and academic focus, respectively (Machin & Vignoles, 2005, p.15). While China utilized a centralized framework, UK sent their students to different schools according to their abilities, and even same age students are placed in different classes according to achievement, preventing interaction from various groups of students (Mattheou, 2010, p.124). Comprehensive schooling is encouraged in the UK; however the existence of segregation in the system cannot be avoided. Although there were and are several efforts to widen access to education, UK is distinct to other systems as educational attainment is still linked to parental education and income (Machin & Vignoles, 2005, p.16). The cost of education in UK is relatively high compared to other countries, especially in cases where parents opt to put their children in private institutions. Unlike in Chinese culture, education was opened to the entire population regardless of family background. In addition, fees in education are highly supported by the government. Implications Falling UK Standards and China’s Rise In the recent years, the UK educational system has also attracted criticisms in terms of its quality. In an OECD survey last 2008, the UK fell from the third to the 15th place in having the highest graduation rate among industrialized countries, putting into question the importance of higher education (Williams, 2010). In addition, the world university rankings for 2010 show that the top 5 did not include any British institution (Times Higher Education [THE], 2010). These statistics ignite heated debates and numerous opinions for reasons of such figures, and if completely true, they may not be fully explained unless we look into various aspects that could have affected the system. The increase in fees may be a contributing factor, and some contend that university management may also have an effect on this performance. Nonetheless, it is also important to assess the students’ value of education. After the compulsory years of education, students have the choice whether to pursue a higher degree or engage in other things. There may be an impact of how UK students perceive education and how they put themselves “into it” to the quality of education. On the other hand, China, specifically Shanghai, has been recognized in their improvement on the quality of education, as shown by 2009 PISA results. Although it was predicted that the results would launch arguments, educators and government leaders see this as a “wake-up call” to improve their own systems. “Rote-learning” is instantly associated with this issue, especially since the Confucian tradition required such in the ancient times of memorizing texts. Nevertheless, China’s Ministry of Education aims to “move away” from this practice and go towards the current of teaching students broader analyses and solving of problems as can be used in relevance to their needs (OECD, 2010, pp.89-90). Many personal opinions attribute the progressing educational system of Shanghai to the discipline inculcated into Chinese students. As mentioned in the early part of this paper, the Chinese equate education as a means to change their socio-economic state. Parents invested and would invest in order to provide for the highest possible educational attainment of their children. Further, Confucianism as weaved in the culture is imprinted into the minds and hearts of Chinese students. Thus, we see their perseverance in learning, even if these have been pointed out as results of societal pressures and expectations. Character education as proponed by Confucius centuries ago may have been continuously valued up to this time. Integrating Both Systems Confucian influence on Western Education The Chinese educational framework is widely known for its national examination system. These comprehensive examinations assessed the academic competence of students, emphasizing on recall and memorization rather than solving actual problems (Ornstein & Levine, 2008, p.61). A disadvantage of such ancient practice is that it branded Chinese as “rote learning,” unlike the concept of Western education system that encourages its students to think “outside the box” and apply what they have learned in different situations. Nonetheless, this concept of national examinations to assess students and serve as a gauge for further education is adapted today by several other countries all over the world. International Students and UK-China Ties China is also seen as one of the fastest countries in history to expand its university capacity (Schrock, 2010). As a matter of fact, more foreign students go to China and study there because the cost is lower as compared to Western universities. English has been adopted as the second language in China, so the issue of language barrier is minimal in academic institutions. There are already established programs with visiting professors, and there are universities in China where they have certain programs tied up with Western institutions. As there are foreign students coming to China for cheaper cost of education without compromising its standards, there are more Chinese students who go out of their country to pursue higher education. For instance, the increase of international students taking undergraduate and postgraduate courses in the United Kingdom is a result pointed out particularly to the influx of Chinese students (Nata, 2007, p.25). The reason for such venture by these Chinese students is associated to a historical context, wherein English is acknowledged by the Chinese as a means for economic and industrial advancement. Yale University president Richard Levin has even expressed last year that China’s top universities could rival UK’s institutions, with the use of their resources and determined will (Shepherd, 2010). Also, continuous increase in Western academic expense are said to be prompting Chinese students to go back home, as China can undeniably produce a high quality education nowadays as well. In another view, there are already quite a number of UK-China partnerships in higher education. A couple of years ago, the UK-China Partnership Scheme was backed up by £2m for those next two years to coordinate efforts to link institutions in both countries (BBC News, 2005). Through this, Chinese students did not need to go to UK to enroll in their preferred degrees, and there were contentions that such move was a way to revive market shares in UK universities. Albeit these issues exist, it is implied that the Chinese education system is open to Western influence and vice-versa. Conclusion The Chinese education system is primarily influenced by their history, culture, and Confucius. These three aspects allow us to understand their high regard for education. The education systems of both UK and China have similarities and differences, thus placing them in total comparison would not be appropriate. Issues regarding the decline of the quality of education in the UK and its rise in China have surprised several number of people, especially those in the academic realm. However, it is also evident that the trend of international students are continuously shifting, as both countries have started to work together in order to satisfy each other’s interest. From this, it could thus be implicitly expressed that there could be future reforms in each of the educational systems in order to cater to changing needs, depending on the influence of one to the other. References BBC News, 2005. “£4m for China-UK University Links.” BBC, [internet] 6 Dec. Available at: http://news.bbc.co.uk/2/hi/uk_news/education/4503208.stm [Accessed 18 Jan. 2011]. Dillon, S., 2010. “Top test scores from Shanghai stun educators.” The New York Times Online, [internet] 7 Dec. Available at: http://www.nytimes.com/2010/12/07/education/07education.html?_r=1 [Accessed 17 Jan. 2011]. Machin, S. & Vignoles, A., 2005. What’s the good of education? The economics of education in the UK. New Jersey: Princeton University Press. Mattheou, D., 2010. Changing educational landscapes: Educational policies, schooling systems and higher education--a comparative perspective. Dordrecht: Springer. Nata, R., 2007. Progress in education. Vol. 14. New York: Nova Science. 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