Education in Australia and China - Essay Example

Education in Australia and China Introduction Over time, there has been a significant increase in the number of foreign students pursuing their studies in Australia. In most cases, these foreign students come from non-English speaking countries such as China among many other countries. In addition to this, a good number of Australian universities have developed different forms of franchising arrangements with educational institutions in foreign countries such as China. Nevertheless, it is worth noting that, there are substantial cultural differences between Australia and China. These cultural differences play a great role in influencing, learning expectations, learning styles of students, the teaching styles used and the overall role of the teacher and the learner during the learning process. When these cultural differences are not addressed appropriately, the learning process can prove to be intricate and unsuitable for students from difficult cultures. In order to develop a conducive learning environment for students from different cultures, it is essential to put into account these cultural differences when structuring teaching and learning system in educational institutions (Heffernan et al, 2010; Huang, 2010). This paper seeks to compare and contrast key aspects of teaching and learning system in China and Australia. Foremost, this paper will briefly examine the historical background of the educational system in China and Australia. Secondly, it will compare and contrast the role of the teacher and the learner in Australia and China Moreover; it will compare and contrast the teaching style of educators and learning style of students in China and Australia. In addition to this, the assessment and learning outcomes of education in China and Australia will be examined. subsequently, this paper will determine which teaching and learning system is most suitable for the current educational context. Historical background The historical background of the Australian higher education system can be traced back to the era of white settlement at Botany Bay. After several decades of white settlement, two communities, Melbourne and Sydney established institutions of higher education. The University of Sydney was the first institution of higher education founded in1851. During this era institutions of higher education were not founded to satisfy demand rather, they were founded so as to create social order. Early universities were established to resemble English universities. Nevertheless, adapting to the setting of their colonial masters implied that, Australian universities adapted some features that were more similar to the Scottish universities than English Universities. The curriculum used by these early institutions was based on a classical course study of mathematics, Greek and Latin. Later on more utilitarian courses which had more appeal to the colonial environment such a medicine and law were included in the curriculum. There was a high level of uniformity among early university in academic matters like level of courses and the perception staff on the nature of the institution. This came hand in hand with factors such as student fees and the level of government support. With time more institutions of higher education were established and the level of government support to these institutions begun to decrease. Moreover, fundamental changes occurred gradually that reshaped the system of higher education in Australia (DEET, 1993). In China, the traditional system of education was closely linked with the recruitment of officials through examination which demanded that learners should be extensively acquainted with knowledge on Confucian classics. This system of education was mainly founded on Confucian and legalist ideals. Basically, the Chinese traditional system of education was characterised by conformity, examination and competition. These factors greatly reflect the current situation of China’s education system. During this era education was mainly conditioned by civil service examination which was mainly based on Confucian classics which formed the official knowledge of the state and the standard curriculum. Following the arrival of western civilization in the 20th century, major reforms in the Chinese education system took place. These reforms were evoked by the military, political and economic superiority of the west that exposed the vulnerability of the Chinese culture. As a result, some intellectuals started to advocate for China to embrace the outside world so as to rejuvenate China. With time, Western ideals were embraced gradually into the Chinese Education system. Nevertheless, the Chinese still upheld their practices and values (Chan, 2006). Teaching style and the role of the teacher in China and Australia Basically, education in Western countries such as Australia is greatly influenced by Socrates ideals whereas in Eastern countries such as China education is founded on Confucius ideals. Based on Socrates ideals, education in Australia accentuates on the evaluation and questioning of others’ knowledge and beliefs, self-directed learning and self-generated knowledge. Conversely, in China, respectful and effortful learning, practical acquisition of knowledge and behavioural reform is highly valued. As a result, the teaching style and the role of the teacher in China and Australia is perceived and implemented differently (Tweed & Lehman, 2002). For instance, in Australia, teachers act as facilitators during the learning process, they encourage extensive participation of students through class discussion during the learning process. Teachers in Australia, tend to employ a more student-centered approach of teaching. In this case, teachers focus on ensuring that the knowledge obtained by students in self-generated and that students participate in active learning. According to Meyers & Jones (1993) active learning is a learning environment that enables students to listen, talk, reflect and read as they cover the course content through role playing, problem-solving exercises and small group discussions among many other activities. Furthermore, the relationship between teachers and students is equal in the classroom. As result, students are able to communicate and challenge ideas. Teachers often tend to use different informal learning strategies to teach. In most cases, the strategies used are versatile so as to meet the learning needs of students (Levy, Thompson & Hayden, 2007). On the other hand in China, teachers act as the main authorities and controller over the students’ learning process. In addition to this, teachers are considered as the moral mentors of students. Often times, teachers are very serious and employ lecturing as their main teaching style (Levy, Thompson & Hayden, 2007).The teaching strategy employed by teachers in China is more teacher-centered than student-centered. Unlike in Australia where teachers do not take full control over the student’s learning process, teachers in China take full control and responsibility and tend to use the cramming method to impart knowledge to students. In class, students take up a very passive role since there is minimal participation of students during the learning process (Huang, 2009). One of the common features in both the Australian and Chinese education system, with regards to the teaching style and the role of the teacher is that in both cases teachers play a fundamental role in the learning process of students. In China, teachers direct and control the learning process thus their role is very crucial to learning (Levy, Thompson & Hayden, 2007). In Australian institutions teachers facilitate the learning process of students, this role is also very crucial to learning. Moreover, both Australian and Chinese teacher employ a cooperative learning strategy. This strategy is a systematic pedagogical approach that encourage students to work together in order to realise a common goals. It encompasses the creation of learning groups, discussion groups and knowledge exchange and sharing (Bruffee, 1993). Learning style and the role of the learner Numerous studies have been conducted to establish the difference between Western and Chinese students. The collectivist nature and Confucianism elements embedded in the Chinese culture greatly influence the learning styles of students in China. For instance, Xiao and Dyson (1999) observe that the collectivists nature in the Chinese culture has led to most institutions teaching students in large groups with little one-on-one sessions and tutorials. This in turn impacts on the ability of students to express themselves. Chan (1999) further notes that Confucian values make Chinese students less likely to question or critique what they are taught by their teachers. Other values associated with the style of learning among Chinese students is that they emphasis more on effort and hard work rather ability. They also tend to see learning as a moral duty (Biggs, 1996; Lee, 1996). In most cases, Chinese students learn through memorization, imitation and repetitive practice (Cortazzi & Jin, 1996). As a result, they tend to perform better in mathematics and science related subjects than in subjects that require original and creative thinking Chinese learners play a receptive and passive role during the learning process. In most cases, they rely on their teachers to direct their learning and provide learning instructions (Salili, 1996). Conversely, learners in Australia learn through active class participation, group discussions, flexible lesson delivery and fieldwork. The nature of their relationship with teachers enables them to freely share their ideas and opinions. It also enables them to critique and challenge what they have been taught. In addition to this, Australian students take an active role during their learning (Heffernan et al 2010). One of the key aims of the Australian system of education is to enable students to become critical and independent thinkers. The Australian system of education also aims at equipping students with the necessary skills and knowledge that will enable learners to become innovative and make a positive impact to society (Levy Thompson & Hayden, 2007). Conversely, in China education is promulgated for nationalistic meanings and moral perfection (Chan, 2006). Conclusion Cultural differences between Australia and China play a great role in influencing, learning expectations, learning styles of students, the teaching styles used and the overall role of the teacher and the learner during the learning process. As a result of the rapid increase in Chinese students in Australian institutions of higher education, it is essential that intercultural awareness should be enhanced in order to promote better understanding of the backgrounds and cultures of Chinese students (Gareth, 2005; Zhiwen, 2009). References Biggs, B. (1996). Western misconceptions of the Confucian-heritage learning culture. In D.A. Watkins & J.B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual Influences (pp. 45–67). Hong Kong: CERC and ACER. Bruffee, A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. London: John Hopkins UP. Chan, S. (1999). The Chinese learning: A question of style. 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