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Which is why most nations have adopted various education systems in order to be able to uplift their education standards, they have also actively participated at the Programme for International Student Assessment to give them a chance to evaluate their education progress in order to meet the demands of global market.
A good case study is China that has a long tradition of valuing education. Over the years they have seen education as a major path to climb the social ladder and be able to obtain power. Therefore, examination-oriented education has long been entrenched in Chinese society and culture; an education system that is based on rote memorization and recitation as the standard learning methods as students’ focus is mainly on the future exams. Their curriculum reforms have proved to be little than effective and so far only short-lived in diminishing the role of examination-oriented education rather than knowledge-based learning and developing students’ real-life skills (Yong 1). China’s educational system within a broader cultural context explains their prevalence of standardized testing as an intrinsic characteristic of the educational system, in which motivation to study remains extrinsic. Therefore, Chinese exam-oriented education is unscientific. This is because it limits students’ creativity and emotional quotient.
Chinese exam-oriented education is unscientific; scientific education calls people to take… “Responsibility for their relation to their experience and their context, people they are interacting with, the topic and material they are engaging in, group dynamics, and their environment.” However, most Chinese students with high scores in their final grades have shown inability to fit in the global market trends, this is because they are unable to apply the knowledge and skills learnt in schools creatively in real life situations (Zhang 143). And as a result they have been classified as “high score and low ability
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