Education System in China and New Zealand

Bishop et al. (2012) states that Education system is different in different parts of the world due to the variations in culture and the need for education in the areas. The developing and developed countries have a vast difference when it comes to giving their future generations the kind of educations, be it the quality or the method of study. However, there are certain cases which remain the same all over the global sphere. The need for the education in most of the countries is basic and fulfils all the requirement for being in the place (Elliott, 2012). The overall analysis of the education can be differentiated in terms of the system in which the education is given, the different set of ideologies which are there behind the working, the methods of teaching in the schools and the learning style variations in the overall case. All these types and the analysis and comparison has been done in the following paragraphs along with the recommendations for the betterment.

According to Ministry of Education, China (2018), the education system in China is divided into various stages – three years of kindergarten school, six years of primary school, six years of secondary school and several years dedicated to higher education. The system of education in China have included the tight to minimum education for upto three years in secondary school for the students. Leibold and Chen, (2014) states that it is one of the competitive and most expensive study programs for the parents and teaches the subjects of Maths, music, arts and humanities for the children. This is one of the most progressive education systems which can breed the child for better future ahead. The schools in Shanghai are one of the leading examples for this kind of education system (Leibold & Chen, 2014).

However, according to Ministry of Education, New Zealand (2018), the education system in New Zealand is progressive and involves a three tier process like the early childhood education, primary and secondary education and the higher education. The overall education system is not very expensive for the parents as most of the state education system is funded by the state for the better utility services. Moreover, there is a regional medium of education system in which the Maori system of education is being adhered to and contributes to 51% of the system education in the country. According to Ozga, Seddon and Popkewitz, (2013) the overall education system of the world enables the students to have better adherence to the educational system of the state. Bishop et al (2012) states that there is a provision for both home learning and distant learning where the progression and sustainability of the student holds most of the value. The overall student culture of the country is at par with the system which means that the technological advancement of the place is much more contributing to greater growth in the span of time.

Ideological Implications of Education System in China and New Zealand

Therefore, the difference between the two countries is based on the type of education given including the cost of giving the process of education in the span of the time.

The Chinese educational system has put a lot of ideological works behind formulating their study plans that include patriotism as their main forte. Fullan (2012) states that the overall educational system of China has included the pieces of patriotism in the formula which makes it one of the most patriotic national educational system. The new media provides the ideological support that has been one of the best ways to merge the element of patriotic behavior with the required. The overall analysis of the ideological changes. The primary and the school education system made sure to include patriotism into the ethical education system of the subjects like Chinese language, history, education and geography (Zhao, 2014). The ideology behind the happening of the system is to analyze the variations in the mode of education system in the Chinese province. The educational system of the country is full of ideological implications which is one of the foremost in the case (Sargent, 2014).

The educational system of New Zealand is based on the equal human rights policy of anti-discrimination and the equal attitude of the place in the span of time. According to Ball, (2013) the parents and the educational institutions work together to have ample evidence for the working of the education system based on the language and culture which caters to both the foreign nationals as well as the Maori system of education (Ozga, Seddon & Popkewitz, 2013). The ideological significance of the state is based on the policy of liberalism and sociopolitical strength which means that the right resources on the policy ideological implications is there.

Summating and differentiating the two systems of ideological implications for the ideologies behind the educational system in the province of China and New Zeeland, it can be summed up that the educational system of New Zealand is way more liberating and encompassing that the educational system of China which has the policy of patriotism as the base of the system. The overall analysis of the differences therefore encounters the lack of inclusion in the Chinese educational system than New Zealand from the ideological point.

The Chinese teaching method is one of the most successful in the world due to the variations in the process leading to the policy of inclusion for the different types of students. Fullan (2012) states that the teaching method followed in China is the Chalk and Talk method of teaching which is defined as the process in which direct instruction is provided to the students and controlling the classroom with a disciplined environment. Zhao (2014) states that the process of Chinese teaching is way stricter than the Western countries which symbolised their potential growth in the success of the students in the front of time. The basics of the educational system is there which means that the system of tests and quiz is there to supplement the thinking process.

Teaching Method in China and New Zealand

However, the teaching style followed in the state of New Zealand is way different from the overall Chinese teaching methods from the teaching style implied by the interactive courses of study which is being followed in the case where the students and the teachers converse with interaction in the process to have a detailed analysis for the benefits of the students in the course of the time (Ball, 2013). The teaching includes more liberal methods of teaching the people which also ensured that the people who were given the interaction were made aware of the process of teaching in the span of time.

Summating and differentiating the two teaching methods from the two countries, it can be said that the Chinese follow a traditional methods of teaching which is being followed by most of the countries whereas the New Zealand follows the more liberal and worldly methods of teaching process.

The Chinese students learning style is one of the most passive in the world due to the strict environment being followed in the classroom and the educational institutions. Trilling and Fadel, (2012) states that the overall analysis of the learning styles of the students belonging to the Chinese education is there for the amount of complications that is present in the overall style of the sense. The students of the country are passive and only follow the traditional method which means that the overall analysis of the educational system of the country is based upon the heights of one-direction teaching in which the direction provided by the teacher is ultimate with little or no analysis for the interaction process involved (Trilling and Fadel, 2012).

Barro and Lee, (2013) states that the New Zealand teaching process involves both the students and the teachers who are interactive to the core and make sure that the process of teaching is both sided which means that the overall analysis of the educational system as well as the learning process is interactive and modern. The people who are involved in the learning objectives are given the ample amount of direction to involve the role of the students in the most efficient manner and make sure that the overall analysis of the learning technique is at par with the teaching style of the people (Barro and Lee, 2013).

Summating and differentiating the two modes of learning, it can be stated that the Chinese learning method is passive whereas the learning methods in New Zealand is interactive and has active role from both the ends.

Recommendations and Conclusion

In conclusion, it can be stated that the Chinese methods of education is more traditional than the methods of teaching and education than New Zealand where the process of teaching is informal and even interactive which has a positive effects on the learners. The overall analysis of the teaching structure assesses the fact that the teaching and learning process in the two countries has differences which suffices their own role in the study methods.

The recommendations are as follows –

• The Chinese method of teaching is way more passive than the New Zealand method of teaching which means that the Chinese method of education should come up with the modern learning style by including more interactive process in the analysis.
• The New Zealand system of education should include the success factors of the Chinese education system modifying them according to the system whereas the Chinese education system should include the diversification.
• Both the systems should be updated with the modern world techniques to make their students have enough benefit in the longer run.

References

Ball, S. J. (2013). Foucault and education: Disciplines and knowledge. Routledge.

Barro, R. J., & Lee, J. W. (2013). A new data set of educational attainment in the world, 1950–2010. Journal of development economics, 104, 184-198.

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2012). Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand. Teaching and Teacher Education, 28(5), 694-705.

Elliott, J. (Ed.). (2012). Reconstructing teacher education (Vol. 221). Routledge.

Fullan, M. (2012). Change forces: Probing the depths of educational reform. Routledge.

https://english.cctv.com/program/bizchina/20100301/101327.shtml 

https://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan002178.pdf

https://www.womenofchina.cn/womenofchina/html1/features/education/10/3938-1.htm

Leibold, J., & Chen, Y. (Eds.). (2014). Minority education in China: Balancing unity and diversity in an era of critical pluralism. Hong Kong University Press.

Ministry of Education, China Available at https://en.moe.gov.cn/ [Retrived on 25 Oct 2018]

Ministry of Education, New Zealand Available at https://www.education.govt.nz/ministry-of-education/ [Retrieved on 25 Oct 2018]

Ozga, J., Seddon, T., & Popkewitz, T. S. (Eds.). (2013). World Yearbook of Education 2006: Education, Research and Policy: Steering the Knowledge-Based Economy. Routledge.

Sargent, T. C. (2014). Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system. Comparative Education Review, 59(1), 102-132.

Trilling, B., & Fadel, C. (2012). 21st century skills: Learning for life in our times. John Wiley & Sons.

Zhao, Y. (2014). Who’s afraid of the big bad dragon?: Why China has the best (and worst) education system in the world. John Wiley & Sons.