All countries in the world are unique in so many ways, and that is the reason they are regarded as different. They have adopted different cultural, social, economical and political spaces that define the lives of their citizens. On matters of education, every country has taken up an education system that it deems suitable for their citizens. China and Canada are among those countries that have devised education systems that each of the two countries thinks best suit their citizens. The two have embraced a different approach to education that makes significant disparities between the two, and the major educational differences stem from how the families handle educational matters, how the school education systems are run as well as the general educational systems.
Another notable difference between the two education systems of these two countries is manifested through the curriculum. In Canada, students are taught many subjects away from the standard ones which include math, language and science. Some of these extra subjects include but are not limited to design, technology, cooking and even sewing. These additional subjects are supposed to equip learners with life skills that can enable them to adapt to life without necessarily having to rely on education (Roberts 127). These subjects also encourage creativity because many are the times that they are taught in the presence of any interested parties such as parents. Thus, the teaching and learning process is not limited to teachers and students but also other stakeholders like parents. That way, the parents are brought up to speed with what goes on in school and how their children are taught. In China, on the other hand, the only reason parents go to school is to discuss the academic performance of their children (Wang 152). And learners are only allowed to study subjects that are inclined to math, language and sciences. Subjects harboring on creativity are not taught; otherwise, children are expected to pick such lessons outside of the curriculum.
Also, a huge disparity is manifested through the way examinations are structured in these two countries. In China, students put a lot of focus on gaokao, an entrance exam that is used as a measure of admitting students to the University. Chinese students are expected to start their classes every day at around 7: 00 am and leave at 5: 00 or 6: 00 pm. They even go to school on Saturdays all in the name of working very hard so that they perform well in the university entrance examination. What is more, schooling starts as early as at the age of two. It does not matter whether it is summer or winter, Chinese children are expected to go to school all year round (Gu 87). It is touted that these kids are always taught to memorize things and that perhaps explains the reason they are subjected to so much pressure from their teachers and parents. On the contrary, the Canadian education system does not have university entrance examinations. Canadian students are expected to start going to school at the age of six (Roberts 67). Also, every school day begins at 9: 00 am and lasts six hours, and that means school ends officially at 3: 00 pm. Canadian children go to school from Monday to Friday and have the weekend to relax and bond with their families and friends.
There is also a huge difference in the way the teaching and learning process is carried out in the two countries. First and foremost, the attitudes of teachers in these two nations are very different. Canadian teachers do not only look at the academic abilities of their students, but they also consider other skills such as talent, creativity, and hobbies. According to these teachers, teaching is not about their learners becoming smart, but them realizing their potential (Hudson 143). Every student is regarded as unique and that they are all capable of doing exemplary well if they are allowed to bring the best out of themselves. Canadian children are never evaluated by their test scores, but by their progress throughout their learning process from the moment they join kindergarten until they leave college (Hudson 145). Perhaps that is best explained by the suppose theory that indicates, that there is always a distribution of intelligence throughout the learning process. It is for that reason that students are often given different targets and goals depending on what they can achieve at various times of the learning process. The situation is different in China where teachers are only allowed to major in one subject, and they are expected to make their students pass their exams at whatever cost (Wang 117). Many Chinese children are forced to cram subject content so that they pass their exams. The life of a Chinese child is only focused on the passing exams, their talents and hobbies are nonissues to teachers who are in the least concerned about the ability of their students in other areas outside of the classroom. The principle role of the teacher is to impart knowledge and students have to be made to pass using any available means including being harsh to them.
The education systems of these two countries are very different in so many ways, and both have different objectives that have to be met after a child has completed their education. The Chinese system is more concerned with high test scores as compared to the Canadian system where the emphasis is put on the creativity of learners and not achievement (Roberts 304). There is a widely acknowledged conception that states, Chinese teachers are doing a better job as compared to their Canadian counterparts. But the truth is that the two societies have a different approach to education. One will be surprised to go to a Shanghai classroom and find it full of two-year-olds while their counterparts of the same age in Canada, are still being nursed at home by their caregivers. The two societies come from two different schools of thought on matters of education. Chinese families are more concerned with their children coming home with very high grades while Canadian parents think it is better that their children graduate from school having achieved academic and general skills to help them easily fit into society. Also, the Canadian education system is more oriented to students having a cognitive- oriented achievement and not effort- oriented success like it is the case in China (Gu, 49). Just like many other countries, Canada is inclined to having children who achieve highest levels of academics, but it has ensured that is done in a balanced manner. The opposite is true with China which sacrifices everything else for the sake of learners only achieving high grades.
Works Cited
Gu, Mingyuan. Cultural Foundations of Chinese Education. Boston: BRILL, 2014. Print
Hudson, John P. Pathways between Eastern and Western Education. Charlotte: IAP, 2009. Print
Roberts, Lance W. Recent Social Trends in Canada, 1960- 2000. Montreal: McGill- Queen’s University press, 2005. Print
Wang, Xiufang. Education in China since 1976. Jefferson: McFarland & Company, 2003. Print
