The comparative analysis of the educational systems in Canada and Syria proves that they differ in several areas, including how education is structured, what is contained in the curricula, and the opportunities that come with education. Even though education is considered necessary in both countries, the approaches and effects are different. The three main differences between the education systems in Canada and Syria are the education system and structure, the curriculum and teaching methods employed, and the inclusive and accessible nature of education.
Firstly, the critical differences in education systems in Canada and Syria lie in the organization and structure of schooling. Canada’s education policy is decentralized, allowing provinces to take control and develop their policies and curriculum. Each area has the right to modify its educational programs according to what is specifically unique to its population. Therefore, the decentralized nature and continuous innovations lead to increased curiosity and experimentation in teaching methods, giving forth new educational solutions (Elnagar & Young, 2021). However, Syria follows a centralized education policy where the Ministry of Education is the chief decision-maker and determines policies and standards across the country (Sharifian et al., 2021). This centralized approach provides consistency but could limit the local specifics’ flexibility and involvement.
Secondly, the difference is observed in Canadian and Syrian schools’ curricula and teaching methods. In Canadian schools, curriculum development often involves consultation with teachers, parents, and the community to ensure that the program is relevant and reflective of the diverse nature of Canadian society. The prioritized teaching method includes more interactive and collaborative learning, with teachers acting as facilitators rather than informers. Students explore a variety of subjects, and they follow their passion either through elective courses or by participating in extracurricular activities (Elnagar & Young, 2021). In contrast to the schools in Syria that teach a curriculum set by the Ministry of Education, which limits freedom and improvement, our school will provide a flexible and innovative curriculum. The teaching is centered on promoting lectures and reading textbooks while limiting the critical things of students and their interaction (Sharifian et al., 2021).
Furthermore, there is a significant difference in how accessible and inclusive the education system is in Canada and Syria. Canada aspires to increase the levels of inclusivity of its students through policy strategies, including the adoption of inclusive education, which is the approach of accommodating individuals with some impairments or special needs within regular classrooms. In addition, programs are created to help those in need, such as indigenous people, immigrants, and refugees (Elnagar & Young, 2021). While in Syria, the situation has been in correlation with the continued conflicts, the number of children out of school has also increased to the extent that teaching quality has deteriorated. Infrastructural and resource deficiencies and a need for qualified teachers across the war-ravaged zones stifle achieving fully inclusive education in Syria (Sharifian et al., 2021). Canada’s Education system supports inclusiveness, whereas the humanitarian crisis remains a barrier for the Syrian government.
In conclusion, there are differences in education systems in Canada and Syria, including the education system and structure, the curriculum and teaching methods employed, and the inclusive and accessible nature. Canadian students are exposed to a personalized learning environment emphasizing inclusive education, while Syrian society needs help to achieve quality and accessible education for all. Nevertheless, educational institutions in both countries have similar imperfections, but they both know that education is a solid way to generate autonomy and nation-building.
References
Elnagar, A., & Young, J. (2021). International education and the internationalization of public schooling in Canada: Approaches and conceptualizations. Canadian Journal of Educational Administration and Policy, (195), 80-94.https://www.erudit.org/en/journals/cjeap/2021-n195-cjeap05873/1075674ar/abstract/
Sharifian, M. S., Dornblaser, L., & Silva, S. Y. V. (2021). Education During the Active War: Exploring Teachers’ Perceptions and Practice in Syria. Journal of Education in Muslim Societies, 3(1), 50-67.https://muse.jhu.edu/pub/3/article/839541/summary
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