Introduction
Education is a cultural trait of a nation. Cowdy (2016) argues that culture can influence the well-being of a nation. In the United States, the administration has been following a unique education system. The administration knows that a high-quality education drives the development of thinking, enhances knowledge, develops personality, shifts preferences, and trains special skills, all of which are necessary for career growth. More critical processes can be solved with better education, and behavior suffers less because of fewer errors (Martyanova, 2017). The beneficial side effects permeated everyday life and social relationships. The country of focus here is China (my country is the United States). The following paper will dissect global examples that can be integrated into China.
Discussion
The challenges of global examples are inevitable and need to be incorporated into the country. One of these imavides a learning environment related to school instruction, comprising supervised work policed by a certified instructor staffed by the district and typically accompanied by a training regime or an Individualized Educational Plan (IEP). The challenge with implementing these programs is that they are expensive (Cowdy, 2016). China has been unable to fully integrate this example into its system to enable its workers to continue learning, even in learning. Work-based education programs are common among the world’s nations. Embracing this cultural trait would enable China to have competent workers to assist with its objectives of continuing to be an economic superpower.ges is work-based education programs. This is a learning program managed by a board of education (Martyanova, 2017). It happens through a contract with an organization that pro
One way the country can adapt to work-based education programs is through the edification of many teachers. Because many teachers would be needed to attend workplaces to teach the workers, the government would need to invest heavily in training programs. Additionally, the administration needs to realize that the other way the country can integrate work-based education programs is to improve the motivation of teachers (Martyanova, 2017). Instructors need better pay because teaching workers is a cumbersome endeavor. Lastly, the government needs to alter its schooling curriculum to ensure that the competence needs of workers are taught in the schools so that it will be easier to replenish them when they join the workforce.
The other example is the virtual high school, distance learning, or learning lab. A student takes part via the Internet or on another desktop in this teaching method. It may be offered as a planned class period with a qualified trainer in a classroom, at a community higher education institution as part of dual attendance, at work or in school before or after school hours with an on-site instructor, or at home or in school before or after school hours with an on-site teacher/mentor (Martyanova, 2017). The challenge with this image is that it is costly. The reason China could not ensure complete use of this technology is that installing computers and other information-related technologies is expensive.
The additional reason China has been unable to fully integrate online learning is that virtual learning environments and platforms, by their classification, are vulnerable to practical issues such as security, connection, and capacity matters (Cowdy, 2016). For remote learning issues, one of the most common stumbling blocks is interruptions. There are challenges with operating systems, web apps, or equipment functionality. All of this contributes to a negative experience, lowering overall engagement and causing disruption.
China needs to plan and practice to fully integrate online learning into its schooling practice. It needs to make sure it is aware of the types of issues that its virtual training prototype is prone to having so that it can prevent them from arising or, if they occur, how it can respond quickly to them. As it implements virtual training in its schools, having teachers and students practice with their preferred tool becomes increasingly important (Cowdy, 2016). Making a troubleshooting checklist for attendees to follow while they go online and disbursing it ahead of time is equally important. This could be as simple as a checklist document or a short live stream video that walks them through the virtual software system.
The third image that is worldwide in the education system is the home-based education system. This education culture, particularly in the United States and other European countries, is a personalized program in which one kid is paired with a licensed teacher (Martyanova, 2017). The lessons are presented in the pupil’s home or at a location away from the public school (public library, school counselor’s office, etc.). Home-based education has been a failure in China because its education system also replicates the cultural values that the country holds (Collectivism).
Collectivism, such as China has, encourages conformity and the maintenance of the status quo. Learning in China reflects a focus on social harmony, with children being educated in a way that influences them to be involved citizens as adults (Martyanova, 2017). The traditional classroom scene comprises an authoritarian trainer and a trainee who are silent, well-behaved, and attentive listeners; the absence of question-asking confirms that the education system values reliability and cohesiveness over innovation and change (Cowdy, 2016). Furthermore, the Chinese believe that academic greatness is workable for everyone with enough dedication. Whereas Americans consider intelligence to be an innate quality, the Chinese place a premium on effort.
The challenge of religious beliefs has been underlined, disallowing China to fully adopt home-based training. However, China can adapt to the home-based education of its kids by highlighting the need for collectivistic and individualistic types of learning. By embracing these two learning models, Chinese schools could adopt learning systems that allow home-based education. As noted by Mirzakhmadovna (2020), COVID-19 has altered the perception of religious beliefs around the world to show that people can survive individually during a calamity. Therefore, rather than letting children perform poorly during epidemics such as COVID-19 because of social distancing and stay-at-home orders, embracing home-based care would promote the education of the kids in the region.
The third image that is lacking in China but is commonly experienced by other cultures globally is pregnant and parenting teens or youth education. Because of the strong religious beliefs against teen pregnancies, educating these pregnant teens is not a priority in China. Confucius’s teachings are important to Chinese society and do not condone immorality. Therefore, the state does not indulge in teaching pregnant teens with the focus on improving their lives (Cowdy, 2016). This challenge has been teen mothers and fathers suffering in poverty because they lack education, which is a primary tenet observed by hiring organizations in China (Martyanova, 2017). The other problem is that the government does not support organizations that try to call for the education of pregnant teens.
However, the plan to adopt the education of teens that have experienced pregnancy is via the encouragement of separate schools to offer support to parenting teens and pregnant ones, including parenting skills, childcare, and links to social services. Nevertheless, the Chinese government needs to help separate schools offer many educational alternatives (Mirzakhmadovna, 2020). Additionally, the administration should help comprehensive high institutions improve educational outcomes for teen parents. Pregnant teens should be invited to participate in the curriculum’s review to include provisions that would academically help them.
The action plan for the implementation is cultural integration. China appears to have a different educational culture than the universally observed educational culture. Cultural integration comes when people from one cultural context adopt the essence of another society’s culture, such as its attitudes and celebrations, while retaining their own (Mirzakhmadovna, 2020). This is common in many nations as a survival tactic, regardless of where a new educational concept comes from or where it comes to. Nations maintain the familiar, typically at home and in the community, while publicly adopting the core practices of the new culture. The first thing to include the new images in the Chinese education culture is the proper training of teachers and pupils.
Training teachers and pupils is an integral part of professional development. Introducing images such as home-based teaching can lead to conflict because it can conflict with the collectivism philosophy. Unlike in America, the factor of personal distancing is highly observed in China (Chinese maintain a bigger distance than Americans) (Mirzakhmadovna, 2020). Therefore, the teachers have to be taught how to cope with home-based care while its management conflicts with their own culture. The other action to be undertaken is the altering of the Chinese educational curricum. Teacher involvement is mandatory in this action plan. Teachers require professional development training courses to contribute to teaching courses (Cowdy, 2016). On the other hand, there is an important point to making teacher involvement in curriculum development efficient, and that is that teachers must be encouraged in the process of curriculum development. This means that teachers should continue improving and growing in many aspects, including experience and independence. Accordingly, teachers play an important role in the process of curriculum design as well as in the success of children.
An effective instructional program, as well as effective curriculum development, should aim to meet the needs and current demands of the culture, society, and population served. Curriculum development and the educational reform procedure are constantly reviewed and changed. Curriculum development can be challenging (Bakhmat, Panchenko & Nosach, 2021). However, the involvement of all stakeholders, particularly those directly involved in student instruction, is critical to successful curriculum development and revision. New images, such as the education of pregnant women, should be prioritized in the curriculum to make the Chinese educational system reserve a better learning environment for these teens (Mirzakhmadovna, 2020). Because these teens still need a better future, educating them would help the country expand its workforce and productivity.
Conclusion
It could be related that China (my country of focus) has educational images that do not correspond to the universally observed practices. Some of these practices include home-based education, work-based education, and education for pregnant teens. However, the action plan has identified that the country needs to adopt a structural change that would involve teachers and students, and other stakeholders, to integrate these images into its system.
References
Bakhmat, L. V., Panchenko, V. V., & Nosach, O. O. (2021). LANGUAGE CHANGES, LESSONS OF COVID-19 AND CORONEOLOGISMS. Alfred Nobel University Journal of Philology, 1(21).
Cowdy, C. (2016). Pedagogical Encounters with Inanimate Alice: Digital Mobility, Transmedia Storytelling, and Transnational Experiences. Jeunesse: Young People, Texts, Cultures, 8(1),
Martyanova, I. A. (2017). Dialogue of Cultures as a Pedagogical Category in Multicultural Education of University Students. Bulletin of Kalashnikov ISTU, 20(1), 116.
Mirzakhmadovna, N. A. (2020). The Role of Pedagogical Technologies in Shaping of Students’ Scientific Worldwide. International Journal of Psychosocial Rehabilitation, 24(5), 002-6010.
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