Educational Goals in China & the U.S.

This research compares the educational goals of China with those of the United States. The major educational goals of the two countries are identified, and this identification is followed by a comparative discussion of the two sets of goals.

There are seven major goals for Chinese education. These goals are as follows:

1. Nine-year compulsory education will be expanded to most part of the country by 2000.

2. Senior high school education will be promoted in the nation's larger cities.

3. A majority of young persons in agricultural areas will receive some vocation education by 2000.

4. All new hires in business enterprises will receive some vocational/technical education by 2000.

5. A goal of Chinese education will be the development of the moral and ethical character of the nation's workforce.

6. The curricula of institutions of higher learning will be restructured to provide greater emphasis on the country's economic requirements, as opposed to political imperatives.

7. The curricula of graduate-level disciplines will be enhanced to improve the quality of students graduating from such programs.

Major Educational Goals of the United States

There are six major goals for American education. These goals are as follows:

1. All children will be ready to learn at school entry age.

2. The high school graduation rate will be increased to 90 percent by 200

. . .
igh school before they are assigned to a class. In kindergarten, teachers place considerable emphasis on order and obedience, primarily to counteract the spoiling that occurs in many urban Chinese families, where only children are now the rule. Tuition is about $13 a month. This activity bodes well for the first and fifth goals on the Chinese list. In the United States, too many 16-year-olds who do not go to college do one of two thingsùthey drop out of high school, or study just enough to stay in school (Reynolds 28-31). After school they might take a minimum wage position to make some money thinking they will get a "real" job in a couple of years. What no one tells them is that because they have no certifiable skills, they'll probably still be making fast food wages when they are 30 years old and have a family to support. American educators would like to offer these kids more choices. To provide such choices, however, government, labor, and business must get together and establish national skill-certification guidelines for different kinds of jobs and occupations so the students will have a clearer career path to follow. If this approach were followed in the United States, the second and fifth goals on the American lis
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Approximate Word count = 1486
Approximate Pages = 6 (250 words per page)

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