Chinese Education Vs Cuban Education

For this assignment I choose to compare Chinese and Cubans educational views. In China education is very important. In fact they examinations are part of their selection process for officials. Building on that in the article by Chuansheng Chen he says, “Examinations remain the primary path of upward mobility in contemporary China. Because of the huge urban-rural economic differences and the strict control of migration, the only way the younger generation of farmers can move to the cities or towns is to pass the annual National College Entrance Examination.” Because competition for education is so competitive between students it serves as major motivation for Chinese students. In Chinese culture they are taught to better there self before worrying
about moving up in society. The article explains that children are taught that studying and educational achievement is a form of self-improvement. On top of that Chinese children are taught that they have control in improving their academic performance. The role of teaching a child is taken on by the parents, family members, and members of the community. That means that the achievement of the child is reflected on all of the adults teaching him/her. This shows that in china they have a socially orientated component in motivation, which we do not have in American culture. This is one of the reasons why Chinese students test well and take school very seriously. Lastly the Chinese emphasize on values such as filial piety, which in Confucian philosophy means respect for one’s parents or elders, and respect for authorities. This trait helps maintain order in the classroom, which is why some may say Chinese Americans are shy or quiet in class. In Cuban culture every child is guaranteed schooling without exception.
No child is denied an education, no matter where they live or if they require special needs, which is why Cuba is leading Latin America in primary education. School is mandatory until ninth grade and is free for all levels including higher education. In the United States, college education can cost up to $9410 for a school year for in state tuition according to bigfuture.org. There is a strict 25 students per class rule and often classes only contain 20 students. The size of a class can be very intimidating for students and in the United States the average class size can be between 21-26 students, which can affect Cuban students learning experience and on-on-one time with the teacher. Cuban schools also offer free before and after school care to students who have working parents with no extended family. This care is provided at no cost to the parent of the student. According to Novak Djokovic Foundation, “schools are equipped with all the necessary audio-visual media, including computers with Internet access, to provide quality education. In the most remote areas, where there’s no electricity, schools are equipped with solar panel systems to ensure the functioning of electrical and electronic equipment. Therefore, there’s no difference between the classes taught in these schools and those in cities.” In Cuba they have one of the highest teacher to student ratios in the world, one teacher to every 20
students. In the United States students do not get as much one-on-one attention, which in turn could result in lower scores from Cuban students because they are used to getting more help or attention in school. Lastly in Cuban schools students are taught curriculum and also basic skills. For example students would learn dance lessons and personal hygiene while also learning gardening and handicrafts. One way a teacher can approach both of these cultural groups is to not make assumptions.
By this I mean the student’s background may drive how they take on different class activities. Instead ask them questions about their interests and goals for education and the classroom (get to know them). This would apply to Chinese students because instead of sitting quietly in the classroom they might open up and talk cooperatively in class. This would apply to Cuban students because it would help bridge the gap between having lots of one-on-one interaction and having not as much in American classrooms. A second way to teach both of these cultural groups is to use multicultural books and material in the classroom. This can be applied to both cultures by having using books from each culture or having students present their culture or background to their class, not just the two cultural groups, but also all cultural groups of the class. A third way to decrease cross-cultural barriers between Cubans and Chinese students is to use different teaching methods. For example teachers can use lectures, small groups, discussions, and collaborative learning. This can help Chinese students because they are able to talk and interact with classmates in way they usually can’t, it’s a chance for them to get creative. This can help Cuban students by allowing them to be creative because in Cuba they have classes that allow them to do this so incorporating it in the classroom will help them. A fourth
approach to these cultural groups is providing prompt feedback to students on their performance, including their use of language for academic and professional purposes. This can equally help both cultural groups by telling them exactly what is expected of them, while also giving them motivation with their coursework. The last way teachers could help bridge the gap between cross-cultural barriers is to facilitate the development of self-assessment and reflection on learning. This would benefit both cultural groups because it would allow them to reflect on their learning. This would also benefit the teacher because he/she would be able to see and understand how the student is reacting to the learning.