The comparison of the educational systems in England and China reveals the philosophical values of education. According to Chua (2011: 63) ‘Western parents try to respect their children’s individuality […] [whereas] the Chinese believe that the best way to protect their children is by preparing them for the future, [by] arming them with skills and work habits’ thus emphasising the impact that cultural differences can have upon education. Due to global competiveness, both countries perspectives of education are beginning to change. China are aiming to change society’s assumption that traditionalist approaches in education will achieve academic success in order to eliminate social mobility (Chen 2014: 75). According to the National College for
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Despite England’s balanced curriculum, more students are taking academic routes therefore devaluing vocational education. The undervaluing of vocational education has been an ongoing issue since Callaghan’s 1976 speech. Callaghan (1976) emphasised that ‘students who have completed higher education at university or polytechnic have no desire to join industry’. Recent reports suggest that this issue remains as Policy Exchange (2012) announced that ‘Too many people in Britain study academic subjects at University’ and that ‘less than one in five people think that British Universities and colleges have struck the right balance between academic and practical learning’ therefore suggesting an imbalance in the British workforce. DfE (2011: 2) stated in the Wolf report review that this is due to the attitude that vocational education is ‘a second choice, easy option for the less able’, thus creating vocational stereotypes. In 2015, the DfE’s progress report on the Wolf report review implied that the undervaluing of vocational education is still an issue as there was no progression recorded (DfE 2015). Similarly, as Chinese students are initially placed into Junior academic secondary schools, Chinese students are also directed towards academic education therefore undervaluing vocational education. Additionally, China’s academic and vocational senior secondary selection shares similarities with England’s past ideology of ‘The Tripartite System’. The Tripartite system predetermined students’ future vocations depending upon their performance. The system consisted of: Grammar schools suited for University, Secondary Technical Schools
Despite England’s balanced curriculum, more students are taking academic routes therefore devaluing vocational education. The undervaluing of vocational education has been an ongoing issue since Callaghan’s 1976 speech. Callaghan (1976) emphasised that ‘students who have completed higher education at university or polytechnic have no desire to join industry’. Recent reports suggest that this issue remains as Policy Exchange (2012) announced that ‘Too many people in Britain study academic subjects at University’ and that ‘less than one in five people think that British Universities and colleges have struck the right balance between academic and practical learning’ therefore suggesting an imbalance in the British workforce. DfE (2011: 2) stated in the Wolf report review that this is due to the attitude that vocational education is ‘a second choice, easy option for the less able’, thus creating vocational stereotypes. In 2015, the DfE’s progress report on the Wolf report review implied that the undervaluing of vocational education is still an issue as there was no progression recorded (DfE 2015). Similarly, as Chinese students are initially placed into Junior academic secondary schools, Chinese students are also directed towards academic education therefore undervaluing vocational education. Additionally, China’s academic and vocational senior secondary selection shares similarities with England’s past ideology of ‘The Tripartite System’. The Tripartite system predetermined students’ future vocations depending upon their performance. The system consisted of: Grammar schools suited for University, Secondary Technical Schools