The cultural aspirations, attitudes and behaviour of both parents and children play an important part in academic attainment. Research has shown, the more parents are engaged in the education of their children, the more likely their children are to succeed in the education system (Harris, 2007). School improvement and school effectiveness research consistently shows that parental engagement is one of the key factors in securing higher student achievement (Goodal et al, 2010). This article will examine the effect of parental aspirations on education in both China and England.
It is argued parents in China have greater educational expectations for their children than do parents in the England (Jin et al, 2014). Researchers have attributed the high academic achievement of students in China to their parents' high expectations and willing-ness to put in time and effort for their children's education (Schneider & Lee, 1990; Stevenson & Lee, 1990). Chinese parents place more emphasis on effort and English parents have a more fatalistic approach and place more emphasis on ability and IQ. Chinese parents often view their child’s difficulty with the educational material as directly related to a lack of effort by their child. In contrast, English parents are more likely to rationalise their children’s difficulty as a deficiency in the ability of the child, the teacher, or even the school (Li, 2003).
Issues surrounding parental aspirations in England appear to be more closely related to social class; the gap between rich and poor children is already large at the age of three, but continues to widen in the primary and early secondary years. One of the biggest distinctions between poorer and richer families is the extent to which parents aspire towards higher education, and how much they believe their own actions can make a really big difference in the lives of their children (Goodman, 2010). A report by the Joseph Rowntree Foundation (2010) found that only 37 per cent of the poorest mothers hoped their nine-year-old would go to university compared with 81 per cent of the richest mothers. However, in China education has been highly valued since classical time, regardless of economic or social position.
Parents in China play a strong role in their children's education through encouraging high aspirations and promoting academic achievement (Kao, 1995; Zhou, 2000). Traditional Chinese philosophy emphasises education above other values. This cultural value on learning continues to be important in Chinese society today; a high standard of education is associated with higher social status and the vast majority of parents have high expectations for the educational achievements of their children. This, together with the introduction of the one child policy, leads to parents making great sacrifices in order to ensure that their children receives the best possible education. Parents and entire families place their hopes in the educational success of their single offspring (Deodhar, 2012). However this pressure to do well can have a negative effect on young peoples mental health and increasingly England too.
Although it is clear to see there is a distinct correlation between parental aspirations and academic attainment in both England and China, in England there is a much larger gap between disadvantaged children and their peers. This difference is not seen in China possibly due to the suggestion of there being no social class.
By Zoe Westgarth
England and China class sizes compared
In this article I will make comparisons between the impact of smaller class sizes on student achievement in England and China.
Smaller classes are favoured by parents and teachers. England and China are recognised as having large classroom sizes. The issue with small class sizes is that money spent on smaller classes can not be spent on better teacher salaries, and better opportunities for the professional development of teachers.
According to the The annual report on education in richer nations by the Organisation for Economic Cooperation and Development the average class size twenty-one. However the average class size in the UK state sector is twenty-six which is marginally higher than the average. The cause of the increase in classroom sizes are due to pressure being placed on schools by rising birth rates and the effects of immigration, and experts have claimed that large classes can reduce the quality of children's education.
China similarly have large classroom sizes with an average of thirty-eight pupils. However in China class size depends on the region. In a national minority area the average class size is twenty-four, but in towns forty it is forty. Cultural factors also affect the classroom sizes throughout the year, as in some rural areas teachers and pupils are permitted to help family agricultural work for planting or harvesting, so there are seasonal variations in class sizes.
The quality of additional teachers that are brought into schools can determine whether or not having a large class size will be an issue. Chinese teachers are known to be well trained, and highly qualified and therefore see little correlation between class size and learning outcomes. Benbow, Mizrachi, Oliver & Said-Moshiro (2007) described that large class size is an inevitable feature of the developing countries.
Evidence suggests that class sizes do in fact contribute to the quality of learning in England, as one can not separate out teacher quality from the social context. Larger classes in most regions of the UK would have a negative effect because of student behaviour, which is not a problem they face in the high-performing countries like China. Achievement and working conditions are also negative effects of having large classes in England, and so it is evident that smaller classes produce higher achievement levels. (OECD 2014). The predicament however is that smaller class sizes mean that it is necessary to bring in more teachers to raise more classes which is costly.
To conclude research indicates that increasing class sizes have a detrimental effect on student behaviour and in hindsight, reduce the opportunities for schools to provide the level and quality of teaching that is needed to enhance student learning and achievement. Cramped conditions may adversely affect children’s behavior and academic performance (Maxwell 2003; Evans, Saegert and Harris 2001). Research evidence suggests that reduced class size in the early years of primary education is positively associated with higher academic attainment and a better attendance record (Finn et al. 2001). However smaller class sizes are costly as highly trained teachers are required. As previously mentioned it is inevitable to have larger class sizes in China as it is a developing country. However teacher quality in China is at a high level, and therefore class size may not be as detrimental towards students many believe them to be.
Jadene Richards
Comparisons of Education in China and England
Primary Education
This piece of writing aims to focus on the primary education systems in England and in China. I will be looking at a variety of sources, which in turn will allow me to analyse and compare primary education in both countries.
Children in China start school at the age of 7, whereas here in England, children start earlier at around the age of 4 or 5, depending what time of year they were born . There may be many opinions surrounding these starting ages but one main concern that arises from China having a later starting age is questioning how children develop socially in their early years of life. It is stated however, Chinese children support one another at school so could children be making up their social skills this way? (Dewar, 2012)
According to The British school of Beijing (2014), days at primary school in China starts at 8:30, and finishes at 15:30, which is similar to primary schools in England. However, it is stated that after school activities are compulsory for children in China, particularly at the British school of Beijing (2014), causing children to stay at school an extra hour through no choice of their own. At this moment in time, England does not have compulsory after school activities. Could China be making up the skills the children could have missed by starting school at a later Age by providing compulsory after school activities? Another difference is that schools in China start off their day with physical activity, this is believed to get the children ready for the day whilst also ensuring they lead an active lifestyle. I believe this is something that we can implement in England from an early age as it can prepare children for the day and make them aware of the importance of leading a healthy lifestyle.
SATS are formal examinations that take place in primary schools in England, these examinations are to measure a child's 'success', the grades are then taken with them to secondary school, however, are not crucial and do not make a huge impact on a child's education. In comparison, according to China education centre (2014), primary schools in China provide examinations for children at the end of each term. Children are provided with Chinese and mathematics examinations, which are required for graduation, other subjects are check-up subjects to see how a child is getting on-somewhat similar to SATS examinations. It is stated that if a child fails the exam they are to repeat that same school year- this is not something we do in England.
To conclude, there are a significant amount of similarities and differences between primary education in the two countries, they both provide basic subjects such as Maths, Science, English etc. However, one difference is China believes in the importance of teaching children about politics and moral training- something we do not do here. This subject primarily focuses on general knowledge of politics, love of the motherland and love of the people who are in power. I do believe this is important for children to have knowledge of however, I do not feel this is important to focus on too much with children of a primary school age as they should be focusing on gaining necessary skills and knowledge in other subjects.
Kerrie-Louise Long
The British School of Beijing (2014) Our school day. Available at:
http://www.nordangliaeducation.com/our-schools/beijing/sanlitun/our-students/student-life/our-school-day [Accessed 20th November 2014]
China Education Center (2014) Primary and secondary education. Available at:
http://www.chinaeducenter.com/en/cedu/psedu.php [Accessed on 20th November 2014]
Country Studies (2014) Primary education. Available at:
http://countrystudies.us/china/66.htm [Accessed on 20th November 2014]
Gwen Dewar (2012) Chinese Parenting. Available at:
http://www.parentingscience.com/chinese-parenting.html [Accessed on 9th December 2014]