EDUCATION & CULTURE

Comparing Different Education System in Design for All Cultures



Abstract

In this study, a comparison of the different education system in design of all cultures have been tried to identify. A questionnaire was developed in order to get the responses from the individuals. Asians living in the United Kingdom were selected as the population in this study, in order to gather the required responses. Questionnaires were distributed among the sample selected from the population, and the essay was made based on their responses to the questions.

Table of Contents

Abstract2

Comparing Different Education System in Design for All Cultures4

CHAPTER 01: INTRODUCTION4

CHAPTER 02: DISCUSSION5

Do the teachers praise students and ignore the errors to not bother them?5

Is the idea of a good teacher in Asia based on sensitive and patient nature of teachers?5

Is the pace of work faster in which students solve a large number of problems per class?6

Discipline shared between teachers, students and parents?7

Do the teachers adopt the best structured teaching work?7

References9

Comparing Different Education System in Design for All Cultures

CHAPTER 01: INTRODUCTION

This paper focuses on the comparison of different education system in design for all cultures. Questionnaires were developed to be distributed among the individuals of different cultures living in the United Kingdom, in order to get their responses on the comparison of the educational systems in design for all the cultures. The population selected for this study consisted of Asian individuals living in the United Kingdom, in order to get their responses regarding the comparison of the education system in design in the Asian countries to that of the education system in design in the United Kingdom. Their responses were gathered, and the study was produced on the basis of these responses by those individuals included in the sample.

CHAPTER 02: DISCUSSION

Do the teachers praise students and ignore the errors to not bother them?

No. The evaluation form used most often is praise U.K. national teachers, a method rarely used in Taiwan and Japan. The praise ends the discussion and highlights the role of the teacher as an authority. It encourages the child to be satisfied with their performance, rather than tell you about what needs to improve. Discuss the errors helps clarify misconceptions, stimulates reasoning and justification and engages students in the process of evaluating the pros and cons of various solutions offered. There is a big difference in how they react Asian and North U.K. national teachers when students make mistakes (May, Aikman, 2003, p. 139-145). In the U.K. usually interpreted as a sign that the students did not learn the lesson, whereas in Asia the errors are an indication of what still remains to be learned (May, Aikman, 2003, p. 139-145).

Is the idea of a good teacher in Asia based on sensitive and patient nature of teachers?

No. The idea we have in the U.K. about what is the ideal teacher is very different from what we have in Asia. In a survey conducted by the authors, the qualities most cited by ...