At the moment Polish system of education is being reformed. Here are a lot of questions without answers. In Poland children start education since the age of 3. It’s not an education as like in primary school but it’s a beggining. This kind of education is called Kindergarden. Children usuallyplay there. But it’s optional.
In comprarison to British education, Pole children go to Kindergardens one year later than their peer in Britain but thair have a choice what kind of Kindergarden they’ll go. Of course not children but their parents decide about it. They can make a decision wheter their kids will go to general or specialised kindergarden like music, art, languages etc. There are only general kindergardens in Great Britain.
In both of those countries there is a division into public & private education. Those divisions are applied from kindergardens to the Universities . Public sector is financed by Government & is meant for everyone but private education is meant only for the reach. Study there is very expensive. Learning at such private school is getting more & more expensive.
After optional kindergarden when kids are 7 years old, they must begin complusory education in primary school. Before the Educational Reforms children studied there from 7 to 15 years old. Before students started education in Technicum or Lyceum They usually wrote exams of polish & math. Passed exams gave an opportunity of entrening school. If students hadn’t pass exams or on the finish primary school had bad graduate they would start education in Basic vocational school. After this school they could work at their occupation or continue learning in complementary Lyceum. Basic vocational schools continued by 3 years plus 2 years of complementary Lyceum.
After unrefinded reform children go to a primary school at the age of 7 years old & stay there till 13. Next step of their education is competention’s test which condition entrance to 3 years gimnasium. If they pass it better...
...Culture may have its sources in different aspects of human life, as: language, nationality, education, profession, group, religion, family, social class, corporate culture. All these elements influence every member of a society and thus, culture is learnt and transmitted to others.
Differencesbetween people within any given nation or culture are much greater than differencesbetween groups. Polish people and British, although have a lot of common in terms of historical inheritance, they vary in many aspects of social life and these differences naturally affect the behaviour and culture.
Much of the differences in culture have to do with superstitions. Many of today’s traditions and superstitions date back thousands of years. It is surprising how many of these were originally to ward off evil spirits, as well to enhance good luck, fertility and prosperity.
For example, bielief that black cat crossing your path can affect your luck goes far back in time. In Poland, it is considered unlucky to see the black cat crossing the road and it is probably because of the fact that the black cat was supposed to be a witch in disguise, or some kind of spy or helper for her. It may therefore have been imagined to possess the same magical abilty to cause harm.
Conversly, in England the black cat is considered to be something lucky. There is a story about...
...know I am a student here at ….University at the Faculty of Pedagogy.
This morning I will be talking about the Education System in England. Let me clarify that
I am not going to cover the whole United Kingdom just England. I imagine most of you have some idea about the topic so what I am going to do today is to review it.
I will be developing four main points. Firstly, I am going to present the structure of the department overseeingeducation in England and give some basic information on its organization. Secondly, I would like to give you an overview of the construction of the system of school and universities in England. Then I will talk about primary and secondary education. Finally, I want to show some basic information about universities and people working there or studying.
Let’s start with the authorities responsible for National Education. The system is overseen by the Department for Education and Skills (DfES). The Department for Education is in charge of issues affecting people in England up to the age of 19, including Child Protection and Education. Its secretary is Michael Grove.
Now, I would like to illustrate the structure of schooling in the UK. Let’s look at this table (see Attachment 1).
Education within the maintained school system (that is-financed by public...
...Education in EnglandEducation in England is overseen by the Department for Education and the Department for Business, Innovation and Skills. Local authorities (LAs) take responsibility for implementing policy for public education and state schools at a local level.
The education system is divided into nursery (ages 3–4), primary education (ages 4–11), secondaryeducation (ages 11–18) and tertiary education (ages 18+).
Full-time education is compulsory for all children aged between 5 and 17 (from 2013, and up to 18 from 2015), either at school or otherwise, with a child beginning primary education during the school year he or she turns 5. Students may then continue their secondary studies for a further two years (sixth form), leading most typically to A-level qualifications, although other qualifications and courses exist, including Business and Technology Education Council (BTEC) qualifications, the International Baccalaureate (IB) and the Cambridge Pre-U. The leaving age for compulsory education was raised to 18 by the Education and Skills Act 2008. The change takes effect in 2013 for 16-year-olds and 2015 for 17-year-olds. State-provided schooling and sixth form education is paid for by taxes. England also has a...
...Cultural DifferencesBetweenPoland and America
Hofstede’s dimensions of culture are the most popular model to explain the various effects across cultures. The data gathered by Hofsted from approximately 70 countries analyzed survey responses from participants. He developed five cultural dimensions that vary across multiple countries; Individualism- Collectivism, Masculinity- Feminity, Power Distance, Long Term Orientation, and Uncertainty Avoidance. Each characteristic carries a certain impact on cultural business practice.
Based on the results from Hofstede’s dimensions American and Polish cultures are quite similar and only differs significantly in two out of five dimensions with America having a slightly lower rating in Power Distance.
PDI is the extent in which it is accepted in organizations to be less powerful or have less powerful members. A high PDI index number indicates the people of that culture accept inequality, and lack a desire to participate or become involved with management decisions. These organizations structures are characterized as top- down communication and central control.
The world average PDI index is 55, Poland scored 68 compared to America’s 40. This is more so accepted in the Polish culture rather than forced, though very close to the average these results are part of the communist ideology over the past decades proclaiming equality amongst them in social aspects...
...are prescribed there, as well as the complete general structure of the governing forces and major policies of the state. The first Constitutions of Poland and France were signed in the same year – 1791 and had really a lot of aspects in common. At the same time the two Constitutions of Poland and France still were more different than similar to each other.
Further we are going to present a brief study of the main articles of these constitutions and their social and political meanings for both countries. First of all it is necessary to mention, that both constitutions were a real historical break through, as creating a constitution is already a remarkable step in development of any country and rather innovative one. By the end of the eighteenth century Poland seemed to be a rather democratic country in comparison to its neighbors. The kings of the country were elected and the parliament of the country already had the legislative authorities. However the executive and legislative powers were still very far from modern understanding. Actually the liberum veto in Poland gave the possibility to any deputy to stop passing of legislation and thus the government of the country proved to be rather ineffective among the other foreign governments, like that of Russia or Prussia. Realization of this fact pushed the Sejm – the parliament of Poland – to start reconsideration of constitutional conventions and making...
...ENGL 106-I: The differencesbetween Chinese and American education
Instructor: Elena Shvidko
Jingyao Zhang, Department of English, Purdue University
Correspondence concerning this assignment should be directed to Jingyao Zhang,
Department of English, Purdue University, 500 Oval Drive, West Lafayette, IN 47907
Contact: [email protected]
My argument topic is “Thedifferencebetween Chinese and American education”. And I want to use two different sides to talk about this issue. So I interviewed two different people. First one is one of my friends from China. She is also study in Purdue now. Based on her high school experience in China, and then study abroad, I think she has a deeply reception on the educationdifference. And the other person is my high school math teacher, he is from America, and has teach me math for 3 years. I think he is a really good teacher and has lots of teaching experience. So I think he is the most suitable person for my interview. I have asked them the same questions, and they gave me the different answers based on their experience.
The first question I asked them is about how they studied when they were in high school. My friend told me that when she was in high school in China, she had a lot of homework every day, and if she didn’t turn in the homework next day, the...
...The Differences of Educationbetween China and U.S
Based on checking the extensive literature and summing up the evidence, it is clear that study about differences of higher educationbetween China and US has carried out a lot which mainly explaines the differences from different aspects of higher edcation between China and the United States. Such aspects mainly includes the social environment and cultural tradition, higher education system and reform measures. In the Integration of these differences, advantages and evils of both educational systems have been evaluated respectively, and corresponding improvement measures were also put forwords. By summary, the detailed conclusions are listed as follows:
US is a open society. The society's openness urges the American college to abandon old educational thoughts which European traditional universities stick to, adopt the open policy to absorb all advatanges from other countries and establishe a diverse and open education control system which emphasizes on the actual effect. US is the biggest imigrant country which has very strong containing nature in the culture. American economy ephiseizes on the practical value, matter rewards as well as individual value realization...
...Differencesbetween Chinese and Western Education
Most Chinese parents like to ask, “How old should be the best age for children to study overseas?” “Is the foundational education as good as China in other countries?” As the matter of fact, the argument about advantages and disadvantages between Chinese Education and Western Education is keeping on all the time. This question is also one major concern among those students who are considering going abroad. In order to find out the most suitable way for each individual, we shall gather more information and compare both matters in China and foreign countries.
The basic issue of education is what kind of people we want to cultivate to be, and how to cultivate them. The concept of value, purpose of education and method of educationbetween Chinese Education System and Western Education System are differentiated in many academic fields. Let’s have a look at this with 2 cases:
Darin Yokel is an art teacher from one primary school in Cincinnati, America; she is also a current student of Miami University. To be as one of the exchange teacher with Chinese, she came to Kunming, Yunan to have an academic interchange. Her objective is split into 3 parts, teaching Chinese students, communicating with Chinese teachers and independent training.