Comparison of Education Systems

In India, the examinations are set by the Board, which covers curricula across all schools in the country and every student takes the same exam. The texts for the examination are also chosen by the board as well, and students are allowed to select the stream through which they wish to go through. For the interviewee, he wanted a mix of commerce and humanities. Where the interviewee scored 94% but decided to look for the scholarship since the interviewee was more determined to study outside the country. The interviewee was faced with a lot of challenges like corruption and tribalism. The content taught in class, and the theories of learning were also the same. The critical thinking that is involved in this type of education system is different from that of the interviewee.

Experiences in Education In India, the curriculum varies quite a lot throughout the country. As mentioned earlier, the Indian boards determine the curriculum and set the examinations. However, India has different boards, with some having influence across the majority of schools in the country while some only control Indian states. He acknowledges that the Indian system adopts the long answer questions at all their examination levels. Therefore, for Indians, students have to know their content very well to perform in their examinations. Some of the English schools were established in the country dating back more than 160 years. Such schools, established by the British often have modernized systems. The interviewee also acknowledges that the ideologies and philosophies differ from one school to the other.

Consequently, almost everyone switched to the British system as acknowledged by the interviewee. His school believes that the western education can take someone places, being international. Therefore, to the school, other forms of training are irrelevant. A lot of preference has therefore been given to the British-curricula students because they depend much on the western system. He claims that most students who took the British system went to SFU, however, most students that did not take the British curriculum or had ridiculously bad grades in it went to FIC instead. He acknowledges that he often wished to get the experience of living abroad. Therefore, he applied for the SFU chance because of the motivation to study and experience the life abroad.

However, despite scoring highly in the board exams, he almost missed an opportunity to the SFU because of what he believes to be a quota system applied in the education system. He acknowledges that his application was not accepted until the 3rd or 4th round of admission, with much priority given to the casts. This quota system implies that people from certain religions or sects get favors merely because they come from those sects or religions even though their grades were very low. There is also a class disparity in the education system in both countries. The rich get their way with education while the poor are left to struggle for what is theirs. The abundant use corruption means to get to the rank they want this is clearly evident when the interviewee admits that “ a lot of corruption in the education system and such but I wouldn’t discount the kind of learning that I have gotten, they have their theories.

” In term of admission to schools, the rich will always be given priority even though the failed while the poor will be considered last and sometimes they might end up not attaining admission even with the high performance. The interviewee says “It shouldn’t be education based on that your religion or amount of money, it should be based on the worthiness of the student and I felt that SFU gave me that credit and the fees were reasonable with a scholarship. Since the two countries are experiencing rapid economic growth, there is a global development regarding the education system. In the event of universities, Canada is likely to build a more advance universities than India due to its economic status.

Global citizenship is experienced in both countries as people are moving from their countries to search for a scholarship either in India or Canada (Stein, 2015). The scholarships are based on merits of individuals, but upon reaching in either of the countries, they are faced with corruption and discrimination. The examination system in my country is entirely different from how the exams are set in the interviewee country. In the interview, the interviewee laments on the quality of education that they receive from their teachers. The student points out that some teachers have a poor method of classroom teaching. Again, this leads to a question on the training of teacher. When some teachers fail to deliver the academic content to the student effectively, the output of the students is significantly affected.

Another issue that arises from the interview is the cultural angle that some schools take. For instance, students are committing suicides because of academic frustrations. The last theme that is underscored is the corruption in the education system. Seemingly, some education administrators are pocketing the money and other deals for students to gain admissions into their universities. Apart from corruption in admission, the issue of race and religion is instrumental in one gaining acceptance to the university. The student says that she was considered for admission after the third or fourth round. The student admits that modernization has significantly affected the Canadian education system. The instructors are using advanced educational technologies to teach students. The efficacy of this method is based on the numerous merits that technologies hold.

As such, the students not only enjoy the teachings, but also play an important role is making suggestion of technological points that can enhance classroom experience. Whereas, educational technologies are adopted in many other countries, the level of adoption varies due to interplay of other factors. Beck writes about the paradox of being and international student studying in a foreign university. Beck avers that national identities is undermined and at the same time strengthened (Amin, Dei, & Lordan, 2006). This statement is similar to what is illustrated in the interview. The student feels the cultural superiority of the majority students, which may make him or her feel out of place, conversely, the student gains the confidence to strengthen national identity. Conclusively, the education systems in India and Canada have strengths and weaknesses.