i INDIA UNIVERSITY Comparison of Primary Education in China & India
COMPARISON OF PRIMARY EDUCATION Zhang Yabing Author International Student Education Center Chiang Rai Rajabhat University Editors Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thuschai Chansa Yiching Saejao
COMPARISON OF PRIMARY EDUCATION Zhang Yabing International Student Education Center Chiang Rai Rajabhat University Guarantee Sahatthaya Sitthiwiset Director of International Student Education Center Sornchai Mungthaisong President of Rajabhat University Chiang Rai
a Preface China and India, as two countries with large populations, have primary education systems that occupy an important position in the global education field. The education systems of these two countries are similar in some aspects, but there are also obvious differences in educational concepts, implementation methods, curriculum content, and challenges faced. Comparing the primary education systems in China and India can provide us with insights into two different education models. In China, primary school education, as an important part of basic education, usually includes sixth grade and is open to children aged 6 to 12 years old. China's education system emphasizes collectivism and unity, which is particularly evident in primary education. The course content focuses on teaching basic knowledge, including Chinese, mathematics, English (starting from the third grade of primary school), natural science, social science, music, physical education and art, etc. The Chinese government has strict control over the quality of education and ensures the standardization of education across the country through unified national syllabuses and textbooks. In addition, China's education system encourages competition and excellence, and students face relatively high pressure to
b study from an early age, especially in preparation for the exams required to enter high-quality secondary schools. In contrast, India's primary education system is more diverse and fragmented. Primary education in India usually covers grades one to five or six, and is for children aged six to 11 or 12 years. India is a multilingual and multicultural country, and this diversity is reflected in its education system. States have the power to determine the language of instruction and curriculum content used, leading to national differences in educational practices. Although English and Hindi are the languages of instruction in many schools, many local schools also use local languages for instruction. The course content is designed to develop students' basic skills, including reading, writing, and arithmetic, while also covering environmental science, social science, and moral education. Challenges facing primary education in India include teacher quality, school infrastructure and student attendance. Primary education in China and India both emphasizes comprehensive development, including intelligence, physical education, aesthetic education and labor education. However, due to differences in economic development levels, social systems and cultural backgrounds, there are obvious differences in the paths and methods to achieve this goal. China's education system is relatively centralized and
c unified, and the government plays a leading role in the allocation of educational resources and the formulation of educational policies. India's education system shows greater diversity and complexity, and states enjoy greater autonomy in education policy and implementation. Although the primary education systems in China and India differ in form, both governments recognize the importance of education for the country's future development and are committed to solving the challenges they face through education reform. For example, China has increased investment in education in rural and remote areas in recent years to reduce the urban-rural education gap. India, through the implementation of the Education for All campaign, strives to improve education access, especially educational opportunities for girls and marginalized groups. In short, the primary education systems in China and India have their own characteristics, reflecting their respective social values, economic conditions and cultural traditions. Despite their differences, both countries strive to promote social progress and national development through education and cultivate well-rounded citizens for the future. With the deepening of globalization, the education systems of China and India are constantly absorbing advanced international educational concepts and practices, and exploring new paths to improve and enhance the quality of education.
Author: Zhang Yabing ✱ September 2004-June 2008 Studied in the Education Department of Xinzhou Normal University and obtained a bachelor's degree in education ✱ September 2008-June 2011 Studied at the School of Educational Science of Guangxi Normal University and obtained a master's degree in education ✱ July 2011-December 2023 The School of Educational Science of Baise University teaches courses such as "Principles of Education" and "Educational Psychology" ✱ January 2024 to present Candidate for PhD in Education, Faculty of Education, Chiang Rai Rajabhat University
i Preface ..........................................................................................................................................a Table of Content.........................................................................................................................i 1.Curriculum: What are the differences between primary school curriculum in China and India? Focus on key subjects, course structure and objectives . ....... 1 2.Teaching methods: In primary education, what are the differences between the teaching methods in China and India? Is there a trend toward emphasizing memorization or participatory learning? ........................................................................ 4 3.Teaching materials and resources: What are the similarities and differences in the teaching materials and teaching resources used by primary schools in the two countries? Will this affect students' academic performance and interests? ........................................................................................................................................................ 7 4.Teaching staff: How are the training, quality and treatment of teachers different in primary schools in China and India? Will this have an impact on the quality of teaching? ..............................................................................................................10 5.Assessment and examinations: What types of assessments and examinations do primary school students receive in China and India? Has this affected teaching methods and students’ academic stress? ..................................................13 6.Language policy: What is the role of language in primary education? Do China and India have different language policies, especially when it comes to language instruction? ..........................................................................................................16 7.Preschool education: What is the status and role of preschool education in the primary school systems of the two countries? Are there differentiated preschool education policies? ..........................................................................................18 8.Students with special needs: Do primary schools in China and India provide support services for students with special needs? Are policies and practices different? ..................................................................................................................................21 9.Family involvement: What is the role of the family in primary education? Do China and India encourage parents to be actively involved in their students' academic studies? .................................................................................................................23 10.Educational technology applications: What educational technologies are used in primary education in the two countries? How is technology impacting students and teachers? .......................................................................................................25 Test questions and reference answers ..........................................................................28
1 1. Curriculum: What are the differences between primary school curriculum in China and India? Focus on key subjects, course structure and objectives. There are some differences in primary school curriculum between China and India. Here are some of the differences between them in terms of main subjects, course structure and objectives: 1.1 Chinese primary school curriculum Main subjects: The main subjects in Chinese primary schools include Chinese (Chinese, literature, etc.), mathematics, foreign language (usually English, but also other foreign languages), as well as science, physical education, music, art, etc. Curriculum structure: Chinese primary schools usually adopt a full-time academic system, which is divided into six years or nine years. During this time, students learn basic language, mathematics and science knowledge while also being exposed to other subjects and integrated activities. Goals: One of the goals of primary school education in China is to cultivate students' basic literacy, focusing on the foundation of Chinese and mathematics, while focusing on the overall development of the subject. In addition, cultivating students' innovative and practical abilities is also one of the educational goals.
2 1.2 Indian primary school curriculum Main Subjects: The main subjects in Indian primary schools include language (usually mother tongue and English), mathematics, science, social studies, environmental science, arts and physical education. Curriculum Structure: Indian primary schools are usually divided into several stages, such as grades 1 to 5 and 6 to 8. The curriculum focuses on the study of languages and mathematics, but also includes science, social studies and other subjects. Objectives: One of the objectives of primary education in India is to produce a well-rounded individual, emphasizing basic education in language and mathematics, while focusing on subject knowledge in areas such as social and science. Educational goals also include developing students’ creativity and critical thinking. 1.3 Common points Basic education: Whether in China or India, primary education focuses on students' basic education, including core subjects such as language and mathematics. Comprehensive development: The primary school curricula of both countries emphasize all-round development, focusing not only on the teaching of subject knowledge, but also on the cultivation of students' comprehensive literacy
3 and practical skills. Language and Mathematics: Language and mathematics have always been at the core of the primary school curriculum in both countries and are considered fundamental to students’ academic success. Overall, although there are some differences in specific subjects and structures between primary school curricula in China and India, they are both committed to providing students with a comprehensive and balanced education and cultivating students' multi-faceted abilities.
4 2. Teaching methods: In primary education, what are the differences between the teaching methods in China and India? Is there a trend toward emphasizing memorization or participatory learning? In primary education in China and India, there are some similarities and some differences in teaching methods. The following are some characteristics of their teaching methods: 2.1 Chinese primary school teaching methods Emphasis on basics: Chinese primary school education emphasizes the mastery of basic knowledge in Chinese and mathematics, especially in the first few grades. Pay attention to students' understanding and memory of basic concepts. Traditional teaching: In some cases, Chinese primary education may favor traditional teaching methods, including teacher-led knowledge transfer. Memorization and imitation may also be part of learning. Comprehensive activities: With changes in educational concepts, some schools have introduced more comprehensive activities to promote students' creative thinking and practical abilities. 2.2 Indian primary school teaching methods Participatory learning: Indian primary education tends to adopt participatory learning methods, encouraging students to participate more actively in classroom activities.
5 This includes group discussions, project work and practical learning. Emphasis on understanding: The education system emphasizes understanding and application rather than just memorizing knowledge. Teachers encourage students to ask questions, explore knowledge, and apply what they learn to real-world situations. Diverse teaching methods: Diverse teaching methods are usually used in primary education in India. Teachers may use teaching techniques, storytelling, role-playing and other methods to stimulate students' interest. Activities and Practices: Classes may include practical activities and practices to help students better understand abstract concepts. 2.3 Common points Focus on basics: Whether in China or India, primary education focuses on students' mastery of basic knowledge. Creative thinking: Both countries emphasize the cultivation of creative thinking and practical abilities to varying degrees. Adapting to changes: As educational concepts change, both countries are gradually adjusting teaching methods to better meet the needs of students. Generally speaking, although there are some
6 differences in specific teaching methods, they are all committed to cultivating students' comprehensive literacy, including knowledge understanding, creative thinking and practical ability.
7 3. Teaching materials and resources: What are the similarities and differences in the teaching materials and teaching resources used by primary schools in the two countries? Will this affect students' academic performance and interests? There are some similarities and differences in the textbooks and teaching resources used in primary schools in China and India, and these factors may affect students' academic performance and interests. 3.1 Chinese primary school textbooks and teaching resources National unified textbooks: Chinese primary schools usually adopt national unified textbook standards, which are compiled and reviewed by the government or relevant educational institutions. This ensures consistency in educational content. Focus on basic knowledge: The textbook emphasizes the mastery of basic knowledge, especially in Chinese and mathematics subjects, and the content covers essential subject points. Pay attention to comprehensive literacy: With the change of educational concepts, teaching materials have gradually added content to cultivate students' creative thinking, practical ability and comprehensive literacy.
8 3.2 Indian primary school textbooks and teaching resources Diversity: India's primary education system is relatively diverse, and states and regions may use different teaching materials, so there is a certain degree of variation. Multilingual: India is home to multiple languages, so educational resources may be in different languages depending on the region. Textbooks are often designed to support multiple language environments. Application orientation: The textbook emphasizes the application of theoretical knowledge and encourages students to understand concepts through practical activities and case studies. 3.3 Common points Focus on basics: Whether in China or India, primary school education textbooks focus on students’ mastery of basic knowledge. Local characteristics: Even though China has unified national teaching materials, primary schools in various Indian states may adjust and develop their own teaching materials based on local culture, history and needs. Comprehensive literacy: With the evolution of educational concepts, both countries have introduced elements in teaching materials to cultivate students'
9 comprehensive literacy and practical abilities. Students' academic performance and interests are affected by many factors, including teaching methods, teacher quality and school environment. Textbooks and teaching resources are designed to provide students with comprehensive subject knowledge and play a role in cultivating interest and creative thinking. However, they are only part of the picture.
10 4. Teaching staff: How are the training, quality and treatment of teachers different in primary schools in China and India? Will this have an impact on the quality of teaching? There are some differences in the teaching staff in primary education between China and India, including training, quality and remuneration. These factors may have a certain impact on the quality of teaching. 4.1 Chinese primary school teachers Training: Chinese primary school teachers usually need to receive professional teacher education training and obtain a degree in education or related majors. The training covers aspects such as educational theory, teaching methods and class management. Quality: Education departments usually set certain recruitment standards and require teachers to have certain academic qualifications and professional backgrounds. Teachers need to pass examinations and interviews and undergo professional evaluation. Salary: Teachers’ salary and benefit levels vary from region to region, but in general the Chinese government has been working hard to improve teachers’ salaries, including increasing salary levels and providing related benefits. 4.2 Indian primary school teachers
11 Training: The training paths for primary school teachers in India are diverse. Some teachers receive professional training in pedagogy, while others may obtain qualifications through other means. Qualifications: Recruitment standards vary among Indian states and regions, but teachers are generally required to have a bachelor's degree or a related degree. Some districts may also require passing a teacher certification exam at the national or local level. Salary: The salary and benefit levels of primary school teachers in India vary from region to region, and teachers in some regions have relatively low salaries. Governments and non-governmental organizations have been promoting efforts to improve teacher pay. 4.3 Factors affecting teaching quality Quality of training: The quality of teacher training is directly related to their ability to effectively impart knowledge and cope with different teaching challenges. Quality and qualifications: Teachers' subject expertise, educational skills and overall quality are important factors that affect the quality of teaching. Salary incentives: Good remuneration can motivate teachers to devote themselves more to their work and improve the quality of teaching.
12 Work environment: Teachers' work environment, class size and resource allocation will also affect their work effectiveness. Generally speaking, the training, quality and treatment of teachers at the primary school level are key factors affecting the quality of teaching, and there are some differences in these aspects between the two countries. The policies and investments of government and educational institutions will directly affect the quality of primary education.
13 5. Assessment and examinations: What types of assessments and examinations do primary school students receive in China and India? Has this affected teaching methods and students’ academic stress? There are some similarities but also some differences in how primary school students in China and India are assessed and tested. The following is the general situation of primary school student assessment and examination in the two countries: 5.1 Assessment and examination of Chinese primary school students Midterm and Final Examinations: Elementary school students usually sit for midterm and final exams during the semester, which are used to assess their academic performance during the semester. College Entrance Examination Pressure: As students enter middle school and high school, college entrance examination scores are crucial for college admissions. This may lead to an increased academic burden in junior high school in preparation for the college entrance examination. Subject competitions: Some students may participate in subject competitions, which are an additional form of academic assessment and may have implications for progression.
14 Comprehensive quality evaluation: Some areas have implemented comprehensive quality evaluation, which not only focuses on subject knowledge, but also focuses on students' comprehensive quality and practical skills. 5.2 Assessment and examination of Indian primary school students Continuous and Comprehensive Evaluation (CCE): India implements the "Continuous and Comprehensive Evaluation" (CCE) system, which focuses on students' comprehensive performance throughout the school year, including subject knowledge, participation, sports and cultural and sports activities. Midterm and Final Examinations: There may be multiple quizzes and midterm exams during the academic year, with final assessment determined by the final exam. Subject competitions: Students may participate in various subject and talent competitions, which to a certain extent affects the development of academic studies and interests. Extracurricular activities: The comprehensive performance of students also includes participation in extracurricular activities and social services. 5.3 Factors affecting teaching methods and academic pressure
15 Teaching goals: Teaching goals and priorities in both countries may vary by region and school, which affects teaching methods. Competition for further education: In an environment of fierce competition for further education, students may feel greater academic pressure, and educational institutions may pay more attention to test-taking abilities. Education system: The education system and curriculum of the two countries are different, which will also affect students' academic pressure and how to cope with it. Family expectations: Family expectations for students and family educational background are also factors that affect academic stress. To sum up, although both countries have subject examinations, the type, frequency and impact on students vary to some extent by region and education system. Decisions made by educational institutions and policymakers also affect teaching methods and students' academic stress.
16 6. Language policy: What is the role of language in primary education? Do China and India have different language policies, especially when it comes to language instruction? Language plays an important role in primary education. It is not only a medium for knowledge transmission, but also involves students' cultural identity and communication skills. There are some significant differences in language policies between China and India, especially in terms of language teaching: 6.1 China’s language policy Predominantly Mandarin (Chinese): China's main language policy emphasizes the use of Mandarin (Chinese) as the official language of instruction. Mandarin is commonly used in teaching, examinations and other formal occasions in schools. Minority languages: There are ethnic minorities in some areas. These areas may use the local minority language as the language of instruction to protect and pass on the local culture. English education: English usually has a place in the curriculum of primary and secondary schools and is an important foreign language. Some areas, especially big cities, may place more emphasis on English learning.
17 6.2 India’s language policy Multilingual Country: India is a multilingual country with various languages and dialects. There are two official languages in India, namely Hindi and English. Use of regional languages: Although Hindi is one of the official languages of India, the use of local languages or dialects as the official medium of instruction is prevalent in different states and regions. Role of English in Education: In India, English is often an important language of education, especially in large cities and higher education institutions. Many schools use English as the main language of instruction. Trilingual policy: Some states implement a "trilingual policy", where students need to learn their mother tongue, Hindi or the state's lingua franca, and English. Generally speaking, China emphasizes the unified teaching language Mandarin, while India, due to its multilingual and cultural diversity, is more inclined to accept the local languages of each region in education, and at the same time focus on English education. Language policies in both countries are influenced by historical, cultural and social factors.
18 7. Preschool education: What is the status and role of preschool education in the primary school systems of the two countries? Are there differentiated preschool education policies? Preschool education has received increasing attention in both the Chinese and Indian education systems and is considered an important stage for the all-round development of children. Here is some information about preschool education in both countries: 7.1 Preschool education in China Status and popularity: The Chinese government lists preschool education as an important part of the national education system, emphasizing that preschool education is crucial to the all-round development of children. In recent years, China has been promoting the popularization of preschool education and increasing kindergarten enrollment rates. Policies and Regulations: China has implemented a series of preschool education policies and regulations to ensure the quality of preschool education. The government promotes the diversity and development characteristics of kindergartens and encourages kindergartens to cooperate with families and communities. Kindergarten system: Preschool education is mainly
19 implemented through kindergartens. Kindergartens are divided into different types such as public, private and inclusive kindergartens to meet the selection needs of parents. 7.2 Preschool education in India Status and Diversity: In India, pre-school education has gained increasing status and is considered crucial for the early development of children. Since India has multiple languages and cultures, there is some diversity in the practice of preschool education across different states and regions. Policies and Programs: India has implemented a series of pre-primary education policies and programs to increase access to pre-primary education. The national and state governments have developed programs to improve preprimary education facilities and train pre-primary education teachers. Diverse providers: Pre-primary education in India is provided by different providers, including governmentestablished pre-primary education centres, private kindergartens and community-based organizations. This diversity reflects the complexity of Indian society. Although concerns about preschool education exist in both countries, there are some differences in preschool education policies and practices between the two countries
20 due to cultural, social, and political differences. Whether in China or India, improving the quality and coverage of preschool education is a joint goal of the government and society.
21 8. Students with special needs: Do primary schools in China and India provide support services for students with special needs? Are policies and practices different? For students with special needs, both China and India are working hard to provide corresponding support services at the primary school level, but there are some differences in policies and practices between the two countries. 8.1 China Policies and Regulations: The Chinese government has issued a series of regulations and policies dedicated to providing educational support for students with special needs. This includes regulations such as the Compulsory Education Law and the Regulations on the Rehabilitation of Handicapped Children. Special education schools and resource classrooms: China has some specialized special education schools, as well as resource classrooms in ordinary schools to provide personalized support and services for students with special needs. Assistive technology and training: China focuses on introducing assistive technology to improve the learning experience of students with special needs. Also, provide educators with professional training to better support these students.
22 8.2 India Policies and Programs: The Government of India is also concerned about the education of students with special needs and has implemented several programs and policies such as the Rights of Persons with Disabilities Act. State governments are also promoting education for students with special needs. Special Education Schools and Continuing Education Centers: India has a number of specialized special education schools and continuing education centers that provide the support and courses required by students with special needs. Resource support and training: In India, some regular schools have special education resource support and educators are trained to better meet the needs of students with special needs. Although both countries are working hard to provide support services, practical implementation may face some challenges, including limitations in resource allocation and professional training. In addition, due to differences between regions, the level of support services may vary. Taken together, promoting inclusive education for students with special needs is still the direction of joint efforts of the Chinese and Indian education systems.
23 9. Family involvement: What is the role of the family in primary education? Do China and India encourage parents to be actively involved in their students' academic studies? Families play an important role in primary education, and in both China and India there are policies and practices that encourage parents to actively participate in their students' academic studies. 9.1 China Home-school cooperation: China’s education system emphasizes home-school cooperation and believes that schools and families should jointly shoulder the responsibility of cultivating students. Schools usually maintain close contact with parents and hold regular parent meetings to introduce students' academic progress and behavioral performance. Parent training: Some districts also promote parent participation training to help them better understand students' academic needs and provide support. Online platforms and communication tools: Schools often use online platforms or communication tools to provide parents with student academic information and curriculum updates to facilitate timely communication. 9.2 India
24 Parental Involvement Programs: The Indian education system also emphasizes on the active participation of parents. Some schools implement parent involvement programs to encourage parents to participate in school activities and curriculum. Home visits: Some schools and educational institutions conduct regular home visits to communicate with parents about students' academic and development status. Homework: Homework is often seen as a bridge of communication between students and parents and a way of family involvement. Parent-teacher conferences: The school holds regular parent-teacher conferences to provide a platform where parents can learn about the school's teaching methods, share their views, and communicate with educators. In both countries, family is considered one of the key support systems for students’ academic success. Active parent involvement helps better support student learning and development. However, actual participation levels may vary depending on socio-cultural, economic status and geographical location.
25 10. Educational technology applications: What educational technologies are used in primary education in the two countries? How is technology impacting students and teachers? The use of educational technology is gradually increasing in primary education in China and India, which is having a profound impact on both student learning and teacher teaching. Both countries are actively exploring and implementing various educational technologies to improve the quality and efficiency of education, although the specific application methods and degrees may be different. 10.1 Educational technology applications in China In China, digital teaching resources and intelligent educational tools are widely used in primary education. This includes the use of interactive whiteboards, educational software, online courses and virtual reality technology, among others. The application of these technologies aims to enrich teaching content, improve students' learning interest and interactivity, and also help teachers conduct classroom management and personalized teaching more effectively. In addition, some regions in China have also implemented the "flipped classroom" model, which encourages students to learn independently through online resources outside of class, while conducting more discussions and practical
26 activities in class. 10.2 Educational technology applications in India India is also actively promoting the use of educational technology in primary education, especially in distance education and online learning platforms. For example, the SWAYAM platform, developed jointly by the government and the private sector, provides online courses from primary school to higher education to support students' independent learning. India is also promoting access to the Internet in schools through projects such as "Digital India" and the use of digital libraries, online teaching resources and mobile learning applications, especially in rural and remote areas, which helps narrow the urban-rural education gap. 10.3 The impact of technology on students and teachers The application of educational technology increases the accessibility of learning resources for students and promotes the development of independent learning and critical thinking skills. For teachers, technology provides more diverse teaching methods and tools to help them assess students and track learning progress, while also improving teaching efficiency. However, the adoption of technology also brings some challenges, including the need for teachers to be trained in new technologies, improvement of school infrastructure, and ensuring that all students have equal
27 access to educational technology. Overall, although China and India have different focuses on the application of educational technology, both countries have shown a common vision of using technology to improve the primary education environment and learning outcomes. In the future, with the further development and application of technology, it is expected that the face of primary education in both countries will change even more significantly.
28 Test questions and reference answers 1. Which of the following is not included in the main subjects of Chinese primary schools? A. Mathematics B.English C.Sports D. Computer Science Answer: D 2. Which of the following is a teaching method in primary education in India? A. Traditional teaching B. Participatory learning C. Memory method D. Direct teaching Answer: B 3. What are the jointly emphasized educational goals in primary education in China and India? A. Innovation ability B. Practical ability C. Comprehensive development D. Professional skills Answer: C
29 4. Which of the following is not a characteristic of the teaching materials and teaching resources used in primary schools in China? A. National unified textbooks B. Diversity C. Focus on basic knowledge D. Pay attention to comprehensive literacy Answer: B 5. What are the typical characteristics of the training path for primary school teachers in India? A. Unified standards B. Diversification C. Online training only D. No training required Answer: B 6. Which of the following is not usually included in assessments and examinations for primary school students in China? A. Midterm exam B. Final exam C. Comprehensive quality evaluation D. Weekly quizzes Answer: D 7. What does the “Continuous and Comprehensive
30 Evaluation (CCE)” system implemented in India aim to evaluate? A. Subject knowledge only B. Sports and cultural activities only C. Comprehensive performance throughout the school year D. Memory ability Answer: C 8. Which of the following factors is believed to affect the quality of teaching? A. Teacher’s shoe size B. Teacher training and quality C. The location of the school D. School colors Answer: B 9. In primary education, what development of students do China and India focus on? A. Physical Development B. Artistic talent C. Scientific experiment skills D. Comprehensive literacy Answer: D 10.Which of the following is not a characteristic of primary education in India? A. Diversity
31 B. Single teaching method C. Application orientation D. Multi-language environment Answer: B
Back cover introduction This book is a work that comprehensively explores and compares the differences and similarities in the field of primary education between two Asian giants, China and India. Through 20 carefully designed questions, this book provides an in-depth analysis of the comparison between the two countries in terms of the structure of primary education, education policies, curriculum content, teacher training, student assessment methods, and challenges faced. The author uses rich data, real case studies and expert interviews to present readers with a three-dimensional and multi-angle comparative perspective on education. This book not only reveals the differences in concepts and practices of primary education in China and India, but also explores the joint efforts of the two countries in pursuing educational equity, promoting students' all-round development, and adapting to the challenges of globalization. The questions in the book cover multiple dimensions, from infrastructure and teaching staff to family and social expectations for education, providing key information for a deep understanding of the education systems of the two countries. This book is a valuable resource for educators, policymakers, researchers, and readers interested in
comparative education. Through this book, readers can gain not only deep insights into primary education in two countries, but also insights into specific practices within the global context of educational reform and development trends.