COMPARISON OF i EDUCATION SYSTEM IN CHINA & INDIA
COMPARISON OF 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 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 As two ancient civilizations with long histories, China and India have unique educational systems that reflect their unique cultural traditions, social structures and development trajectories. Although both countries attach great importance to education as a key driving force for national development and social progress, there are significant differences in educational concepts, institutional structures, management systems, and challenges and opportunities. China's education system is known for its high degree of uniformity and standardization, reflecting a centralized political system and cultural values that emphasize collectivism. From primary school to higher education, China’s education sector sets unified curriculum standards and examination systems to ensure consistency and fairness in education quality across the country. In addition, China attaches great importance to science, technology, engineering and mathematics (STEM) education to meet the needs of national modernization and global competition. China's education system places a heavy emphasis on test scores, especially the Gaokao (national college admissions exam), which has a decisive impact on students' future studies and career paths. Although this system has made remarkable achievements in improving the quality of
b education and promoting social mobility, it also faces challenges such as excessive pressure on exam-oriented education and insufficient cultivation of innovative abilities. India's education system appears more diverse and stratified, reflecting India's complex social structure and multicultural background. India's education system is jointly managed by the central and state governments, and education policies and implementation may vary greatly between states. The Indian education system includes both public and private sectors, providing diversified educational services from basic education to higher education, vocational education and adult education. Although India also emphasizes science and technology education, its education system places special emphasis on the teaching of English and other official languages, reflecting the influence of colonial history and the needs of globalization. Challenges facing education in India include uneven distribution of resources, poor educational facilities in rural areas, and low educational participation of women and disadvantaged groups. However, India has unique advantages in higher education and professional education. Some outstanding engineering and management schools have cultivated a large number of highly skilled talents and made important contributions to the country's scientific and technological development and service outsourcing industry.
c In the context of globalization and the information age, both China's and India's education systems are striving to adapt to new challenges and opportunities. Both countries are actively promoting education reform, aiming to improve the quality of education, promote innovation capabilities, and achieve more equitable and inclusive education. China has made significant progress in promoting educational modernization, strengthening international cooperation, and using information technology to improve education and teaching. India is also working to improve educational infrastructure, expand educational opportunities, and promote reforms in the curriculum and assessment system through a new national education policy. In short, the education systems of China and India each have their own characteristics and advantages, and they also face their own challenges. The educational reform and development of the two countries not only have a profound impact on the future of their countries, but are also of great significance to the global education pattern and the progress of human knowledge. Through mutual learning and international cooperation, China and India can jointly promote innovation and development in education and contribute to promoting social progress and sustainable development.
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. Educational structure and levels: What are the similarities and differences between the structures and levels of the education systems in China and India? ........................................................................................................................................................ 1 2. Preschool education: What are the differences between the policies and practices of preschool education between the two countries? How to pay attention to early childhood education? ....................................................................... 4 3. Basic education: What are the differences between the basic education models in China and India, including subject settings and teaching methods? ........................................................................................................................................................ 7 4. Higher education: What are the similarities and differences between the higher education systems of the two countries, including university admission standards, curriculum and quality assurance? ...........................................................10 5. Educational technology: What are the strategies and achievements of China and India in promoting educational technology? Are there any noticeable differences? ............................................................................................................................13 6. Examination system: How do the examination systems of the two countries affect students and the quality of education? Are there similar issues or reforms? ......................................................................................................................................................16 7. Teacher training and treatment: What are the differences in teacher training and treatment in the education systems of China and India? What impact does it have on the quality of education? .............................................................................19 8. Language policy: How does the role of language in education differ? Have language policies affected students’ academic performance and opportunities? ......................................................................................................................................................22 9. Educational equity: What are the efforts and challenges of China and India in promoting educational equity? Are there differences between societies and regions? ...................................................................................................................................24 10. Education policy and reform: What are the differences between the education policies and reform directions of the two countries? Are there common challenges and goals? .....................................................................................27 Test questions and reference answers .........................................................................31
1 1. Educational structure and levels: What are the similarities and differences between the structures and levels of the education systems in China and India? There are some similarities and differences in the structure and level of education systems in China and India. Here are some of the main differences and similarities between them: 1.1 Education system structure 1.1.1 China _ Basic education: Basic education in China includes primary school and junior high school. Primary school usually lasts for six years, and junior high school lasts for three years. High school: After completing junior high school, students have the opportunity to enter high school, usually three years. High school education is considered the entrance to general higher education. Higher education: Higher education includes undergraduate and postgraduate levels. Undergraduate programs usually last for four years, and postgraduate programs include master's and doctoral degrees. 1.1.2 India _ Basic education: Basic education in India includes primary school and junior high school, of which primary
2 school usually lasts for six years. Secondary education: Secondary education is divided into junior middle school and high school. Junior high school is for grades 8 to 10, and high school is for grades 11 to 12. Higher education: Higher education includes undergraduate and postgraduate levels. Undergraduate degrees are usually three years in length, but may be four years in some majors. Postgraduate studies include master's and doctoral degrees. 1.2 Education level 1.2.1 China _ Primary school stage: usually 6 years. Junior high school stage: usually 3 years. High school stage: usually 3 years. Undergraduate education: usually 4 years. Postgraduate education: including master's and doctoral stages, the time is variable. 1.2.2 India _ Primary school stage: usually 6 years. Middle school stage: including junior middle school (grades 8 to 10) and high school (grades 11 to 12), a total of 6 years. Undergraduate education: usually 3 years, but may be 4 years in some majors.
3 1.2.4 Postgraduate education: including master's and doctoral stages, the time is variable. 1.3 Similarities 1.3.1 Basic education: Both countries have six-year primary school education. 1.3.2 Higher education: Undergraduate and postgraduate levels are the main stages of higher education, including master's and doctoral degrees. 1.3.3 Differences in academic system: In terms of academic system, there are some differences between the two countries, but usually undergraduate programs last for 3 to 4 years, and graduate programs can take longer, depending on the major and discipline. It should be noted that this is only a general situation, and the specific education system and levels may vary from province to province, state to state and school to school. There is great diversity in education systems and levels between countries and regions.
4 2. Preschool education: What are the differences between the policies and practices of preschool education between the two countries? How to pay attention to early childhood education? China and India have some differences in preschool education. Here are their main differences and some common areas of concern: 2.1 China Preschool education system: China has implemented a universal preschool education policy, including day care, kindergarten, kindergarten and other different stages. This system aims to provide comprehensive early education services. Government investment: The Chinese government has been increasing investment in preschool education to promote popularization and improve the quality of preschool education. The adjustment and implementation of relevant policies have enabled more families to obtain affordable preschool education services. Education standards: Preschool education institutions are supervised by relevant education standards, including requirements for teachers, teaching environment, teaching content, etc. Pay attention to the all-round development of children:
5 China’s preschool education focuses on the all-round development of children, including physical, cognitive, language, social and emotional aspects. Emphasis is placed on promoting children's multiple intelligences through games, activities and parent-child interaction. 2.2 India Pre-school education system: India’s pre-school education system includes kindergarten and nursery school. However, in some areas, especially rural areas, the availability of pre-school education may be lower. Private and Public Pre-primary Educational Institutions: There are many private and public pre-primary educational institutions in India. Private preschools vary in quality and cost, while public preschools may be resource-constrained in some areas. Language and culture: Preschool education in India focuses on the inheritance of language and culture and respects the diversity of different regions and communities. Government attention: In recent years, the Indian government has also made efforts to increase its focus on pre-school education, promote more family participation, and improve educational standards. ( 3 ) Common concern Early childhood education: Both countries emphasize
6 that early childhood education is crucial to a child’s development, and pay attention to the popularization and improvement of early childhood education. Teacher training: The training and improvement of teachers is an area of common concern in preschool education in both countries. Family involvement: Promoting family involvement and supporting children’s preschool development through parent-child interaction and family education are areas of common concern for both countries. It should be noted that although the two countries have different practices and policies in preschool education, they are both aware of the importance of preschool education to the all-round development of children and are gradually strengthening relevant policies and implementation.
7 3. Basic education: What are the differences between the basic education models in China and India, including subject settings and teaching methods? There are some differences between the basic education models in China and India, including subject settings and teaching methods. Here are some of the main differences between them: 3.1 China Subject setting: China's basic education system is relatively standardized in subject setting, usually including Chinese, mathematics, foreign language (usually English), physics, chemistry, biology, history, geography, politics, music, art, physical education and other subjects. Students will gradually enter the liberal arts or science subject streams in junior high school and high school. Education system: China's basic education system is relatively centralized, with unified planning by the central and local governments. Schools usually follow national unified curriculum standards and examination systems. College Entrance Examination System: At the high school level, China implements the College Entrance Examination system, which is a national college entrance examination. College entrance examination scores are crucial to students' college admissions, creating a highly
8 competitive educational atmosphere. Emphasis on basic knowledge and examinations: China's basic education emphasizes students' mastery of basic knowledge and assessment of academic levels through examinations, focusing on the breadth and depth of subject knowledge. 3.2 India Subject settings: India's basic education system is relatively flexible. The subject settings include Chinese, mathematics, science, social sciences, English and other regional language and culture-related subjects. Students can choose different subject directions such as liberal arts, science, and business in high school. Education system: India's basic education system is relatively decentralized, and states and regions have a certain degree of educational autonomy, resulting in some differences in curriculum setting and implementation. Board examination: Each state in India usually has its own academic board (such as CBSE, ICSE, etc.), which is responsible for formulating local curriculum standards and examination systems. There are usually state or board own academic board examinations at the higher secondary level. Focus on comprehensive development: Basic education in India pays more attention to cultivating students' creativity,
9 critical thinking and comprehensive development, rather than just focusing on the memorization of basic knowledge. Multiculturalism: India is a multilingual and multicultural country, so education pays more attention to respecting and inheriting the cultural traditions of different regions and communities. Generally speaking, there are some differences in the basic education models between China and India, including subject settings, education systems, and evaluation methods. These differences reflect the unique characteristics of the two countries’ educational philosophies and cultures.
10 4. Higher education: What are the similarities and differences between the higher education systems of the two countries, including university admission standards, curriculum and quality assurance? There are some similarities between the higher education systems in China and India, but there are also some significant differences. Here are some similarities and differences between the two countries’ higher education systems: 4.1 China University Admission Standards: University admission in China mainly selects students through the national college entrance examination. College entrance examination scores determine to a certain extent whether students can enter university. In addition, some key universities may conduct independent admissions or special selection. Curriculum: University curriculum is determined to a certain extent by the state and the school. Students usually need to take certain professional core courses and can choose some elective courses. The majors cover liberal arts, science, engineering, agriculture, medicine, economics, law and other fields. Quality Assurance: China has implemented a higher education quality assurance system, including mechanisms
11 such as subject evaluation, teaching evaluation, and academic evaluation. Universities are evaluated at the national level and rankings are published. Academic research: Some universities in China have made significant progress in academic research and actively promote scientific research projects and innovation. Some universities enjoy high reputations internationally. 4.2 India College Admission Standards: India's college admission standards are mainly based on academic performance in high school, such as the Board of Secondary Education Examination (CBSE) or the Indian Institute of Technology Entrance Examination (IIT-JEE). In addition, some professional and high-level universities may conduct independent entrance examinations. Curriculum: Indian university curriculum is relatively flexible, and students can choose a variety of majors and courses according to their interests. Indian universities usually offer a wide range of subjects such as arts, science, engineering, and business. Quality Assurance: India has implemented the National Assessment and Accreditation Council (NAAC) evaluation system to evaluate and accredit colleges and universities. In addition, some independent institutions such as the All India
12 Council of Education (AICTE) and the Medical Council are also responsible for ensuring the quality of relevant professions. Academic Research: Some universities in India also have significant contributions in academic research, especially in the fields of engineering technology, medicine, science and information technology. Overall, higher education systems in both China and India face rapidly changing and evolving challenges. Both countries are working hard to improve the quality and international competitiveness of higher education.
13 5. Educational technology: What are the strategies and achievements of China and India in promoting educational technology? Are there any noticeable differences? Both China and India have adopted a range of strategies to promote educational technology, but there are some differences in implementation and achievements. Here is an overview of some of the two countries’ strategies and achievements in the field of educational technology: 5.1 China Digital Education Policy: The Chinese government has adopted active policies in promoting digital education, promoting schools and educational institutions to use technology to improve the teaching and learning process. Online education platforms: China has some leading online education platforms, such as Tencent Classroom, NetEase Cloud Classroom, etc., which provide a variety of online courses and training. These platforms have been widely used in vocational training, language learning and other aspects. Intelligent education tools: China has made some progress in the development and application of intelligent education tools, including artificial intelligence-assisted teaching, virtual reality education experiences, etc.
14 Digital campus construction: Some universities and schools have invested in digital campus construction, including online libraries, electronic classrooms, intelligent campus management systems, etc. 5.2 India Digital India Initiative: The Government of India promotes the Digital India Initiative with the aim of improving digital literacy and popularizing digital technology. The program covers the field of education and aims to promote the development of digital education. Online learning platforms: Some online learning platforms have also emerged in India, such as Byju's, Unacademy, etc., providing various online education services. These platforms have made a significant impact in the education sector in India. Smart education tools: India has begun to experiment with the use of smart education tools, including the promotion of smart classrooms and the use of educational software in schools and universities. Government Support: The Indian government supports the development of educational technology through different programs and policies, including providing digital learning equipment, improving network infrastructure, etc. 5.3 Differences
15 Infrastructure level: China's digital infrastructure is relatively complete, with extensive network coverage. In some large cities and developed areas, the application of digital technology is more widespread. India may face infrastructure challenges in some remote areas. Government support: The Chinese government’s policy implementation in digital education is relatively active and covers a wide range of areas. India also has government support, but implementation across the country may face some challenges. Market competition: China's online education market is highly competitive, with multiple well-known online education platforms. The market in India is also growing rapidly, but may be relatively fragmented. Overall, both China and India are actively promoting the application of educational technology to improve the quality and coverage of education. In terms of digital education, both countries have made some notable achievements, but there are some differences due to their respective national conditions and stages of development.
16 6. Examination system: How do the examination systems of the two countries affect students and the quality of education? Are there similar issues or reforms? China and India have some common features in their examination systems, but there are also some differences. The following is an overview of the impact of the two countries’ examination systems on students and the quality of education, as well as existing problems and reform measures: 6.1 China College Entrance Examination System: China's College Entrance Examination is a national college entrance examination system that plays a decisive role in students' admission to university. This has caused students and families to attach great importance to the college entrance examination, which may lead to problems of fierce competition and high test-taking pressure. Exam-oriented education: China’s education system is influenced to a certain extent by exam-oriented education, and students usually spend a lot of time preparing for exams. This can lead to insufficient development of creative thinking and practical skills. Reform measures: In recent years, the Chinese Ministry of Education has implemented a series of reform measures
17 aimed at reducing students' academic burden and promoting quality education. This includes promoting comprehensive quality evaluation and reducing the teaching burden of primary and secondary schools. 6.2 India College Entrance Examination: India's college entrance examination system is distributed at various state and federal levels, such as the Indian Engineering Entrance Examination (JEE), Medical Entrance Examination (NEET), etc. These examinations affect students' future studies to a certain extent. Test-oriented culture: There is also a degree of testoriented culture in India, with many students feeling pressured to score high marks to gain admission to their dream universities. Diversity: Due to the diversity of India, each state may have its own education system and examination standards. This may lead to some differences while also adding some uncertainty. Reform Measures: The Government of India has adopted a number of reform measures to reduce the academic burden of students and promote all-round development. This includes implementing new education policies and emphasizing comprehensive quality evaluation. 6.3 Common issues
18 Over-focus on test-taking: The education systems of both countries face the problem of over-focus on test-taking, which may affect students' all-round development and practical skill development. High competition: An examination-oriented system may lead to high competition among students and may overlook the interests and potential of individual students. 6.4 Reform direction Quality education: Both countries are promoting quality education, emphasizing all-round development and practical skill development rather than just pursuing high scores. Comprehensive quality evaluation: Promote comprehensive quality evaluation and focus on students' comprehensive quality and practical ability. Reduce academic burden: Take measures to reduce students' academic burden and encourage more creative thinking and practical experience. Generally speaking, both China and India are working hard to solve the problems caused by the examination system through education reforms and promote more comprehensive and diverse student development. These reforms aim to create a healthier and more creative educational environment.
19 7. Teacher training and treatment: What are the differences in teacher training and treatment in the education systems of China and India? What impact does it have on the quality of education? There are some differences in teacher training and treatment in the education systems of China and India, and these differences may have an impact on the quality of education. Here are some of the main aspects of comparison: 7.1 China Teacher training: China has invested a lot of resources in teacher training, providing full-time and part-time training courses. Full-time training is usually provided by teacher training colleges, while part-time training can be on-the-job training. Teacher qualifications: Teachers need to pass the corresponding qualification examination or complete a bachelor's or master's degree in a teacher education major to obtain the corresponding educational qualifications. Salary: There may be differences in the salary of teachers in urban and rural areas. Urban teachers usually have higher salaries and benefits. Treatment will also differ in different regions, schools and education levels. Career development: China’s teacher career development system is relatively complete, and teachers
20 have the opportunity to improve their professional standards through continuing education, training, and further education. 7.2 India Teacher Training: Teacher training in India is usually done through normal schools and universities. Some state governments also offer teacher training programs. However, the quality and standards of training can vary between regions and institutions. Teacher qualifications: Teachers usually need to have appropriate educational qualifications and recognized educational certificates. In some states, passing the corresponding teacher qualification examination is also required. Salary: Salary of teachers varies from state to state in India. Some state governments have increased teachers' salaries and benefits, but in some areas, especially poor areas, teachers' salaries may be relatively low. Career Development: There are limited career development opportunities for teachers in India, especially in some remote areas. Career development opportunities may also vary between states and schools. 7.3 Factors affecting the quality of education Allocation of educational resources: Salary is directly
21 related to the allocation of educational resources, including training, teaching materials, equipment, etc. Higher salaries can usually attract more outstanding talents to join the education industry. Teacher incentives: Better remuneration may increase teachers’ work motivation and commitment, thereby helping to improve the quality of education. Teacher quality: By providing better training and professional development opportunities, teachers can continuously improve their own quality and have a more positive impact on students. Regional differences: Regional differences in treatment may lead to uneven distribution of educational resources in some regions, thus affecting the quality of education in local schools. Overall, teacher training and treatment are critical to improving the quality of education. By providing highquality training and appropriate treatment, teachers can be stimulated to be enthusiastic and increase their investment in education.
22 8. Language policy: How does the role of language in education differ? Have language policies affected students’ academic performance and opportunities? Language plays an important role in education in China and India, and language policies in both countries affect students' academic performance and opportunities to a certain extent. 8.1 China Official language: Mandarin (Chinese) is the official language of China. The country promotes the use of Mandarin, and many schools use Mandarin as the main teaching language. Regional Dialects: Although Mandarin is the official language nationwide, in some areas students' mother tongue may be a local dialect. Therefore, some schools may face challenges from multilingual backgrounds in teaching. Foreign language learning: China promotes students to learn English, which is an important foreign language, especially in middle schools and universities. The English subject in the college entrance examination is crucial for further studies. Impact on academic performance: Language policy has a certain impact on students’ academic performance. For students whose first language is not Mandarin, switching to
23 a Mandarin or English-focused instructional environment can present challenges. 8.2 India Multilingual Country: India is a multilingual country with multiple official languages. Different states may use local languages as the medium of instruction, while English is also widely spoken. Regional differences: Language policies vary widely between states. Some states use local languages for instruction, while some may prefer English or Hindi. Foreign Language Learning: English is considered an important subject in India and is crucial for higher education and career advancement. Many schools use English as the primary or secondary language of instruction. Impact on academic performance: The degree of match between a student's native language and the language of instruction may impact their academic performance. Where teaching is in a non-native language, students may need to adapt to a new language environment, which may have an impact on learning. Overall, language policy can impact students' academic performance and opportunities. Strategies such as providing multilingual support, encouraging native language use, and promoting foreign language learning can help students better adapt to the teaching environment.
24 9. Educational equity: What are the efforts and challenges of China and India in promoting educational equity? Are there differences between societies and regions? Both China and India have made great efforts to promote educational equity, but they also face some challenges. The following are some of the differences and efforts between the two countries in this area: 9.1 China Equality of basic education resources: China has made remarkable achievements in the field of basic education and strives to ensure equality of educational resources between urban and rural areas and regions. Gradually reduce the education gap between urban and rural areas by investing in improving rural school facilities, improving teacher standards, and providing scholarships. Support for poverty-stricken areas: For povertystricken areas, China has implemented a series of policies, including providing free compulsory education, grants and subsidies, to reduce the financial burden on families and ensure that more children from poor families can receive education. Diversified higher education opportunities: China promotes the diversification of higher education and
25 provides more opportunities to students from different social backgrounds. Building high-level universities and strengthening technical and vocational education are part of this. 9.2 India Social and regional disparities: India faces large social and regional disparities in educational equity. There are unequal distributions of educational resources and opportunities between urban and rural areas, between different states, and between different social groups. Poverty and gender gaps: Poverty and gender remain key challenges to educational equity. In some remote areas, school facilities are insufficient and girls' access to education is relatively low. Bursaries and policy incentives: The Indian government attempts to reduce the impact of disparities in social and economic backgrounds on education by providing bursaries, free lunch schemes and other incentives. Some states have also implemented special advocacy programs to support poor families and minority students. Technological improvements: India leverages technology, such as digital learning platforms, to improve access to education, especially in remote and poor areas. Both countries are making unremitting efforts to
26 promote educational equity, but there are still challenges in specific implementation and resource allocation. In the future, by continuing to strengthen policy measures, improve the equal distribution of educational resources, and promote technological innovation, it is expected to further improve the level of educational equity.
27 10. Education policy and reform: What are the differences between the education policies and reform directions of the two countries? Are there common challenges and goals? China and India have some differences in their education policies and reform directions, but they also face common challenges and goals. Here are some of the key differences and commonalities between the two countries in this regard: 10.1 China Comprehensive deepening of reforms: China has implemented a series of policies to comprehensively deepen reforms, including reforms of basic education and higher education. These reforms aim to improve the quality of education, promote quality education, strengthen teacher training and improve educational equity. Technology and innovation education: China combines technological innovation with education, promotes STEM education (science, technology, engineering, mathematics) and emphasizes students' innovation and practical abilities. Higher education development: China is committed to improving the level of higher education and building worldclass universities and research institutions. Introduce advanced international education concepts, strengthen
28 international cooperation, and improve the university's global competitiveness. Education informatization: China promotes education informatization, strengthens the application of digital technology in education, and promotes online learning and distance education. 10.2 India New National Education Policy: India has implemented the New National Education Policy (NEP) with the aim of achieving all-round development and quality education of students. The policy emphasizes multi-disciplinary learning, skills training, improving teacher quality, etc. Focus on technology and innovation: India also focuses on technology and innovation education, encouraging students to develop creative thinking and practical skills. The use of technology in education has become key to driving change. Higher Education Reform: India is trying to improve the international reputation of universities and attract international students by promoting higher education reforms. Strengthen research and innovation and improve the university's global rankings. Digital India: The government promotes the "Digital India" plan to strengthen the application of digital
29 technology in education, promote online learning and distance education, and provide more opportunities, especially in remote areas. 10.3 Common challenges and goals Educational equity: Both countries face the challenge of educational equity and strive to reduce the urban-rural gap, socioeconomic gap and gender gap. Technology Application: Both countries are emphasizing the application of technology in education, but they also need to overcome the digital divide and ensure that all students can benefit from technological development. Improving the quality of education: Improving the quality of education has always been a common goal of both countries, including improving teaching standards, improving curriculum and assessment systems. International Cooperation: In order to improve global competitiveness, both countries emphasize international cooperation, attract international students and teachers, and share best practices. Generally speaking, both China and India are working hard to meet the needs of modern society and economy through education reform and improve the quality of human capital to promote sustainable socioeconomic development.
30 Test questions and reference answers 1. Basic education in China includes primary school and junior high school. How many years does primary school usually last? A. Five-year system B. Six-year system C. Seven-year system D. Eight-year system Reference answer : B 2. In India , secondary education after basic education is divided into junior middle school and high school. How many grades are there in junior middle school? A. Grades 7 to 9 B. Grades 8 to 10 C. Grades 8 to 9 D. Grades 9 to 10 Reference answer : B 3. How many years does China’s higher education undergraduate program usually last? A. Three-year system B. Four-year system C. Five-year system D. Six-year system Reference answer : B
31 4. What stages does India’s preschool education system include? A. Only kindergarten B. Kindergarten and daycare C. Only kindergarten D. Kindergarten and primary school preparatory classes Reference answer : B 5. In the Chinese education system, what is the college entrance examination considered as general higher education? A. start B. end C. Entrance D. Auxiliary Reference answer : C 6. How many years does the undergraduate higher education program in India usually last ? A.Two-year system B. Three-year system C. four-year system D. Five-year system Reference answer : B 7. In China, what is Mandarin (Chinese) as the official and main language? A. Medium of instruction B. Second language C. Foreign language
32 D. Dialect Reference answer : A 8. Which policy has been implemented in India to achieve all-round development and quality education of students? A. Education 2020 B. New National Education Policy C. Educational Innovation Plan D. Learn advanced policies Reference answer : B 9. How is English considered in education in India? A. Second official language B. Elective subjects C. Main subjects D. foreign language Reference answer : C 10. Both China and India face the challenge of educational equity, especially in which aspect? A. Technology Application B. Urban-rural gap C. Curriculum D. Teacher training Reference answer : B
Back cover introduction This book is an in-depth exploration and comparison of the strategies, practices, challenges and achievements of two Asian giants - China and India in the field of education. By asking and answering 20 carefully designed questions, this book reveals the core characteristics, differences and problems faced by the two countries' education systems. From basic education to higher education, from education policy to teaching methods, from student assessment to teacher training, this book extensively covers all aspects of the education system. Through comparative analysis, the author not only demonstrates the joint efforts of China and India in pursuing educational equity, improving education quality, and promoting the cultivation of science and technology and innovation capabilities, but also discusses in depth the two countries' efforts to deal with issues such as resource inequality, urban-rural gaps, and gender inequality. and different strategies on issues such as exam-oriented education. The book supports its views with examples and data, providing readers with a wealth of information resources to help understand the complexity and dynamics of the two countries' education systems. This book is not only suitable for education
professionals, policymakers, and researchers, but also provides valuable perspectives and insights for readers interested in Chinese and Indian education, culture, and their global impact. Through the answers to these 20 questions, readers can gain an in-depth understanding of how China and India shape the future through education and the roles of the two countries on the global education stage.