Differences Between China And India

Many developing nations in the world have inadequate quality of education from primary school to secondary school. Focusing on rural communities in China and India, these regions have unique aspects that can be compared and contrasted with one another to explore the cross cultural differences in education. Poverty, child labor, and economic weakness can imply why children in these rural areas have generally low quality education and minimal amount of schooling. Cultural and social factors in these countries can also influence the view of education and its value. Rural villages in China experience different levels of education quality for children and adolescents. Passed in 1986, The Law of Nine-Year Compulsory Education envisioned that all children would receive six years of primary education and three years of middle school (Knight, Shi, Quheng, 312). China ideally visualizes free primary education for families living in poor rural communities. However, due to the lack of central government funding, local communities are forced to enact fees and tuitions to fund schools. In China, the household cost of schooling is found to be lower in poorer regions and higher in wealthy communities. This can have effects on the amount of education that children receive and the economic opportunities in those areas. China wishes that more rural communities have better access to education yet, many children living in poverty-stricken communities never complete primary or middle school. Several explanations can reveal why this lack of education is present. Families with low incomes may find that investing in education is simply not worth it. Children from low income families may be expected to tend to the household chores or work so the family will have more money instead of going to school. In China, in order for children to receive secondary education, they must have high scores on their exams so they can move up to high school. If a child who lives in a poor rural community which does not have access to quality education and the child has minimal study time due to family pressures, their chances of receiving secondary education is extremely low (Knight, Shi, Quheng, 327). Thus, hindering the level of education that community possesses, which can increase the economic inequality. In the developing regions of India, children do not usually attend primary school since parents do not see the value in doing so. Many high-skilled jobs are secured by social connections and economic status instead of education level (Chamarbagwala 236). Since public schools in rural communities have such inadequate quality of education, parents believe that children should rather help with the household chores or send them off to work in order to learn the skills needed. This explains the high rate of child labor in the poor rural villages in India. There is also a gender gap seen between boys and girls attending school because, of the cultural and social factors in place. To put more children into schools in India, policies need to be put into effect to increase economic …show more content…
Unlike China, India has a gender gap between boys and girls attending school. Boys are more likely to attend school and further their education than girls in rural India (Chamarbagwala 254). Another difference between China and India is that education in China may hold more value than in India. Without demand for jobs requiring education in rural India, schooling children is seen as unnecessary since they could learn skills by working. Schools in rural villages in China have tuition and fees in place suggesting that the quality of education is higher, as opposed to India. There are a number of differences between China and India when it comes to education in rural …show more content…
Comparing certain aspects that influence these rural communities in China and India, cross cultural differences in education can be examined. In rural regions of China and India, many families face challenges in sending their children to primary and secondary school. A generally low level of education possessed in a village, can create social norms within that community. Households living in poverty and children working instead of attending school can explain how education might not be a priority. Low economic opportunities and low central government funding for education reduces the value of education and the quality of