Afghanistan is located in southern Asia. The primary ethnic groups are: Pashtun, Tajik and Hazara and the official languages are Afghan Persian or Dari and Pashto (The World Factbook, 2015). The estimated population is 32,564,342 and the life expectancy is approximately 50.87 years old (The World Factbook, 2015). Afghanistan has a number of challenges. They have been recovering from years of conflict. Since the fall of the Taliban, their economy has made an improvement. According to international data, Afghanistan is one of the poorest countries in the world, their living standards are among the worlds worst (The World Factbook, 2015). They have a shortage of basic essential needs such as; housing and clean water.
In Afghanistan, there is nine years of basic compulsory education for children between the ages of six and fifteen. The Afghan government, USAID, and donors are working together to financially support and rebuild the educational system. “For more than three decades the only form of curriculum that Afghans used consisted of textbooks” (Georgescu, 2008, 429). Through the combined efforts of UNICEF, UNESCO and the Ministry of Education a curriculum framework was created and approved by the Afghan government in 2003 (Georgescu, 2008, 430-436). Afghanistan’s primary and secondary education has eight learning areas: “Islamic studies; Languages; Mathematics; Natural Sciences; Social studies; Life skills; Arts, practical work and technological education; and Physical education” (Georgescu, 2008, 437). Currently evaluation and assessment are an areas that need improvement. The curriculum framework suggests ways to assess student achievement, however, procedural changes have not been made. “Effective systems of monitoring and evaluation, are almost totally lacking at present” (Georgescu, 2008, 447). The implementation of curriculum, monitoring and evaluating, providing needed materials and resources remains a huge challenge due to numerous reasons, the continual conflict is a huge factor. …show more content…
Despite the challenges, Afghanistan has achieved noteworthy achievements in education and curriculum planning. Afghanistan clearly demonstrates the desire for educational reform. In 2006, the government endorsed a 5-year education plan (Georgescu, 2008, 444). The plan described the changes that were needed to their educational system and the need to developing their teachers’ ability to handle learner needs. However, there was not a specific mention of addressing special education. Based on Afghanistan’s Education Law, all children have an equal right to access quality education. If they are going to achieve this, they must specifically address the needs of their students with disabilities. China is located in eastern Asia. It is the third largest country in the world. The …show more content…
Six years of elementary school and three years of junior high school education are compulsory. The three-year high school education is not. Early childhood education is not mandated.
The Ministry of Education runs the education system in China. It is the largest education system in the world (Mazurek, K, Winzer, M.A., 2005, p. 72). Chinese schools have moved from a centralized national funding system to more of a decentralized system. The funding for the primary through upper secondary schools is primarily provides by the local governments.
China has a national curriculum. Local governments are responsible for implementing the curriculum. Teachers develop lesson plans and the schools have freedom in adopting their teaching materials. Evaluation is based on examination results. The goal of education in China is to foster “domestic developments and international competition” and build “strong abilities for innovation” (Mazurek, K, Winzer, M.A., 2005, p.
In Afghanistan, there is nine years of basic compulsory education for children between the ages of six and fifteen. The Afghan government, USAID, and donors are working together to financially support and rebuild the educational system. “For more than three decades the only form of curriculum that Afghans used consisted of textbooks” (Georgescu, 2008, 429). Through the combined efforts of UNICEF, UNESCO and the Ministry of Education a curriculum framework was created and approved by the Afghan government in 2003 (Georgescu, 2008, 430-436). Afghanistan’s primary and secondary education has eight learning areas: “Islamic studies; Languages; Mathematics; Natural Sciences; Social studies; Life skills; Arts, practical work and technological education; and Physical education” (Georgescu, 2008, 437). Currently evaluation and assessment are an areas that need improvement. The curriculum framework suggests ways to assess student achievement, however, procedural changes have not been made. “Effective systems of monitoring and evaluation, are almost totally lacking at present” (Georgescu, 2008, 447). The implementation of curriculum, monitoring and evaluating, providing needed materials and resources remains a huge challenge due to numerous reasons, the continual conflict is a huge factor. …show more content…
Despite the challenges, Afghanistan has achieved noteworthy achievements in education and curriculum planning. Afghanistan clearly demonstrates the desire for educational reform. In 2006, the government endorsed a 5-year education plan (Georgescu, 2008, 444). The plan described the changes that were needed to their educational system and the need to developing their teachers’ ability to handle learner needs. However, there was not a specific mention of addressing special education. Based on Afghanistan’s Education Law, all children have an equal right to access quality education. If they are going to achieve this, they must specifically address the needs of their students with disabilities. China is located in eastern Asia. It is the third largest country in the world. The …show more content…
Six years of elementary school and three years of junior high school education are compulsory. The three-year high school education is not. Early childhood education is not mandated.
The Ministry of Education runs the education system in China. It is the largest education system in the world (Mazurek, K, Winzer, M.A., 2005, p. 72). Chinese schools have moved from a centralized national funding system to more of a decentralized system. The funding for the primary through upper secondary schools is primarily provides by the local governments.
China has a national curriculum. Local governments are responsible for implementing the curriculum. Teachers develop lesson plans and the schools have freedom in adopting their teaching materials. Evaluation is based on examination results. The goal of education in China is to foster “domestic developments and international competition” and build “strong abilities for innovation” (Mazurek, K, Winzer, M.A., 2005, p.