The American curriculum is often recognized as a balanced approach to education. To be more particular, its main aim is to encourage students to develop the versatile skills that they need in order to become “well-rounded students capable of excelling in all subject areas” (World Schools, 2021, line 1). However, considering that students are required to thrive in numerous subjects and co-curricular activities, they might suffer from an enormous amount of knowledge they need to acquire (ISBI Schools, 2021). As a result, they might not be competent in any of the disciplines eventually due to intense pressure from the educational program.
The Chinese education program is based on compulsory graduation for entering a local university. Still, as in the American curriculum, students need to develop their knowledge in numerous subjects and be competent in them. Furthermore, community involvement and recognition of “whole-person development” are the critical components in Chinese education (Wong, 2018, line 3). Overall, mandatory volunteering allows students to find the path they desire to follow in the future and serves as a crucial aspect for their application to the local or abroad educational establishments.
The German curriculum is not similar to those previously discussed, as students in this country are given more freedom for choosing their paths starting from primary school. In other words, children can choose a specific course of subjects from the secondary level of education. Furthermore, until Grade 8, they can transfer to another class if they are not interested in the disciplines they chose before starting their education in secondary school (Department of Education and Knowledge, 2021). By and whole, since students are free to choose the subjects they like and can learn something they are passionate about, they appear to be motivated and thrive more than the students from different nations.
To sum up, it is crucial to examine the curriculums from a global perspective since particular nations can modify and advance their educational programs thanks to such an analysis. In other words, they might apply the same methods or similar strategies to achieve fruitful results and help children to achieve their goals. For instance, if the Russian Department of Education opts for enhancing its program and including co-curricular activities to provide its students with numerous opportunities, it should analyze curriculums of different nations. Consequently, department members might choose, for example, the Chinese educational program to modify the Russian system based on the specifics of education in China. This way, such valuable knowledge appears to be helpful since it allows various countries to considerably develop their curriculums to cater to the students’ needs.
References
Department of Education and Knowledge. (2021). German curriculum.
ISBI Schools. (2021). American curriculum. Web.
Wong, M. (2018). Changes in general education curriculum in Chinese universities – China.org.cn. China.Org.
World Schools. (2021). American curriculum: Everything you need to know.