Academics around the globe

Posted by admin on Jul 11, 2005 in Community | 0 comments

The embarrassments of changing for gym and being generally pegged a loser by fellow students (or is that just me?) were difficult enough. Years of pre-pubescent social struggles, coupled with the introduction of critical thought have taxed most North American schoolchildren to the brink of endurance. But for many children across the world, these experiences were secondary to pure academic stress, a strong intellectual emphasis in the early years of education. Mandatory bilingualism, strict uniform adherence, and hours of third grade homework were a reality to many International students now attending TWU. Below, a few students recount their educational experiences abroad and the shift involved in enrolling in a North American university education.

Germany:

Chris Brown spent several years of his education in Jena, Germany. In Germany the schools separate children at grade five; those who are university-bound and those destined to become trade or technical workers go to more specialized schools to prepare for their future occupations. Consequently, Chris’ Gymnasium, or university-prep school, had a “bigger focus on science, it was a lot more academic. We were taking dedicated physics, biology and geography courses instead of compiled science,” said Chris. In addition, there was a heavy emphasis on languages. A secondary language is compulsory in grade five, and a third is taught in grade seven. Chris remembers some discussion in the classroom; though not entirely calm discussion. “My class was really rowdy so the teachers did a lot of shouting,” Chris said.

South Africa:

Jason Jensen spent nine years in the Capetown, South Africa educational system. He remembers a very rigid organizational system at school: “Interaction is totally different, you all wear uniforms. They’re very strict, your hair cannot touch your ears or your eyebrows or your collar. You have to have your full uniform, including the right color of socks, or you can get detention,” he said. Jason’s class had to line up when the first bell rang in the morning, in order of height. They walked to class in silence, stood until the teacher entered and sat after a unison greeting. Jason also experienced mandatory language learning in English and Afrikaans. “A lot of people are already bilingual, and now it’s also becoming mandatory to learn your native African language,” he said. He also recalled “more of a general world knowledge” in his elementary education. “My geography of the world is better than [those educated in North America],” said Jason.

Mexico:

Gabby Labastida spent her early years in a Mexican school in Mexico City. “There’s a lot more homework and the curriculum’s a lot more advanced [than in North America],” Gabby said. “It stresses the kids out way more than they should be. They’ll teach kids in grade three stuff from grade four or five… I would do homework from after school until bedtime.”

Japan:

“In Japan,” asserted Yuko Ueda, “knowledge is not perceived as a means to the end but it is the end itself.” In Yuko’s opinion, Japanese students are perceived as blank slates. She believes her education provided and equipped her with knowledge without necessarily teaching her how to use it. “The teacher will supply the student with input, but not expect any output back from the students,” she said. In a Japanese educational environment, “challenging authority is not encouraged; students usually won’t outwardly question or disagree with their teacher,” she continued. “Since harmony is strongly emphasized in the collectivistic culture of Japan, actions which cause tension are socially discouraged,” said Yuko.

Egypt:

Ann and Ang Hanna attended an Egyptian school operated by nuns. “The load was very heavy, it’s very different than here,” asserted Ann. Ang agreed, “We would stay up at night doing homework and we were in elementary school.” The pedagogical approach is described by Ann as “drill-style.” Students would simply repeat in unison whatever the teacher said. Both recall that physical punishment in the classroom was the norm, even if the teacher was simply dissatisfied with assignments.