Essay About Development Of International Education And International Education

The Concept of the Global School

A school, according to the West, needs to serve as both a global platform of learning and an end-of-life environment. For many, this idea comes at a crossroad where people and education become intertwined. For many, the ideal ideal school is one that has both an end-of-life and a return-to-life experience. But many argue that there are two very different forms of school in China.

Some Chinese schools, especially those that teach in China, do not teach in foreign languages that are taught to overseas students. Some schools also have a long list of foreign languages which have not been translated and therefore could not be taught in Chinese. Some Chinese teachers use Chinese in a different way, sometimes to teach other languages, they may also not follow the teachings of English teachers, but at other school they may teach Japanese in a different manner. The Chinese school, a way of teaching in China’s educational system.

An important point here is, that as a rule there is no formal or formal-related teaching in foreign languages. All teaching is done in Chinese only to the extent possible. However, in a traditional Chinese school, the school students are taught foreign languages in order to develop in China rather than English. Thus, they become the teachers. So after the completion of their training, they will now teach in a different method of Chinese.

In addition, if the students do not have international proficiency in a foreign tongue, then the school is closed if in any way there are students who do not have to speak in a language to be taught in foreign languages.

In many countries, there seem to be separate institutions for students to work with and learn in school as well as to learn foreign language. In addition, there seems to be the need for the students to pay for college via online tuition for their studies.

For example, if students don’t have a high threshold for international education to meet, then they may choose to work to improve their international proficiency in foreign languages, such as English or French. Because of this, they probably pay extra money for tuition fees. This is one of the reasons that there is an international education system.

Conclusion

The Chinese media, especially the media in the West, are very different from the Western media. There are many reports that the Chinese Communist Party is pushing for the renminbi money for high school students to be used as compensation for their work in the Chinese Communist Party. Some think that there is some way for Chinese society to “grow and build up” under the leadership of a country such as China, despite the fact that it doesn’t want to get involved in affairs that would actually benefit the country. Still, there seem to be many misconceptions by the media regarding this aspect.

The Concept of the Global School

A school, according to the West, needs to serve as both a global platform of learning and an end-of-life environment. For many, this idea comes at a crossroad where people and education become intertwined. For many, the ideal ideal school is one that has both an end-of-life and a return-to-life experience. But many argue that there are two very different forms of school in China.

Some Chinese schools, especially those that teach in China, do not teach in foreign languages that are taught to overseas students. Some schools also have a long list of foreign languages which have not been translated and therefore could not be taught in Chinese. Some Chinese teachers use Chinese in a different way, sometimes to teach other languages, they may also not follow the teachings of English teachers, but at other school they may teach Japanese in a different manner. The Chinese school, a way of teaching in China’s educational system.

An important point here is, that as a rule there is no formal or formal-related teaching in foreign languages. All teaching is done in Chinese only to the extent possible. However, in a traditional Chinese school, the school students are taught foreign languages in order to develop in China rather than English. Thus, they become the teachers. So after the completion of their training, they will now teach in a different method of Chinese.

In addition, if the students do not have international proficiency in a foreign tongue, then the school is closed if in any way there are students who do not have to speak in a language to be taught in foreign languages.

In many countries, there seem to be separate institutions for students to work with and learn in school as well as to learn foreign language. In addition, there seems to be the need for the students to pay for college via online tuition for their studies.

For example, if students don’t have a high threshold for international education to meet, then they may choose to work to improve their international proficiency in foreign languages, such as English or French. Because of this, they probably pay extra money for tuition fees. This is one of the reasons that there is an international education system.

Conclusion

The Chinese media, especially the media in the West, are very different from the Western media. There are many reports that the Chinese Communist Party is pushing for the renminbi money for high school students to be used as compensation for their work in the Chinese Communist Party. Some think that there is some way for Chinese society to “grow and build up” under the leadership of a country such as China, despite the fact that it doesn’t want to get involved in affairs that would actually benefit the country. Still, there seem to be many misconceptions by the media regarding this aspect.

The Concept of the Global School

A school, according to the West, needs to serve as both a global platform of learning and an end-of-life environment. For many, this idea comes at a crossroad where people and education become intertwined. For many, the ideal ideal school is one that has both an end-of-life and a return-to-life experience. But many argue that there are two very different forms of school in China.

Some Chinese schools, especially those that teach in China, do not teach in foreign languages that are taught to overseas students. Some schools also have a long list of foreign languages which have not been translated and therefore could not be taught in Chinese. Some Chinese teachers use Chinese in a different way, sometimes to teach other languages, they may also not follow the teachings of English teachers, but at other school they may teach Japanese in a different manner. The Chinese school, a way of teaching in China’s educational system.

An important point here is, that as a rule there is no formal or formal-related teaching in foreign languages. All teaching is done in Chinese only to the extent possible. However, in a traditional Chinese school, the school students are taught foreign languages in order to develop in China rather than English. Thus, they become the teachers. So after the completion of their training, they will now teach in a different method of Chinese.

In addition, if the students do not have international proficiency in a foreign tongue, then the school is closed if in any way there are students who do not have to speak in a language to be taught in foreign languages.

In many countries, there seem to be separate institutions for students to work with and learn in school as well as to learn foreign language. In addition, there seems to be the need for the students to pay for college via online tuition for their studies.

For example, if students don’t have a high threshold for international education to meet, then they may choose to work to improve their international proficiency in foreign languages, such as English or French. Because of this, they probably pay extra money for tuition fees. This is one of the reasons that there is an international education system.

Conclusion

The Chinese media, especially the media in the West, are very different from the Western media. There are many reports that the Chinese Communist Party is pushing for the renminbi money for high school students to be used as compensation for their work in the Chinese Communist Party. Some think that there is some way for Chinese society to “grow and build up” under the leadership of a country such as China, despite the fact that it doesn’t want to get involved in affairs that would actually benefit the country. Still, there seem to be many misconceptions by the media regarding this aspect.

Many studies have found a lot of advantages when they study the effect of the international education. First of all, international education create a good environment for students to improve their language capability. In China, most of these international school use English as an teaching language. It gives students more opportunities to utilize their English knowledge and they can perform better achievements than their peers(Andrade, 2006). When they go into the atmosphere that they have never seen before, they face a series of difficulties to finish their strict essay and try to express their ideas in the discussion (Sherry et al., 2010). In this process, they can get real progress in their second language. In contrast, the students who do the education in common schools may just get some theories and exam techniques about English which could not have the practical effect on their English levels(Pan et al., 2011). In addition, this kind of language skills was seen really important in this globalized times. This is one of the most important benefits for students educated in the international schools.

Secondly, the another kind of benefits is that international education in China enables many foreign pepele get in touch with Chinese outstanding culture(Marginson, 2000) and experience the another culture in here. The prevalence of International Education in China attracts more and more students from all over the world to receive education in here. They learn some traditional disciplines in China. As we all know, China has a lot of traditional dominant subjects relying on its centuries-old history, like architecture, literature etc, and China is ahead of the rest of the world in these areas(Wang, 2008). So, it is a good choice for foreign students to study these subjects and understand China directly. After they come back to their homelands, they will use the knowledge they learned, which can gradually spread Chinese culture and values to the world.

Thirdly, special studying methods could increase cross-cultural communication opportunities and communicative competence. In the international class, students always have to finish their group work together, which is quite different to the individual study in China. Hence, the propulsion of the international education in China provides local students with interaction to those students from the whole world(Spencer, 2013). Group work is a good way to help students to share their ideas, build their confidence and improve interaction(Cruickshank et al., 2012). It is also an effective way to complete some works in the modern societies. For example, when students are allocated to different groups in the classroom, they will have the chances to meet another countries students and have to solve the questions together. Then English-speaking environment gives them times to get the intercultural skills. This customs brought up in the class will continue to their lives. So, it could increase their intercultural competence.

However, although the pros it brings are very huge, it also emerges some problems to students from different countries because of the adaption. The disadvantages are divided as follows. First of all, the high tuition fees for international education in China made it impossible for many students in families with less affluent to touch it. International schools in China require massive financing to operate(Sanyal&Johnstone, 2011). In this society, most of the international schools in China are privately-operated. It means they could not get the financial support from the local government. Therefore, all the money used in schools should be gathered from students. In addition, in order to meet the internationalization credentials, the schools have to build international teachers’ teams, which also need to cost a lot of money(Dong&Wan, 2012). Compared with the Chinese ordinary schools, the tuition fees in international schools are many times than theirs. For example, the tuition fee in XJTLU is 88000 yuan per year, but normal schools in China is just five thousands yuan. On the whole, it will have an expensive tuition fees to students.

What’s more, international education does not bring good effects completely to satisfy all the students. Not all students can get positive impact from the international education. The opinions are divided as follows. Firstly, international education advocate that students should study by themselves rather than under the supervision of teachers. This require students to have a strong self-control abilities(Marginson, 2014). Secondly, they should have the interest in international education. Many students are accustomed to the original teaching methods. If they choose another ways of teaching rashly, they may not gain a better academic achievements. Thirdly, students need to have a strong English competence and higher hobbies to use it in daily lives. It ensured that they have constant confidence in international education(Kirkpatrick, 2012). Therefore, international education does not suit for all the students.

The primary reason for international education is to achieve the most important result to be achieved. And the best solution to international education is internationally developed. One way to promote this objective is: develop in many states educational institutions. These institutions can provide educational programs that support students and their interest in all fields. We find it a useful idea for education to provide a sense of purpose and to enable students to fulfill their interests effectively. Students should be used in one way or the other to achieve the best result. The aim should be, I believe, to promote the growth of international education and it should also provide a sense of happiness and a sense of being involved in the development of the country.

The national education system, which would lead, also is to create a sense of purpose in education. This was the primary goal of John K. Stokes in his excellent article, State school education in the United States, in The Future of Education. By the end of the 19th century, the United States in the 1930s had been a leading country in research, learning and study of all kinds. The aim was, by the 1950s, to expand international schools and to make them more effective at education. In the first years of the 1960s, the United States also developed internationally, in a country called Jamaica or Haiti. From 1970 to 1980, in the United States the top educational institutions in health, nutrition, economics, education and medicine, as well as the national universities and colleges of higher education, with international students, contributed a total of $12 billion annually to development of their institutions. To achieve their aims internationally, the United States had been a major contributor to the developing environment of the country. The first thing that will make it go is to create countries like Jamaica and Haiti with the highest level of international education. It is essential to build an international education system which is based on the principles of international competition and internationalism.

International education depends to a great extent on the economic development of the countries. International education is not only that which does not require the exploitation of labor but which is also that which is able to create the conditions of economic development. The economic development of a country results from a large number of factors, which in some way influence education. The United States and the other countries of Africa and Asia have developed economies that are more developed economically than did the United States. This has resulted in a high level of intellectual achievement for most of the population of the United States. The fact that most high schools in this region do not provide enough high schools raises the question of whether in developing countries the educational system in the United States are more effective or less. International education and state education in the United States are based on two very different objectives. One is, the development of education to meet global needs (such as the health and education of the country); the other is to promote the development of international relations between the states. To develop education to meet these objectives, and to promote international relations, is one of the key elements of international education. Thus, both the priority of U.S. and China national interests are to develop national educational programs in the future. And this, in my opinion, is why the countries of Africa and Asia have developed schools.

With international educational systems, international development requires a higher level of international cooperation. The United States has the biggest international education system in the world. It has developed most outstanding and best-established international schools to its students, the most international universities, the most prominent schools in the world’s universities, the most international colleges and universities, and all of the country’s major educational institutions. It has also provided a great range of international educational resources (with the help of international institutions), which all have in their favor

In addition, international education may have a huge culture shock to many students who come to study abroad. Culture shock means that a person moves to a new environment which is different from ones