PAMANTASAN NG LUNGSOD NG VALENZUELA

Maysan Road corner Tongco Street, Maysan, Valenzuela City

COMPARATIVE ANALYSIS IN
VARIOUS CURRICULUM (SOUTH
KOREA, JAPAN, & CHINA)
EDUC 10

Acantilado, Michaela

Balmaceda, Adriane J.

Guillermo, May-Ann

Panlaqui, Clarissa

Quindo, Veann
 I. Overview

Education is a long way to progress so it could continuously rekindle aspirations of

individuals. Societies, institutions, and even nations give their best to provide quality education
for their fellowmen. It is indeed, education is the key to anyone’s success. Because of that,
internal and external factors are always in consideration for this further development such as
systems and processes involved in the planning, designing, and implementation of a
particular curriculum. Concerns about national trends and issues in the growth of
the curriculum are studied to equip institutions with certain skills to the designing, organizing,
managing and the fulfillment of the curriculum. Countries of Japan, China, and South Korea, are
to be discussed in this paper which could greatly help our country assess and reflect what more
we could possibly expand in our own curriculum.

II. Distinct Features of the Country’s Curriculum

a. Japan’s STEM Education

Educational system in Japan is seen by the world as excellent due to the 100%
enrollment in compulsory grades and zero illiteracy. It has one of the world’s best-educated
populations. Its excellence in providing high quality education is internationally commendable.
Specially in the fields of science, mathematics, engineering, Japan’s performance is
outstanding. Studying is free in public schools of this country even if you are a foreign student,
however expenses like school materials, uniforms, lunches and PTA contributions is shouldered
by the students.

It is difficult to say whether there is a recognized institutional consensus in Japan on the

notion of STEM content and methods. While there are connections between STEM education
and mathematics and science, there appears to be no significant purpose in Japan to develop a
formal school curriculum that integrates learning content and methodologies based on STEM
education concepts. In informal education in Japan, on the other hand, STEM education is
promoted without a clear description of its contents and methods. There have been examples of
STEM instruction dealing with robot manufacturing, programming for measurement and control,
and digital fabrication in cram schools and public lectures, for example.

In a study of 20 international technology education scholars' perspectives on their

country's involvement in STEM education, Ritz and Fan (2015) found that "Japan is
experimenting with a version of STEM by bringing the abacus (soroban) back into schools for
helping grade 3–4 students strengthen their learning of mathematics and better understand its
key operation".

b. China’s Adult Education

China's nine-year obligatory education policy ensures that all kids over the age of six
receive free education in both primary and junior secondary institutions (grade 7 to 9). The
policy is government-funded, and tuition is free. Miscellaneous fees are still charged by schools.
Basic education, occupational education, higher education, and adult education are the four
components of China's educational system.

The People's Republic of China's Education Law (issued in March 1995) plainly states:
"The state implements the adult education system.... The state fosters the development of
various forms of adult education in order to provide suitable professional and lifelong education
in the fields of politics, economics, culture, science, and technology to all citizens.... "A lifelong
education system should be formed and gradually improved." All of these provisions have
ensured the legitimacy of adult education and fostered its development.

In the Outline for the Reform and Development of Education in China (issued in
February 1993), it is stated that adult education, as a new type of education, is to develop
traditional school education into lifelong education, and that energetic efforts have to be made to
develop vocational and adult education at various levels. In the evolution of adult education,
Guodong (2016), have assessed adult education with achieved inspiring results, and the
obstacles are also possibilities. As a result, Chinese government and institutions make greater
efforts to recognize the critical role of adult education in the development of a lifelong learning
system and a learning-based society, as well as in the promotion of citizens' overall growth.

c. South Korea’s Tough Education

The Ministry of Education in Korea has designed and overseen a national curriculum. It
is amended every five to ten years, with the seventh national curriculum going into effect in
2000. The goal of this curriculum is to help students become democratic citizens with strong
moral and civic values.

Korean culture, according to Michael Barber (a global expert on education reform),

"values effort over innate smartness,'" and believes that lengthy hours of studying and hard
work will pay off in the end. Competition for admission to prestigious colleges is strong,
emphasizing Korea's image as having one of the world's most ruthless educational systems.
While Finland's educational system is regarded non-competitive, South Korea's is frequently
described as stressful, authoritarian, ruthlessly competitive, and meritocratic. Still, South Korea
is among the top global leaders in education according to international rankings.

Household debt, depression, divorce, and alcohol consumption are also among the
highest in Korea. It has been suggested that South Korean education generates high achievers
who pay a high price in terms of health and happiness. Focusing solely on certificates, tests,
and entrance exams does not equip South Korean students with the necessary abilities (such
as creativity and teamwork) to succeed in further education or the increasingly challenging local
job market.

III. Comparative Analysis

Given all these distinct features of the three countries, it is understood that the
development of their curriculum is highly influenced by economic, social and cultural factors.
Each country highlights different characteristics from one another. Japan, as seen worldwide, is
showcasing excellent infrastructures and technology and this is because they greatly emphasize
the need to educate their students about STEM. This focus in their curriculum is receiving
credits from the holistic development of their country.

Because of the adult education in China which provided vocational and technical
education, equips all citizens with the ability to live, work, and labour to achieve all-round
development by developing their personal resources, enhancing their knowledge and skills, and
maximizing their personalities to meet the needs of life, work, and learning. This greatly help the
labour industry in the country. Economists credit large-scale capital investment (funded by big
domestic savings and foreign investment) and quick productivity increase for most of China's
rapid economic growth. These two elements appear to have worked in concert. The services
industry, agriculture, manufacturing, and technology are the primary sectors and industries
fuelling China's growth.

And lastly, South Korea’s culture is also reflected on their curriculum. Students give best
efforts to be achievers because it is what their households and institutions expect from them.
Lengthy exams have been imparted in their system to increase competency in standardized
performance. Schools in this country do not neglect any course nor subject matter, Arts is also
their major concern.

These three countries unite in their compulsory education system. Unlike here in the
Philippines, our education is funded by the government and free to attend. Their curriculum
highlights and greatly implemented based on their social and cultural needs. Internally, there
may be fault in the system, but they all managed to control risks just to be able to stand on
global conversation and market. That is surely why these countries are rich and famous
internationally because they profit from the natural and human resource, which they foster
holistically.

IV. Matrix of Comparison Based on the Elements of Curriculum

Japan China South Korea

Situational Analysis In Japan's primary Classroom The Korean public
schools, homeroom management and education system is
teachers are usually discipline will have organized into three
in control of their comparable parts: primary
classes. While some characteristics in school, middle
specialized teachers schools all around school, and high
used to only teach the world; the school.
specific subjects like methods used to Coeducational high
music, drawing, and implement them will schools accounted
handcrafts, home- vary. As an example, for only around 5% of
room teachers now several Chinese Korean high schools
teach a variety of schools will either hit in 1996.
 courses and are also or yell at their kids as Coeducational
in charge of moral a form of schools now account
education, Special punishment. Many for about 10% of all
Activities, and schools and schools. Many
Guidance. As a countries around the coeducational high
result, home-room world would find this schools, however,
teachers supervise to be completely still have classes
everything from topic ridiculous and split by gender. Boys
instructions to immoral, but it is and girls now study
extracurricular simply the standard technology and
activities in the in some areas. home science since
classroom. the curriculum has
Students grow as been standardized.
individuals by putting
their abilities,
personality, and self-
confidence to the test
in class.
Simultaneously,
students build social
group skills by
cooperating or
conversing with peers
who have a variety of
personalities and
abilities. Teachers
provide instruction to
pupils individually as
well as to the entire
class in classroom
management.
Japan China South Korea
Formulation of A class management There is only one According to a 1996
Objectives plan should be goal: to educate kids background report by
created with an by providing a well- the Ministry of
educational viewpoint rounded, high-quality Education, the major
in mind, including education. There are objectives are "to
guidance on both six goals to achieve: improve basic
topics and 1. Moving away from abilities, skills, and
extracurricular a tight focus on attitudes; to develop
activities. To define content delivery in language ability and
class management the classroom and civic morality needed
objectives for the toward a focus on to live in society; to
year, homeroom learning how to learn increase the spirit of
 teachers must first and creating positive cooperation; to foster
grasp the attitudes basic arithmetic skills
characteristics and 2. Moving away from and scientific
conditions of each topic isolation and observation skills;
student, as well as toward a balanced, and to promote the
the elements of integrative, and understanding of
required group work. selected curriculum healthy life and the
The teacher outlines structure harmonious
the tasks that must 3. Changing from an development of body
be completed in order out-of-date and and mind."
to meet the yearly complex curriculum
objectives for each in respect to
subject, as well as for students' lifetime
moral education, learning content to
special activities, and critical knowledge
the integrated study and skills
period.
Japan China South Korea
Selection of Japanese language, The curriculum is Moral education,
content, scope and social studies, divided into sections. Korean language,
sequence arithmetic, science, comprehensive and social studies,
life environmental categorized courses, mathematics,
studies, music, arts which are distributed science, physical
and crafts, physical differently at the education, music,
education, and elementary, middle, fine arts, and
homemaking are all and high school practical arts
part of the elementary levels. The Chinese comprise the
school curriculum. government elementary
Extracurricular A comprehensive curriculum. English
activities, a moral course contains the language education
education course, contents of several now begins in third
and integrated study, courses (for grade, allowing
which can cover a example, "Science" students to begin
wide range of topics, is a comprehensive learning English in a
are also required course that casual environment
(international incorporates the by conversational
understanding, the contents of several dialogue rather than
environment, subjects). rigorous
volunteer activities, while the classed memorization of
etc.). Reading and course contains the grammatical rules, as
writing are among the contents of physics, is still the case in
most significant chemistry, geology, many middle and
aspects of the and other sciences) high schools.
elementary school specifies that its
curriculum; students content is limited to a The curriculum is
are expected to particular subject or expanded to include
master at least 1006 sub-subject (for both general and
Chinese characters example, "Reading," subject-specific
by the end of the "Geometry," essential
sixth grade, in "Algebra," and so competencies. Six
addition to the two on). general
Japanese syllabaries. competencies (self-
The Japanese management,
language, social knowledge
studies, mathematics, information, creative
science, a foreign thinking, socio-
language elective emotional,
(usually always communications, and
English), music, fine civics) as well as
arts, health and subject
physical education, competencies are
and industrial arts or included. Creative
homemaking are all thinking, for example,
obligatory subjects in is a universal skill,
junior high school." whereas the ability to
Extracurricular evaluate and
activities, a moral comprehend
education course, historical sources is
and integrated study a history-specific
are also required. skill. The 2015
change also gave
Japanese language, schools more leeway
geography and to incorporate
history, civics, curricular content
mathematics, tailored to their
science, health and pupils' individual
physical education, needs and interests,
art, foreign language, such as arts classes
home economics, or additional
and information are language classes.
all obligatory subjects
in high school.
Integrated study and
extracurricular
activities are also
essential. Special
vocational students
attend courses in
 their field of study
(business, industrial
arts, agriculture, and
so on) while spending
less time on the core
curriculum than
regular students.
Japan China South Korea
Activities, Strategy, Class activities A teacher should use The 2015 curriculum
and Methods of include unique innovative instruction for both primary and
Teaching activities that are part to promote a positive secondary schools
of the formal classroom climate, contain Creative
curriculum and are increase students' Experiential Learning
the most significant willingness to study, (CEL) activities,
activities in a class and enhance which are hands-on
functioning as one students' attitudes activities such as
unit. "Activities to and capacities for involvement in clubs,
enrich and solidify mastering and volunteering, and job
everyday life in class applying knowledge. exploration, in
and school," as well One of the most addition to its focus
as "activities to adapt important aspects of on critical
to daily life, learn, and the learning and competencies.
improve health and teaching process is Depending on the
safety," are the to change the grade level, CEL
definitions. student's role. activities take up
in the learning roughly 10-15% of
Other activities are process, from a the curricular time.
designed to promote passive receiver to
"the formation of an active explorer
helpful and
purposeful attitudes,
the development of
basic life style, the
formation of desirable
inter-personal
relationships, the
utilization of school
libraries, the nurturing
of physically and
mentally sound and
safe life styles."
Japan China South Korea
Evaluation At least four English Three sets of tools The majority of pupils
classes per week are for evaluating attend their
required in schools. curriculum will be neighbourhood
Teachers often created. The first will primary school.
administer five exams evaluate students' Korea has had an
per year to evaluate learning process and equalization program
students' progress: a outcomes. The since the 1970s, with
mid-term exam and a second will assist the goal of reducing
final exam in the first teachers in reflecting rivalry for admission
semester, a mid-term on and improving to prominent
exam and a final their teaching secondary schools.
exam in the second practices. The third Instead of taking
semester, and one will be used to admission tests,
final exam in the third evaluate the students in
semester. curriculum by "equalization zones"
Exam questions are identifying and are admitted to
prepared by analyzing problems school by lottery. All
individual teachers. in curriculum lower secondary
While it is possible implementation in schools and around
that this is a order to continuously 60% of higher
generalization, it is change and enhance secondary schools
considered that many the curriculum. are covered by these
teachers do not zones. There is no
conduct speaking lower secondary
exams because of school entrance
large class numbers, exam in these
which are often about places, and upper
40 pupils. The secondary schools
majority of the can only use
questions include entrance exams to
spelling out idioms, establish a minimum
translations, and competency level
grammar. Many rather than to rank
teachers include pupils for admission.
listening Students who pass
comprehension the minimum exam
questions in their requirements are
assessments; thus, admitted via lottery.
the test includes
three abilities in
addition to grammar
and vocabulary,
focusing on
information
acquisition. Creative
skills, much alone
 critical and analytical
skills, receive little
attention.

V. Reflection

At first, having the countries of Japan, China, and South Korea as our basis for this
comparative analysis made us feel intimidated. These countries have already made their names
known globally because of their economic and social progress. And so, it is somehow
frightening to aligned the features of their curriculum to Philippines’. Throughout the process, we
discovered that there are also flaws and features that can be considered as our inspirations in
the designing our own curriculum.

We would really like to give our sentiment about how these three big countries were able
to fulfil the compulsory system in their education which greatly helped the developments of their
nation. Education is a right, so in the Philippines, anyone is free to attend because it is funded
by the government. But the thing is, the three countries required their children to learn because
that would be their duty as a member of their society pursuing national and international goals.
Though, there existence of competitions in the school, this just assure what their country could
provide to achieve high quality education. This resulted to a very satisfactory numbers and
quality of human resource sufficient for their country’s progress. We wish we could also apply
this in our country.

We are a great agricultural country before and as time goes by, the government
gradually changes the pace of our development through technology. So, for us, we should apply
Japan’s intent to revolutionize their society with technology. We could develop a more
appropriate curriculum for modernization of agriculture. As we are trying to build more
infrastructure and create jobs, we could also strengthen the farming industry. Adult education
helped the country of China to be more efficient in labour and manufacturing industry that is why
they are known for exporting and importing goods. Other than offering people with technical and
vocational education, we should also offer formal education for all ages. If this matter is well
planned in the curriculum, then society might change the league of contractual jobs in our
country.

These are just our futuristic ideas gathered from this analysis. We aspire to live in a
country with quality education, not just for a right but also for a duty to fulfil as a member of this
nation. With a quality education we can be more locally and internationally competent Filipinos.
So that is why we need to expand and develop a more appropriate curriculum to accomplish
higher goals.
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