Introduction
Education is vital in nurturing and supporting career development by helping set a purpose by gaining skills and experiences. Education aids in researching different career paths that are significant to students. Additionally, the learning experience provides a strategic approach to focus on end goals and objectives. Education focuses on challenging a learner in daily practices and providing transformative and meaningful insights, and focusing on their future. Setting career goals demonstrates individual plans in applying their learning techniques to create a sustainable world. Despite the significance of education, Asian and western countries have different education systems and learning experiences. Meeting different schools and cultures provides enrichment to change perspectives on teaching strategies. Their mode of approach differs in various ways as a result of creativity and technological development. Asian and western education is essential in shaping the personalities and outlooks of students; however, there exist differential factors in their approaches.
Literature Review
The western education system and learning experiences tend to be student-centered, whereas the Asian are lecture-based. Additionally, western students are encouraged to express their opinions concerning a subject matter freely through interaction among themselves and the teacher while conducting research and projects at home (Capano & Pritoni, 2020). Asian students have less interaction with the teacher and for that reason, students’ discipline is considered a priority rather than their participation. Additionally, the relationship between students and teachers in western countries is friendly through occasional communication and valuing of students’ ideas (Budiharso & Tarman, 2020). On the other hand, the interaction between students and teachers in Asian schools is average, and a hierarchy characterizes them. This calls for students to respect teachers and vice-versa. That being the case, defining career goals and objectives in the West through learning experience is more accessible than in Asian countries due to an influential and collaborative environment.
Based on class performance, Asian countries tend to excel more than western (Capano & Pritoni, 2020). This results from much focus on classroom work rather than the outside environment. However, excelling in the classroom does not guarantee thriving in today’s society. Therefore, western countries mainly focus on developing students, encouraging critical thinking, and maintaining a balance between academics and creating learning experiences (Capano & Pritoni, 2020). The assessment system for students in Asian institutions is generally more examination-based to help students pass. On the other hand, western institutions tend to incorporate both class work and outside practicals to help them understand the varying information globally.
Conclusion
Consequently, Asian and western countries focus on their education system and learning experience, which they believe is helpful in career development. However, there are weaknesses in both systems which need to be improvised (Malik, 2018). For instance, western education emphasizes the importance of individual diversity through constant interaction and communication. This result in poor performances in terms of scores due to less concentration on classwork. On the other hand, Asian education believes that a career cannot be developed without a solid foundation. They believe that achieving high grades in schools’ accounts for future achievement. As such, students are under massive pressure to perform academically. Therefore, Asian and western countries should reassess their education systems to attain efficiency. They should ensure students can attain career development without constraint. The current era dominated by technology calls for both the Asian and western education systems to provide a learning environment that will accommodate every learner.
References
Budiharso, T., & Tarman, B. (2020). Improving quality education through better working conditions of academic institutes. Journal of Ethnic and Cultural Studies, 7(1), 99-115. Web.
Capano, G., & Pritoni, A. (2020). Exploring the determinants of higher education performance in Western Europe: A qualitative comparative analysis. Regulation & Governance, 14(4), 764-786. Web.
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20. Web.