Many people argued that Chinese education system is too rigid to produce creative graduates.
- “The Chinese educational system is terrible at producing workers with innovative skills for Chinese economy. It produces people who memorize existing facts rather than discovering new facts; who fish for existing solutions rather than coming up with new ones; who execute orders rather than inventing new ways of doing things. In other words they do not solve problems for their employers.”
Yasheng Huang, professor of political economy and international management at Sloan School of Management, Massachusetts Institute of Technology.
Japanese higher education system
- By Fujioka Kim | Published 6/15/2006
- “McVeigh’s thesis is radical, in that it goes to the root of the problem, asserting that Japanese daigaku possess none of the attributes commonly associated with higher education, such as the capacity to “generate knowledge that previously did not exist” (p. 238). While no system of advanced schooling is perfect, Japan’s falls way under the mark. McVeigh says,: “What some foreign observers fail to understand is that unlike the problems found in higher education in other places, the poverty of teaching and learning in Japan’s higher educational system is widespread, profound, systematic, and deeply structural. What we have is not mere weaknesses at some sites, but organized hypocrisy. In a word, failure is institutionalized, and institutionalized in such a way that schooling can be called ‘simulated’ ” (p. 26). The critical word here is “simulated.” McVeigh cites the work of Jean Baudrillard and postmodernist discourse that problematizes the relation between representation and reality (pp. 36–37), McVeigh contends that daigaku merely engage in a series of rituals that take the place of—and conceal the absence of—educational substance. He has a term for this phenomenon “the ‘law of ritual compensation’: the more simulated an institution becomes, the more ritualized and elaborate its associated ceremonies and activities become” (p. 144). He considers the campus rituals not only staged events like graduation ceremonies and school festivals, but as a variety of seemingly typical activities, like: faculty meetings that last for hours where no decisions are actually made because the administration has dictated everything beforehand. “
The problem of this book, Kim argues, is that he built up his arguments based on second class universities without sampling higher ranking universities which fare very well in the the world.
Other books: Ivan P. Hall’s Cartels of the Mind: Japan’s Intellectual Closed Shop (New York: W.W. Norton, 1998); and Robert L. Cutts’s An Empire of Schools: Japan’s Universities and the Molding of a National Power Elite (Armonk, NY: M.E. Sharpe, 1997).