International Development Program Essay

A country’s economic system decides its education system. Since China and Canada have different economic systems, China is developing on a diversified ownership economy, while Canada is running its economy by pure capitalism. It is obvious two different education systems run in those two countries respectively. And from my personal experience and some hearing from my friends, I found five main disadvantages of China’s education comparing with Canada’s education.

1.Briefly describe reasons for Phillips and Matsushita to operate internationally. Why do they do it?
Describe the international strategy of Phillips and Matsushita using the international strategy classifications we discussed in class (e.g., localization, transnational, global).

America’s education system has recently been a concern for many people. A recent international test “shows the U.S. trailing behind educational powerhouses like Korea and Finland.” (The Atlantic) In addition, the U.S. was 26th out of the 34 countries who took the International Student Exam; considering the U.S. has the world’s largest economy, this rank is abysmal. If the U.S. wants to improve their education rankings, they are going to have to look at countries who are currently seeking success. Two of those countries, Finland and Korea, approach education quite differently than the U.S; nevertheless, their methods seem to be working for them.

The results that I found shocked me. Not only was school abroad much more affordable than in the United States, but it was free in several countries. Yes, you heard that right, an education that would cost the price of a small house in the United States would cost you practically nothing overseas. According to Dorothee Stapelfeldt, a senator in Hamburg, Germany,"tuition fees discourage young people who do not have a traditional academic family background from taking up study. It is a core task of politics to ensure that young women and men can study with a high quality standard free of charge in Germany.” An enlightening look on education from a political standpoint, countries like Germany give us in the United States something to strive for in terms of education. However, if we are the so called leaders in education as we claim so often to be, why do we continue to charge? After all, if several international powers can offer free education, then why can’t

At the dawn of the twentieth-century, the movement that made a high school diploma widely available for every child in the United States, regardless of the income of their family, solidified America’s place as the home of the most educated workforce in the world, and helped to drive decades of economic prosperity. Now, nearly one-hundred years have passed, and other countries around the globe are catching up. In some cases, foreign nations have even surpassed the United States by providing tuition-free higher education for all.

The United States has always been a main attraction for international students to gain intellectual knowledge, technical skills, cross-cultural experience, and better opportunities for professional development (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Zhang & Goodson, 2010). According to the Institute of International Education (2017), in the academic year of 2015/2016, there was an increase of 7% in the number of international student pursuing higher education in the United States over the previous year with total international students of 1,043,839 and 5.2% representing the total of U.S College enrollment. International students make higher education one of the largest service sector exports in the United States (Rice, Choi, Zhang, Morero, & Anderson, 2012; Zhang & Goodson, 2010). They are regarded as a vital financial commodity for countries

Educational attainment in middle income countries is restrictive, for most citizens education beyond primary school is beyond their grasp. Although it is well established that one of the strongest predictors for a country’s economic growth is the education level of its population many middle income countries simply can not afford to make the necessary changes to their respective countries education systems. Education reform would require a monstrous amount of funding, with issues like infrastructure improvement, and financial market instability on these countries policy agendas, education reform isn’t the focus. (de Haan, 1996)

Countries are no longer as isolated as they once were and technology has made communication instantaneous. Kagan and Stewart point out that “globalization is an increasing prominent feature of contemporary societies” ( Kagan and Stewart 185). G. Thomas Houlihan suggests that one of the problems inherent in the educational system in the United States is the need to balance the American need to control education at a local level versus the need to produce “a national workforce that is prepared for global competition” (Houlihan 217). He sees the second area of concern to be how to effect a change in direction in low-performing schools and those with “large achievement gaps between subgroups of students” (Houlihan 217). According to Houlihan, like other nations, the United States sees education as an “investment in the future” (Houlihan 217). Unlike other nations, however, the

• Primary commodities have fallen in price, or stayed steady, while commodities they need has increased, e.g. oil

Most young people believe that studying in a different country is a privilege because they are able to experience other cultures, and learn from them. However, in the United States it is not as good as they thought because International students have much more pressure being in this country, and sometimes they cannot handle it very well. Therefore, in the United States the life of an international student is very unfavorable if people compare it to the life of an American student. International students have to learn a new language to study, they cannot work while studying, and their tuition is much more expensive.

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes

Firstly, studying international relations gives a lot of opportunities for travelling to both students and those who are working in a job which is related to international relations. For instance, the students can go abroad for educational purposes with different international student programs. One of these programs is Erasmus. Erasmus is an international program which enables students to study abroad for six months or one year. Those students who went abroad with Erasmus can reinforce their CV, speak English fluently, or even learn a new foreign language. Thus, if it is considered that international relations students have to learn new languages as many as they can, Erasmus might be a good choice for these students who study international relations. In addition to Erasmus, there is another organization, especially for the international relations students, which is called Model United Nations (MUN). MUN is a simulation of United Nations. This organization gives chance to go abroad for university students. MUN also motivates students to learn for the reason that while the students are preparing to represent a country, these students, who attend MUN meetings, have to learn a lot of information about the country which they chose to represent. The graduates who are working as a diplomat or following an academic

The first paradigm of international relations is the theory of Realism. Realism is focused on ideas of self-interest and the balance of power. Realism is also divided into two categories, classical realism and neo-realism. Famous political theorist, Hans Morgenthau was a classical realist who believed that national interest was based on three elements, balance of power, military force, and self interest (Kleinberg 2010, 32). He uses four levels of analysis to evaluate the power of a state. The first is that power and influence are not always the same thing. Influence means the ability to affect the decision of those who have the power to control outcomes and power is the ability to determine outcomes. An example of influence and power

The advantage of widespread education is the cultivation of international skills and attitudes, contributing to the values of university education.

The four major themes of human services according to the chapter are one problem in living human beings not being able to meet their own needs all the time. Second the growth number of problems in modern world helps with people not able to get help from family or the community. Third self-sufficiency giving people the tools needed to provide for themselves. And last, social care is assisting clients in meeting their social needs, with the focus on those who cannot care for themselves, social control in who receives services and under what conditions they receive them