The Chinese government has dedicated themselves in fighting a war on American culture and the use of English in the country. This is because, most urban children commonly begin studying English, along with math and Chinese, in the third grade, and it is considered as one of the three main subjects during elementary and high school. The authority however, fears that Chinese are losing mastery over their written language. That is, with the advanced technologies armed with character recognition software, most Chinese lack the need to memorize the strokes for the 3500 to 4000 characters, required by an average high school graduate to know. Over the last decades, English has risen in importance in the crucial gaokao and zhongkao, that is, the annual college and high school exams held in the mid-year. Some studies assume that the importance of English in the national education system has been complemented by an increase in private language schools and teaching institutes across the country. The entire Chinese society assumes that English is crucial for a person who plans to further his or her education and seek a much better career. Most of them agree that people who have a good command of English are more competitive that their peers.
There is an ascent in demand of international schools in Asia. More universal schools are setting up in a several Asian nations.
One of the top all inclusive schools, Wycombe Abbey of England is due to open a school in China. They are following other British schools like Harrow, Dulwich College, Malvern and Wellington.
Wycombe Abbey is a young lady’s all inclusive school in Buckinghamshire. Nonetheless, the one they are going to open in China will be co-instructive and their educational programs will consolidate a crossover of both Chinese and English educational programs. Students in this school will concentrate on IGCSEs and A-levels alongside Chinese educational programs in science. Rather than giving training to greater part of universal understudies or UK families, it will house 90 percent Chinese students.
It has been reported that there is an ;insatiable demand in China for an English medium education; (Svoboda, 2015). However, much effort has been put forth by tutors such as Rhiannon Wilkinson, Wycombe Abbey;s headmistress, in order to deal with the unquenchable demand of English-based schooling scheme and Chinese systems. Rhiannon continues to report that ;They don;t want to be westernised but they want to apply to western universities;
There is a very high chance that if Asia continues to recklessly engage in the expansion of global schools, the training in the region will be massively affected (Lin, 2007). Before, diplomats, leaders, and legislators were the only people allowed to attend universal schools, but according to Vincent (2015), professionals in Asian relations also developed a sudden interest in universal schools as time went by. The requests for international schools have expanded throughout the years in light of the goals of working class guardians and the deficiencies seen by them of the national training framework.
Currently, Asia is considered to be largest business sector for worldwide education. That is, about 2.4 million understudies of the continent can actually receive training from about 4,181 worldwide schools (Wang, 2003). This implies that it covers about 55 per cent of the worldwide global school market.
The Asian Economic Community (AEC) supports the interest of worldwide schools, due to the fact that English is the key financial alliance’s reliable language. Hence, the HEFCE (2012) reports that there is ‘an interest for top notch English dialect instruction which has boosted the regions international schools’.
Contemporary Education in China
In 1949, the main idea for the Maoist government was to build the government under a foundation of a powerful and incorporated training framework (Elman, 2000). Throughout the Maoist period there was a consistent pressure between ability (high scholarly capabilities) and redness (political unwavering quality). This achieved an emergency point amid the Great Proletarian Cultural Revolution (1966-1976) when instruction in schools was hugely disturbed and colleges to a great extent stopped to work. Since Mao’s demise, his endeavour to change customary demeanours to instruction has reversed: old qualities have returned more grounded than any time in recent memory. There are a few explanations behind this. The Cultural Revolution era as guardians have been resolved to repay through their children for their own particular instructive deficiencies. The one child policy dating from 1978 implies that now the venture force of two guardians and, progressively, four grandparents is focused on a solitary child. In the meantime, the move from an order economy, in which school and college graduates were distributed to employments, to a business sector economy in which landing a position relies on upon the capacity to contend in the commercial centre, has created colossal weights on students and their families to increase instructive achievement.
The present educational framework in China is as follows: optional kindergarten, obligatory primary education from age six to twelve, and three years of obligatory middle school from age twelve to fifteen. The framework, as in conventional China, is ruled by examinations. Both the school and college frameworks are extremely various levelled. Freely subsidized schools are partitioned into first class “key” schools and normal schools. The key schools are accessed, either via great examination results or lower results. In addition to money, there have been predominant offices and exceptionally energetic students who overwhelm the gaokao;’national college placement tests’ (Lin, 2007:52; Ding and Lehrer, 2007: 199).
A further element of the business sector has been the development of non-public schools and public schools. They incorporate now various joint endeavours with remote establishments. Henceforth Dulwich College and Harrow School both have Chinese partners, Dulwich College Beijing, Dulwich College International School Shanghai and Harrow International School Beijing. Nottingham and Liverpool Universities both have joint-venture grounds in China. Also an expanding number of Chinese adolescents are taking ‘outside selection tests’ to apply for undergrad places at remote colleges. For the most part these are weaker however rich students whose guardians need to maintain a strategic distance from the loss of face in sending their child to a low-grade Chinese college. This doesn’t have any significant bearing to students applying for postgraduate courses abroad, who are frequently high-accomplishing students.
Many Chinese parents wish to give their children a Western-style education while keeping them close to home. For these families, boarding schools in China are an alluring alternative in view of their vicinity, as well as the fact that their style of learning is seen as a portal into Western education techniques, which have a tendency to contrast from the Asian approach (Spence, J. 1990. 87). Boarding schools additionally offer a few focal points over neighbourhood government funded schools, for example, smaller class sizes, more assets, better quality learning apparatuses, all the more difficult educational programs, and a variety of extracurricular exercises.
The Western presence in Asia is additionally a component in the development of international boarding schools. According to Svoboda’s review of global schools, we noticed that more than 15,000 British and about 30,000 American expatriates were living in Hong Kong (Svoboda, S. 2016). As in the frontier past, expatriate local people have a tendency to send their young to schools that hold the educational conventions of their nations of origin. From a legislative point of view, branch boarding schools are likewise seen as gainful (Svoboda, S. 2016). Asian nations incline towards the hometown education during their developmental years. Satellite boarding schools get that going, and frequently profit by liberal advances and assessment benefits.