Name: MAUREEN M.

ARRIOLA Date of Submission: March 29, 2022

Subject: MaEd 201 Critical Issues in Educational Management

Developed countries
Finland- education system
1. Finnish children do not begin formal education until they are seven years old.
2. has no standardized tests.
3. All teachers in Finland must possess a Master's degree or higher. One of the
countries which conducts the strict screening of qualifications for teachers.

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Developing countries Under Developed countries

Philippines- education system1. Afghanistan - education system

1. Everyone has the right
1. Formal education typically spans 14 years and is structured to education.
in a 6+4+4 system: 6 years of primary school education, 4 1. Includes primary education, secondary education,
years of secondary school education, and 4 years of higher higher education, vocational education, teacher
education, leading to a bachelor's degree. training, and religious education. 
2. Technology is used in
2. Except for Philippine history and language, which are taught 2. Education in Afghanistan includes Kindergarten (4-6 years old)
education.
in Filipino, English is the primary medium of teaching from primary school (7- 12 years old, secondary school (13-18 years old)
preschool through university. and higher education.
3. All are doing for the
-3. Rates of basic education completion best of every learners.
3. DARI is the language of instruction
 Developed countries
Japan- education system
1. primarily consists of six-year elementary schools, three-year junior high schools
and three-year high schools, followed by a two-or-three-year junior colleges or a
four-year colleges. Compulsory education lasts for 9 years through elementary and
junior high school.
2. Japanese students recorded high levels of achievement, particularly in science
related areas.

3. Student clubs are a characteristic part in Japan’s school education.

Developing countries Under Developed countries

India- education system Nepal- education system

1. Everyone has the
1. has four levels: lower primary (age 6 to 10), upper primary (11 right to education.
and 12), high (13 to 15) and higher secondary (17 and 18). The
1. Only 2% of a family's annual income is spent on health and
lower primary school is divided into five “standards”, upper
education on average.
primary school into two, high school into three and higher 2. Has primary,
secondary into two. secondary and higher 2. The majority of Nepali children only attend school for a few
education. years before having to leave to work.
2. The curriculum is mostly taught in English or Hindi, computer
technology and skills. 3. The government are 3. The language of instruction in primary and
really trying to provide secondary education is Nepalese.
3. Shortage of quality and shortage of teaching staff. a good education.
Developed Countries The ability for every child to learn and develop their skills is at the heart of a more equitable society. Despite this, wealth, not skill,
determines a child's scholastic fate in country after country. Individual children, each of whom has a right to an education, are being harmed by this reality.
The educational system aspires to assist young people in obtaining high-quality education and skills that will enable them to continue learning throughout
their lives.
These are the characteristics of a developed countries:
 Developed countries are those that have advanced technologies and a well-balanced economic system.
 Each year, developed countries have high per capita incomes.
 The economic value of a country is increased by having a high per capita income. As a result, the level of poverty can be reduced.
 Security and health are both assured.
 They've also made use of advanced technology and modern gadgets to make their lives easier.

Developing Countries Education is regarded as one of life's most crucial aspects. It is clear that the educational system evolves over time as a result of
financial concerns and globalization. With today's developing countries, education is fashioned into an official system administered by government
professionals, and many countries invest large sums in education, demonstrating how vital it is in our present lives.
These are the characteristics of a developing countries:
 Are countries where the level of welfare of the population is still in the middle of developing level.
 Because of the high unemployment rate, annual income in emerging countries is lower than in rich countries.
 Security is still rudimentary and ineffective. As a result, crime rates in wealthy countries continue to be high.
 The lack of proper health facilities makes the population in developing countries more vulnerable to disease.
 There is a scarcity of educational and health-care facilities.
Underdeveloped Countries Education is especially vital in unstable or reconstructing societies. Stability, structure, and hope for the future are all provided
through education. Absolutely, poverty is defined as a lack of basic resources; children in developing nations have learning obstacles due to poor
nutrition, health, living conditions, and parental education. These countries have inadequate education budgets, poor teaching and learning
environments, and children who are too impoverished to attend school due to financial constraints.

These are the characteristics of underdeveloped countries:

 Widespread poverty, low literacy, short lifespans, and resource underutilization. It is a country characterized by poverty, with beggars in the cities
and people scraping by in the countryside.
 Most of its people cannot read and write.
 It has few hospitals and few institutions of higher learning.