Table of contents

Chapter 1.Introduction
1.1 rationale
1.2 aims of the study
1.3 specific objectives
1.4 Significance
1.5 Scope of the study
1.4 structure
1.1 Aims of the study
1.2 Specific Objectives
1.3 Research questions
1.4 Scope of the study
1.5 Design of the study

Chapter 2 development
2.1
CHAPTER 3. CONCLUSIONS
REFERENCES
I. Introduction
1.1. Rationale
The field of comparative education grew from international Education which
analyzes and fosters international orientation in knowledge and attitudes and
brings together students, teachers and scholars from different nations to learn
about and from each other
1.2. Aims of the study
Comparative education provides reference for reforms. Through studying the
educational systems of other countries we can discover which reforms are
possible and desirable
1.3. Specific Objectives
Comparative education helps students to acquire better understanding of
education system of other countries and borrow some aspects for better
improvement of education at home.
1.4. Significance
It studies why educational systems (structure, organization, curricula and
financing) and processes vary, and how education relates to wider social
factors and forces. Similarly, the study of comparative education helps
students to make connection between the local and global, and the
relationship between education, development and society.
1.5. Scope of the study
The study focuses on investigate the education in 3 nations : VN, America,
Elanlish .Then the data will be synthesized and analyzed to help find out
students’ problems and the tips for improving their weakness.
II. Development.
2. Education of Vietnam
2.1. Curriculum
- Vietnam also has four special upper secondary schools that cater to gifted or
talented students. These students are always in need of an educational
challenge, which Future School’s online education program can offer. We
have eLearning courses in both math and English, through which gifted
students have access to not only current and old lessons, but lessons from
higher grade levels. This provides students with the opportunity to continually
challenge themselves, helping them to stay focused and interested in learning.
- The new program looks to ensure basic and compulsory content for students
nationwide while granting autonomy to localities and schools in managing
educational plans based on the conditions of each locality and educational
facility.
- Students are encouraged to explore the lessons by themselves to improve
their skills and apply the knowledge and skills in practice. The teacher’s role
has been switched from inactively delivering knowledge to guiding students’
exploration of lessons
Students at the primary school level are required to take lessons in
Vietnamese, math, a foreign language, lifestyle and ethics, nature and society,
history and geography, science, computer science and technology, physical
education and arts. Computer science and technology is a new subject at this
level.
At the secondary school level, compulsory subjects include literature, math, a
foreign language, civic education, natural science, history and geography,
technology, physical education, arts and computer science.
High school students have to learn literature, math, a foreign language,
physical education and defence and security. Students will select optional
subjects from social science, natural science, technology and arts.
All of studen have less oppoturnity to learn social science, natural science,
technology and arts
2.2. Methods of leaning
Many lecturers complain that their students are too passive during lessons.
University lecturer says teachers find it difficult to discover how much their
students have understood what they have been taught.
"That’s why during my school hours, I always ask my students: Any
questions?" she says. But teacher said most of the time; her students mutely
sit with dull eyes and insipid faces.
"This is a fearful silence, reflecting just acceptance not engagement," teacher
said.
The main reason for this problem, according to this lecturer, is students are
learning just to pass their exams, and they lack any real love for their subjects.
Students only ask questions when they are trying to understand something, or
if they suspect a teacher has made a mistake. Or Some students will
repeatedly ask a teacher just to reconfirm what they know, while others play
games with their teachers by asking deliberately difficult questions.
3. Education of America
3.1 Curriculum
The US Curriculum is based on American Common Core State Standards for
English Language Arts, Math, History/Geography, and Next Generation
Science Standards for Science. This gives more creative freedom to tailor the
curriculum based on individual needs. Students are supported by a huge range
of co-curricular activities that ensure they have the opportunity to develop
fully as individuals. Personalized instructions are geared towards inquiry-
based, hands-on teaching methods, and world class learning strategies.
The American School of Creative Science offers an enriched, balanced, and
broad American curriculum with an international perspective while staying in
line with in keeping with US Common Core State Standards and Next
Generation Science Standards.
3.2 methods of leaning
One of the most outstanding features of American education method is
effective and " not cramming"
Spending less class time, but education in the U.S. is extremely strenuous,
requiring students to high attempt. Why so? Because the methods of
education and training requires students have to promote maximum self-
awareness. This is expressed through the self-learning and self- study. Beside
class time, students have to complete a large number of homework (problem
sets), reading (reading assignment), articles (papers). Students stayed at the
library, on the internet to find out information to write, to read the references
are pretty long "the daily." Libraries in many large universities are open 24/24
to meet the learning needs of students.
Less class time, self-learning, self-understanding, thinking help many students
turn knowledge learned in class really into his own knowledge. In addition,
not just theoretical, professors often try to apply the “Learning" in reality, this
also helps students understand and remember longer.
4. Education of UK
4.1 curriculum
A curriculum is a set of subjects for an educational institution, or a set of
subjects within a course. In bilingual schools some subjects in the curriculum
are taught in one language and some in the other.
Example, school curriculum give increasing importance to foreign language
learning, making competence in one or two foreign languages one aim of
schooling.

In the classroom, there are often cross curricular elements in a school

curriculum, such as Personal and Social Education and Environmental
Education, and the content of these can often provide interesting content for
projects in the language classroom.
4.2 methods of leaning

5. Comparison
5.1. Similarity
The similarities of education in Vietnam and U.S:
1. High school level: Includes 12 grades from 1 to 12. High school
students in Vietnam can study the equivalent level in U.S (students
complete grade 10 in VN will continue studying grade 11 and 12 in the
U.S.). 2. College level: (2 years) The colleges increasingly develop and
attract American and international students to the school. These schools
may be private or public schools, sometime known as Junior College or
Two - Year College.
2. College programs include 2 types of training:
- The vocational colleges: colleges with 2-year grant, called the Associate of
Arts (AA) or Associate of Science (AS). Course time lasts for 2 years. - Inter-
college Program: the program's 2 years at the University College, then
transfer to a 2 years program at the University of inter- university or applying
to the University of reputation (the University admission depends entirely on
college results).
5.2. difference
• Structure of class: The first thing that is different is the structure of the
education system. In Vietnam, the structure is 5-4-3; five years of elementary
school (grades 1-5), followed by four years of secondary school (grades 6-9),
and three years of high school (grades 10-12). Higher education programs last
between two and six years. In the United States, the structure is 5-3-4.
However, both the U.S students and Vietnamese students have the same
thing; they have to study a total twelve years for basic education programs
from grade one to grade twelve.
• Curriculum: In Vietnam, students can't decide the subject to study. All
schools have the same standard level for each grade that students must follow.
For example, all junior students in Vietnam take the same class in wherever
school they're studying. They have to take twelve classes for the whole year,
and there are five periods (forty-five minutes for each) everyday. In the other
hand, Althen assumes that "The most important thing to understand about
Americans is probably their devotion to individualism" . Therefore, American
schools are different. Their students should be allowed to choose the course
they take. They can choose whatever classes they want to study for a semester
provided that they will get all credits to graduate. Many people agree with this
system because the students can easily take any classes that they think are
suitable for their education level.
Common Program of Vietnam put so much emphasis on absorption of general
knowledge, little attention to improving human style, communication skills
and creativity. Vietnam students, right from grade l, only know to learn and
learn, do not have time to play, to practice sports, and developing important
abilities such as initiative, self-confidence, independent thinking skills up,
explore, discover, etc. Teaching methods have authoritarian personalities.
Students generally accepted absolute knowledge from teachers and textbooks
from whether right or wrong. Students are less free to explore, to think
independently, question, discuss and express their opinions, and discover
what with his hobby. This teaching method don’t help students develop
human style, creativity and communication skills. At the same time, the
curriculum is very little flexibility for all students enrolled in the same
program, regardless of the differences in the psychological development of
the individual and in each age group, the family circumstances, local
differences, etc. General knowledge and learn more about the local people (at
the world), especially about past achievements war (very little about the
future and peace-loving hearts of the people), weighs about justice science
fiction (very little on the application). So often cramming, students quickly
forget the knowledge not of the body, not the interests and personal
circumstances or level development of physical and mental of the individual.
III. CONCLUSION
Furthermore, comparative education help students to understand how
educational systems are shaped by wealth, ideology, social cultural features of
the country and impacts of globalization on education policy and practice in
different regions and countries
IV. Reference