AET/508

1. COMMUNITY-BASED EDUCATION:
COUNTRY COMPARISON
Debra Brown, Raquel Campos, Jackie Pruy, Venus Robinson
AET/508
December 21, 2015
Dr. Linda Justus

2. INTRODUCTION
Team’s B presentation will
introduce the structure of China
and Africa educational system and
highpoint the different
characteristics from those of the
United States education system.
Given that both counties are
unique, they share a common goal
to lifelong learning, student
exchange, and their position on
higher education.
This presentation will compare and
contrast a diverse educational
system of China and Africa
revealing the strengths and
weaknesses, and the similarities
and the dissimilarity of both
counties alignment to teaching and
learning within their educational
system community-based.

3. CHINA & AFRICA

4. REASON FOR SELECTING CHINA & AFRICA
 China is one of the many important actors in Africa's new economic, peace and security
landscape that are competing for favorable relations with and within Africa.
 The partnership between China-Africa is one of the multiple partnerships the African
Union has developed including: the European Union, India, Turkey, Latin America and the
United States.
 China’s increasing influence on African governments and the control of Africa's resources
and markets.
 China’s three major attractions to Africa, are unconditional soft loans and access to capital,
quick delivery of services and cheap goods, and its inspirational alternative development
history.
 China is clear about what it wants from Africa: resource commodities, energy security,
market access and international diplomatic support.
 Africa's needs are also clear. Africa needs China as it provides an alternative source of the
highly demanded finance for Africa. In short, Africa needs China as a financier-supplier
and deliverer.

5. POSITIVE APPROACHES OR LEARNING MODELS
FROM WHICH THE UNITED STATES COULD
BENEFIT
Africa
• Technical/vocational skills, which relates
to income-generating activities
• Business skills, namely skills to run a
business
• Literacy and Numeracy skills with the
emphasis on the use of the skill by the
learner
• Life skills, which relates to basic skills
China
• Provide post training to those employed
for enabling them to meet the post
requirements in morality, knowledge,
professional skill and practical capacity
• Provide basic education to those
employed laborers who have not yet
completed primary and secondary
education
• continuing education to those college
graduates for helping them
• Adapt to the rapid social development and
scientific progress
• Adult education is focused on the post
training and continuing education for the
employed

6. RESULTS OF THE UNITED STATES ADOPTING
THESE POSITIVE APPROACHES OR MODELS
FROM YOUR SELECTED COUNTRIES
 Joins with diverse skills, knowledge, expertise, and sensitivities to
address complex problems
 Knowledge gained can be used by all to direct resources and influence
policies that will benefit the community
 Has potential to “bridge the cultural gaps that may exist”
 Provides for resources (e.g., funds, training) and possible employment
opportunities for communities involved
 Aims to improve health and well-being of communities, both directly and
indirectly through examining and addressing identified needs

7. RESULTS OF THE UNITED STATES ADOPTING THESE
POSITIVE APPROACHES OR MODELS FROM YOUR
SELECTED COUNTRIES
 Enhances data quality and quantity by establishing trust
 Moves beyond categorical approaches
 Improves the community's health, education and
economics, by sharing knowledge obtained
 Increased trust from communities.
 Builds on strengths and resources within the community

8. RESULTS OF THE UNITED STATES ADOPTING THESE
POSITIVE APPROACHES OR MODELS FROM YOUR
SELECTED COUNTRIES
 Pragmatic cooperation in diverse areas has borne abundant fruit.
 While working more closely in traditional areas such as agriculture,
health and education, has been active in expanding cooperation in
emerging areas including finance, science and technology, and
environmental protection.
 It is committed to assisting in infrastructure construction and human
resources development as well as supporting efforts to pursue
independent and sustainable development.

9. HOW CAN THIS COMPARATIVE
INFORMATION BE USED IN THE FUTURE
COMMUNITY-BASED EDUCATOR ROLE
 Broaden the conversation beyond teaching to consider what
kinds of educator roles we need and want for the future.
Having more kinds of roles throughout the learning
ecosystem will expand possibilities for delivering niche
offerings to individual learners based on need.
 Accelerating technological change, increasing
personalization, greater diversity of educational models and
the proliferation of sophisticated data systems as examples
of trends that will lead to more diverse roles for educators.

10. HOW CAN THIS COMPARATIVE INFORMATION
BE USED IN THE FUTURE COMMUNITY-BASED
EDUCATOR ROLE
 In personalized learning environment, students need more
support to succeed. Naturally, the roles of educators will
begin to shift, it pushes us out of the traditional educator
boxes and encourages us to think more deeply about how
we can best support students and help them succeed
throughout their educational careers.
 Education has gone through many different transitions over
several years. The future of education should be based
more on individuality and tailored to the students. Lifelong
learners will also benefit from this transition because the
information will be more relatable to everyday life situations.

11. CONCLUSION
 Education on a worldwide scales has taken
learners to the next level in receiving an
education that is beneficial in the real world. The
skills being taught are more adaptable to the
workplace and real life situations. There are
many benefits discovered that are used in China
and Africa that will also have a positive impact in
the United States. If the United States adopt the
practices of other countries, there will be a
significant change in the way education is
taught and received by the learners.

12. REFERENCES
Adult Education and Learning in China: Development and Present Situation. Retrieved from
http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Asi
a%20-%20Pacific/China.pdf
Maru, M.T.,(2013). China-Africa Relations: Democracy and Delivery. Al Jazeera Center for Studies. Retrived
from
http://studies.aljazeera.net/ResourceGallery/media/Documents/2013/4/30/2013430115453
46734China-Africa%20Relations.pdf
Wu, B., et al. 2005. “Emerging Services for Community-based Long-term Care in Urban China: A Systematic
Analysis of Shanghai’s Community-based Agencies.” Journal of Aging & Social
Policy 17: 37–60.
Retrieved from https://thejournal.com/articles/.../report-7-future-roles-for-educators.aspx
Retrieved from www.ncbi.nlm.nih.gov/.