China: „Von den befragten Eltern geben 73 Prozent jährlich mindestens 10.000 Yuan (1300 Euro) für außerschulischen Englischunterricht aus.“

http://german.china.org.cn am 23. März 2018

„The highest shares of resilient students are found in Hong Kong (China) with 53 % and Macao (China) with 52 %.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 11

Macao und Japan: „The impact of high quality early years provision is well proven, with the greatest impact being for children from disadvantaged backgrounds. Yet, in many systems around the world, children from disadvantaged homes are the least likely to engage in such provision, due to issues of funding and access. By contrast, Macao and Japan – two of the high performing, high equity systems listed above – stand out as systems where advantaged and disadvantaged children are equally likely to attend high quality early years settings.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 25

„In some high-performing countries and economies, such as Finland, Hong Kong (China), Korea, Macao (China) and Chinese Taipei [Anm.: „Chinese Taipei“ = Taiwan], candidates must pass a competitive examination to be admitted into pre-service teacher education.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 46

„A country’s performance in PISA is […] unrelated to the use of standardised testing. Among countries and economies that perform near the top in science, the use of mandatory standardised tests is widespread in Beijing-Shanghai-Jiangsu-Guangdong (China), Singapore and the United Kingdom, but relatively uncommon in Germany, Korea and Switzerland.“

OECD (Hrsg.), „„PISA in Focus“, Nr. 79, Dezember 2017, S. 4

„Students in the East Asian countries of B‑S‑J‑G (Anm: die chinesischen Provinzen Beijing, Shanghai, Jiangsu und Guangdong, die an PISA teilgenommen haben), Japan and Korea reported the lowest use of ICT at school.“

OECD (Hrsg.), „PISA 2015 Results. Collaborative Problem Solving“ (2017), S. 83

„In recent years, China has been dramatically increasing its nationwide investments in education, focusing especially on strategies to improve the compensation, preparation, and ongoing professional learning for teachers.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 37

China: „Recent national legislation requires that teachers be paid no less than the average of other public servants in each province.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 41

„Teachers in China are revered as elders, role models, and those whom parents entrust to shape the future of their children.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 54

„When asked whether pupils respect teachers, just over 40 per cent of respondents either ‘tended to disagree or strongly disagreed’ in the UK. In comparison, only around 15 per cent and 5 per cent of respondents in China and Singapore respectively said pupils did not respect teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination.“

OECD (Hrsg.), „What do we know about teachers’ selection and professional development in high-performing countries?“ (2017), S. 2

„Education industry in Asia is worth billions of dollars, comprising tutors, online courses, agents, and schools in countries across the region. Private tutoring in China is primarily driven by the increasing desire among students to gain admission into prestigious universities.“

http://www.strategyr.com am 5. Oktober 2016

„In 2010, China launched a ten-year National Talent Development Plan to support and guide top students into science, technology and other high-demand fields. In Europe, support for research and educational programmes for gifted children has ebbed, as the focus has moved more towards inclusion.“

Tom Clynes, „How to raise a genius“ in „Nature“ Vol. 537 vom 8. September 2016, S. 154

England: „Chinese and Indian pupils continue to outperform other groups on all measures by the end of secondary school.“

Natalie Perera, Executive Director des CentreForum, „Education in England: Annual Report 2016“ (2016), S. 7

China: „Students undergo a public examination called Zhongkao before entering senior secondary schools, and admission depends on one’s score on this examination. The government uses examination results from Zhongkao to assign students to different senior secondary schools.“

OECD (Hrsg.), „Education in China“ (2016), S. 10

China: „For each reform measure, officials conduct educational research to identify causes and potential solutions to existing educational problems. Policies are designed accordingly.“

OECD (Hrsg.), „Education in China“ (2016), S. 13

„As in many East Asian countries, teachers in China and Shanghai are trained, recruited, and organized by subject starting from teachers of first grade. Each key subject teacher is responsible for teaching his or her subject specialty.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 28

China: „Nach der Kulturrevolution legte man nun wieder eindeutig Wert auf Qualität in der Bildung. So eröffnete man die in den 1950er Jahren bereits eingeführten und während der Kulturrevolution abgeschafften ‚Schlüsselschulen‘ auf Mittelschulniveau wieder.“

Caroline Glöckner, „Das Bildungswesen in China“. In: „Christel Adick (Hrsg.), „Bildungsentwicklungen und Schulsysteme in Afrika, Asien, Lateinamerika und der Karibik“ (2013), S. 199f

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92