Comparative education acknowledges that a country’s educational system and its culture are deeply rooted in and strongly influence each other, so that educational borrowing will have a far-reaching effect on all aspects of the society. Yet little has been discussed about the difficulty of educational borrowing and what factors should be considered in analyzing the feasibility of educational borrowing. This paper, through a careful description of the vastly different Chinese and Danish educational systems, processes, outcomes, and their national contexts, highlights the relationship between education and society and finds that mutual learning happened unconsciously in the two nations as part of the globalization trend, yet the results are mixed. Further analysis concludes that, the success of educational borrowing across borders is determined by not only the respective nations’ comprehensive culture, but also their political traditions, economic development, even history and geography. Finally, the paper attempts to draw out lessons from the comparative study and give advice for the areas and practices of further educational borrowing between the two systems.
|Keywords:||Comparative Education, Denmark, China|
Lecturer, Department of Foreign Languages, China Women’s University, Beijing, China
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