Recommendation to Study Abroad

Introduction

There is a student who comes from Kuwait, and he is supposed to go and study in East Asia. The student is 25 years of age. Coming from Kuwait makes him able to speak Arabic and English, which are the most used languages in Kuwait in terms of business, regular interaction, and learning. The student is mature, self-driven, intelligent and intelligent. Also, the student have good communication skills which makes him competent and interactive with other people. On the side of teamwork, the student greatly adheres to teamwork. He possesses analytical skills, conflict management skills and leadership skills. On writing this recommendation therefore, I affirm that the student is legible for the enrolment and learning in East Asia.

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Therefore, situating the student to the historical context of international education is vital. First, East Asia is known for having three philosophies in their school. Islam, Confucianism, and Hinduism are the primary three philosophies taught (Isozaki, 2016). These philosophies have interacted over the years until they merged and became uniform. Confucian dominated overtime despite the upcoming of Buddhism in the third century B.C.E. from the eighth-century C.E is when Islam started invading through Buddhism remained unshakable (Isozaki, 2016). It should be noted that Confucius is regarded as the first teacher. He used oral communication in teaching as the primary means. Confucius is also known to impart education through the compiling of the six classics. In knowing this, the student will therefore appreciate the efforts made in establishing education in East Asia.

The six classics played a vital role in the education system since they were established and used as the primary texts in the school, including the state university (Isozaki, 2016). The classics were a symbol of unity. Many schools were united with the classics despite the employing of different teachers in different schools. While studying, teachers had high expectations of the students. Among the top, most expectations by the teachers were to teach individuals who will hold government positions in the future. With this expectation, therefore, the government established a civil service examination system (Bickmore, 2017). This system paved the way for intelligent students regardless of background differences, to enter officialdom.

In East Asia, Buddhist transmitted knowledge based on the lineage which was not the best format of education. (Bickmore, 2017). This was the practice that was done in many years. Tang scholars were not happy with this element. They found it primitive and denied chances for people to attain knowledge earlier. Therefore, they established a project to combat the practice of Buddhist transmitting philosophy according to lineage. Consequently, they tried to restore Confucian orthodoxy. In the year 950-1279, the projected became huge as there was a rise in Neo-Confucianism (Isozaki, 2016). After then, there was supplying of textbooks, such as Four Textbooks and also the starting of the new school, an academy to enhance on the project and make sure that education prospers in the region. The establishment of academy schools marked a new face in education in the area. At times, the previous schools could accommodate only one teacher who was to teach many students in the village (Bickmore, 2017). Therefore, the introduction o0f the academy schools paved the way for students to access more valuable education, enabling them to proceed to colleges and universities. Basing on this therefore, the student should appreciate the role of the Buddhist in developing education in the region.

Due to the influence of Buddhism and Confucianism, it resulted in an experience of unique blended education. After then, since 18 Centaury, the western type of education was introduced, and from that, the uniformity was obtained (Bickmore, 2017). The conflict that emerged between the three philosophies, including Confucian, Buddhism, and Islam, were combated as people enjoyed primary western education, which was not based much on religion.

Education transformed the lives of many individuals in the region. At first, when we look at the side of women, previously, they were offered a primary type of education. Fundamental kind of training was provided to top the ladies at home to enable them to be good wives and mothers when they get married. The few learned women and poets appeared in every historical period, including Ban Zhao, which is safeguarded for the necessity of education for the women (Bickmore, 2017). The introduction of the academy schools, therefore, allowed many people, including women, to access education.

As evidenced and ascertained by the United Nations Education, Science, and Cultural Organization (UNESCO), there are educational enrollments for various institutions in East Asia (Bickmore, 2017). This gives the student a chance to take part in enrolling and learning from East Asia. Through the ascertaining by UNESCO, this implies that the education offered in East Asia is of the world-class (Bickmore, 1017). On the other side, basing on the Gross Enrolment Ratio, which is used in the region to determine the number of students to be enrolled in the certain bracket of age, the student qualifies to enroll. With the world-class education offered, this offers a chance for the student to be competitive in the job markets worldwide.

Conclusion

In summing up therefore, the student have high chances of enrolling and learning in East Asia. Having the historical background information concerning education in East Asia, which is the region where the student is entering to learn, gives him the basis of the knowledge he will be getting and also indicates how education is considered vital in the region. With the aid of UNESCO, which is an organization that is regarded as with international education, the student meets the requirements; hence, he can join.

References

Bickmore, K., Hayhoe, R., Manion, C., Mundy, K., & Read, R. (Eds.). (2017). Comparative and international education: Issues for teachers. Canadian Scholars' Press

Isozaki, T., & Pans, S. (2016). Why we study the history of science education in East Asia: A comparison of the emergence of science education in China and Japan. Science education research and practice in East Asia: Trends and perspectives,5-26. Retrieved from http://www.springer.com/gp/book/978331913895.