Analysis of internal and external efficiencies of the education system Research Paper

abbreviation of internal and external efficiencies of the education form in DRC - Research Paper ExampleResearch problemBeing an African, born and schooled there in most of my elementary level, I therefore have an qualified understanding of the educational model used in the region and can therefore explain the strife between the increasing literacy level and the rising rates of unemployment. The African model of education is more divinatory and historical. This enlightens the students on previous facts most of which atomic number 18 of no relevance to the life in the modern mean solar day society. Anyone trying to make sense of policy research in education is likely to be struck by the numerous contractions and paradoxes that perplex the field. Even a brief consideration of these problems raises a number of burning(prenominal) questions What contributes to the frequency of contradictions and paradoxes in educational policy? To what extent researches might resolve these matt ers? Where research cannot provide separate answers, what should be our response to these problems? With ten years teaching experience, I have the audacity to criticize the educational model in Congo, a low income country in Africa. A lot of theories make students imagine and do not therefore relate the information they obtain in school to solving the daily life challenges. The theoretical aspect of the African model of education begins in the types of examples that teachers give their students during lessons most of which are not drawn from the society. When teachers are not certain of the knowledge they pass to their students, the students handle the knowledge as a school affair which is completely irrelevant once out of school. Literature review Africa is a highly ethicized continent, through historical studies, schools become the first institutions to enlighten the population on the historical injustices thereby breeding or perpetuating the possible ethical tensions in the co untries (McCloskey 12). Besides the historical aspect of the education system in the low income countries of Africa, the theoretical model of education results in fantasies. Furthermore, Congo is an unstable country with eternal civil wars. Coupled with the weak economy, the education sector receives insufficient funds to sustain a unvarying broadcast upgrade and improvement of the educational model. The Japanese model of education fits the country. In addition, it will assistant the country produce relevant human resource to fast track the development process of the country. However, the lack of infrastructure and funds and the different level of development compel the implementation of the model to be in bits in the order of relevance (McCloskey 44). Methodology The research will be a qualitative resemblance of the education system in the two countries Japan is a developed country and it is not affect to note the different educational model between the two countries. The cou ntry has an effective government, which invests heavily in the education sector. This implies that the Japanese academic curriculum is reviewed constantly to keep it abreast with the changing technologies of the time. Constant curriculum review ensures that the knowledge is of relevance to the changes in the society. This is important feature lacks in the Congolese model of