Abstract
The different political landscapes and historical contexts of China and the UK have given rise to unique features within their compulsory education frameworks. In the Chinese school system, the authority of the teacher is paramount, a didactic approach prevails, and a one-size-fits-all strategy is often applied, a process akin to the force-feeding of knowledge. In stark contrast, the British educational ethos tends to encourage students' individual passions and originality, and emphasises personal growth and development. This research seeks to shed light on the differences between the compulsory education systems of these two nations through an in-depth comparative examination of four key aspects including definition, Curriculum, teachers and social. The ultimate aim of this analysis is to make constructive recommendations that could refine and strengthen the educational structures of both countries, thereby supporting their continued progress and development. The two countries can combine their compulsory education models to make up for the shortcomings in their respective education systems.
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