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A Comparison of Health Problems of
Developing Countries and
Developed
Countries
Development status of medical
healthcare industry of developed countries:
America’s
medical
care
industry
is
highly
concentrated.
America
is
the
largest
medical investor,
the growth of medical costs has exceeded the
growth of GDP over
the year and covers
more than 20% of GDP now. In recent years, a great
many large
medical
cluster
have
emerged
in
America
such
as
Texas
Medical
Center
and
University of Pittsburgh Medical
Center, all are equipped with more than 10 general
hospitals
and
education
and
research
centers.
Huge
medical
market
and
relatively
perfect
hospitals
constitute
many
large
hospital
enterprise
groups,
such
as
Hospital
Corporation
of
America,
which
is
the
world
largest
private
health
service
operator.
HCA has about 200
hospitals and healthcare institutions in 12 states
of America and
Europe
and
more
than
168,000
employees.
With
a
wide
coverage
of
free
medical
services, public hospitals cover 87.6%
and private hospitals 4.6% in Canada, the rest
are hospitals of the federal
government. Tax revenues paid by citizens are
allocated to
hospitals, hospitals apply
for an annual budget as per community situations,
purchase
equipment and hygienic
materials, and distribute paychecks to employees
excluding
doctors. Doctors’ pay is
covered by the government as per the patient
bills. In addition
to
expenses
for
outpatient
service
and
medicine,
hospitalization
expenses,
meal
fee
and
medical
fee
are
free
of
charge.
Wide
coverage,
convenience
and
operability
of
free
medical
service
make
Canadian
medical
care
systems
most
popular
in
western
1
countries.
Swiss’s
medical
healthcare
industry
combines
multiple
ownerships
and
multi-level
medical
organizations.
In
recent
years,
Swiss
medial
healthcare
service
industry
has
boomed,
surpassed
the
scale
of
traditional
horologe
manufacturing
industry
and
contributed
to
about
30%
of
GDP.
Medical
healthcare
industry
has
become
a
strong
power
spurring
Swiss’s
economic
growth
which
mainly
features
multiple
ownership
medical
institutions
and
multi-level
medical
organizations.
Swiss’s
medical
institutions
mainly
contain
hospitals
and
private
clinics.
The
government
adopts
government
regulations
separate
from
management
for
public
hospitals
and
appropriates
hospital
funds
through
the
hospital
union.
Healthcare
supporting
service establishes a pattern of diversified
investment. About 25% of the
aged
choose
demonstrative
institutions
for
old-age
care
with
sponsorship
of
the
government
and
profit-seeking
or
non-profit
institutions
for
old-age
care
with
the
investments of
enterprises, social organizations and individuals
such as old people’s
home, nursing home
and hospice care institution. The former aims to
solve supporting
issues
of
childless
old
people
under
the
charge
of
the
government.
With
developed
endowment
industry, Japan is the country with the highest
aging rate and the fastest
aging speed.
Three supporting patterns such as family
supporting, hosing supporting
and
institution
supporting
are
established
in
the
long-term
practice
of
coping
with
aging, where, institution supporting
can be divided into special nursing home, nursing
home
and
low-cost
nursing
home
according
to
different
types
of
the
aged
and
demands.
Japan’s
endowment
industry,
called
elderly
's
welfare
industry,
aging
industry or silver industry etc, is a
general term of folk profit-making activities
aimed
2
at
satisfying
high-level
life
and
culture
needs
and
providing
the
aged
with
commodities
and
services,
it
mainly
consists
of
real
estate,
finance,
housekeeping
service, articles for use, instrument,
culture and life services and other industries.
With
huge
investments
in
the
development
of
health
industry,
the
Japanese
government
pays
close
attention
to
health
industry,
meanwhile,
commercial
enterprises
are
prevented to seek
excessive profits and thus lower the service
quality. Korea’s health
industry
expands rapidly. In recent years, the Korean
government has regarded health
industry
as
a
new
growth
power
of
the
information
technology
era,
established
the
target to enable Korea to be the world
No.7 healthcare power in 2020, accelerated to
build top medical industrial districts,
constructed core facilities such as new medicine
development and supporting center, top
medical facility development center and new
medicine clinical
experiment
production center, and strived to
enable Korea to be a
genuine
“international medical service hub” before 2020.
In
order to study differences between developing
countries and developed countries,
we
carry out analysis and comparison in the
perspective of health education.
Comparison of health education of China
and developed countries:
1
Physical health education mode
1.1 Teaching mode
Courses
such
as
physical
education,
health
and
life
safety
are
opened
in
China
and
developed
countries
with
the
view
to
teach
students
to
learn
or
make
progress
in
enhancement
of
physical
fitness,
improvement
of
physical
quality,
acquisition
of
3
health
knowledge
and
skills,
establishment
of
healthy
life
idea
and
formation
of
healthy
lifestyle.
The
fierce
debate
on
name
of
physical
education
(and
health)
and
“separate
set
mode
”
or
“
integrated
set
mode
”
of
physical
education
curriculum
and
health curriculum
arising from the Chinese 8
th
course reform is because knowledge of
physical education is closely related
to that of health, however, education institutions
don
’
t
set
up
health
curriculum
independently
but
adopt
the
integrated
set
mode
of
physical
education (and health) so as to implement physical
health education, which
covers not only
physical education (and health) but also ideology
and morality, social
science, science
and biology. The jurisdiction right of American
education belongs to
states with
uniform set modes of physical education and
health, where, 10 states such
as New
Jersey and New York set up the integrated
curriculum of physical education
and
health education, while other 32 states such as
Utah, Hawaii and Lodhran set up
two
courses
separately.
Western
countries
such
as
Germany
and
English
adopt
the
separate
set
mode.
Besides,
health
education
is
also
set
in
Germany,
and
Personal,
Social and Health
Education (PSHE) is separately set n England. Both
Australia and
Japan
use
the
integrated
set
mode.
Australia
sets
up
health
and
physical
education,
while
Japan
healthcare
sports.
In
conclusion,
the
physical
health
education
mode
adopted in China and
developed countries is actual the product of the
combined action
of educational
administration systems, sports culture education
traditions and physical
health
education ideas.
1.2 Comparison
The
comparison
of
the
physical
health
education
mode
of
China
and
developed
4
countries showed, the main
similarity of the set mode of China, Australia and
Japan,
the separate set mode and
integrated set mode of America as well as the
separate set
mode of Germany and
British focuses on the consistency of physical
education (and
health)
through
separate
set
mode
or
integrated
set
mode
stressed
on
student’s
synthetically and
intensifying the proportion of
“
physical
education”
based on course
through
separate
set
mode
or
integrated
set
mode.
The
difference
focuses
on
the
integrated
set
mode
of
China,
Australia
and
Japan,
the
separate
set
mode
and
integrated set mode of
America, and the separate set mode of Germany and
British.
Both similarities and
differences are originated from different
production modes and
life styles as
well as different cultural education tranditions
of China and developed
countries.
2. The
management of physical health education
2.1 Management system
Just
like many developed countries ( not including
Germany and USA that implement
the
decentralized
management
in
their
states),
China
has
built
the
three-level
curriculum
management
system
including
the
national
curriculum
standard,
local
curriculum standard
and school teaching program. However, the subjects
involved in
the three-level curriculum
system have been given
different levels
of authority. For
example,
PE
Teaching
Syllabus
,
PE
and
Health
Teaching
Syllabus
and
PE and
Health
Curriculum
Standard
adopted
by
many
Chinese
schools
have
gone
through
the
delegation
of authority,
which
is featured by
the
centralization
,
partially
restrictive
,
standard
provision
and
the
instruction
for
three
curriculums
.
The
local
government
5
has owned the
highest authority for the physical education and
health courses. It also
encourages the
local schools to design the distinctive courses
tailored to their actual
condition.
（
Suzan F
Ayers
，Ｒ
ay D Martinez
< br>，
2007
）
The
Department of Education and
Skills
in
the
UK
has
laid
out
the
standard
for
national
curriculums
related
to
the
health education and physical
education. In cooperation with the National
Ministry
of
Health,
National
Education
Standard
and
Promotion
Committee
as
well
as
the
Qualification and
Curriculum Quality Supervision Bureau, it has also
engaged in the
supervision,
instruction
and
evaluation
of
the
relevant
curriculums.
The
health
curriculum adopted by those high
schools in the UK is short for Personal, Social
and
Health Education (PSHE). It became
a course required by the national law in 2002. At
present, even more than 50 percent of
those high schools and elementary schools in
the UK have set up the position of the
coordinator for health education. Those states
and local authorities in Australia are
jointly responsible for designing and managing
the national curriculum standard for
health education. For instance, the
curriculum
for
health
and
physical
education
in
New
South
Wales
is
short
for
Personal
Development,
Health
and
Physical
Education
(PDHPE).
It
is
also
the
only
place
naming its curriculum for health and
physical education in this way on a global scale.
The
Ministry
of
Education,
Culture,
Sports,
Science
and
Technology
in
Japan
is
in
charge of designing the
Learning Instruction
whose
newest standard was completed
during
the third round of curriculum reform in 2008. The
course for physical
fitness
and
education
executed
in
the
high
school
and
elementary
school
is
a
typical
example.
Despite
the
great
authority
held
by
the
Ministry
of
Education,
Culture,
6
Sports,
Science
and
Technology,
the
government
has
already
empowered
those
schools to design
their curriculums to a large extent. The authority
for the education
law,
financial
grant
and
administrative
management
in
USA
and
Germany
mainly
reside
in
the
states.
For
example,
the
Ministry
of
Education
in
USA
is
merely
responsible
for
the
policy
research
and
educational
consultation.
In
general,
it
will
address the issue of
health education and quality education in the
whole country in
accordance with
educational bill. As to Germany, the authority for
education will rest
with
the
federal
government
and
the
state-
level
departments
of
culture
and
education. The joint conference
attended by those directors from the departments
of
culture and education will be held
to deal with the
relevant affairs in
those states.
Although the authority
for the physical health education in USA and
Germany merely
resides in the
educational authorities and schools of all levels,
there has been also a
well-developed
social network devoted to the education of
physical health. The social
network in
USA has involved the department of health and
public services, physical
quality
and
sports
committee,
health
alliance,
sports
alliance,
entertainment
appliance,
dancing
alliance
and
national
sports
association.
Moreover,
the
social
network
in
Germany
has
involved
the
state-level
ministry
of
education,
national
health
education,
national
medical
insurance
company
and
sports
department.
Whether it is for the three-level
curriculum management system adopted by China,
UK, Australia and Japan or the state-
level education management system in USA and
Germany,
all
of
the
six
countries
have
resorted
to
the
constitution,
basic
laws
and
education
law
to
ensure
that
all
students
studying
in
various
educational
agencies
7
should be
entitled to the right for the physical health
education
2.2 Comparison
According
to
the
comparison
between
the
management
mode
of
physical
health
education
between
China
and
developed
countries,
the
similarity
in
the
physical
health
education
in
the
six
countries
should
be
attributed
to
the
provision
of
educational
law
aimed
at
safeguarding
those
students’
righ
t
for
physical
health
education.
They
have
also
tailored
the
education
management
mode
to
their
own
actual conditions. The
dissimilarity lies in the difference in the
political system and
cultural system
between China and those developed countries.
（
邱晨辉，
陈竹．
201
3
）
3.
The content of physical health education
3.1 Main content
On
one
hand,
the
physical
health
education
and
PE
curriculum
in
China
and
those
developed
countries
have
aimed
to
improve
the
physical
function
and
quality,
acquire
the
health-related
knowledge
as
well
as
form
the
healthy
lifestyle
and
concept. On the other hand, due to the
difference in the education, culture, economy,
course
setting
and
health
management
system,
the
content
of
physical
heath
education in those countries have been
different from each other. In 2011, the new
edition of
PE and Heath
Curriculum Standard
was revised and
released in China based
on the
experimental draft of
PE and Health
Curriculum Standard
in 2001. Besides
the
emphasis
on
the
physical
fitness
and
humanistic
concern,
it
has
also
proposed
the
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