Higher Education Issues in England - Case Study Example

 Higher Education Issues in England Abstract The purpose of this study is to discuss the issues in higher education exists in the England. The factors that involve in the higher education the tuition fees, financial assistance for deserving, and the steps that has been initiated by the government has been discussed in it. Introduction A Higher education in England teaches students about discipline and hard work, as well as about success and challenges. A college and university degree shows that a student has had the discipline and the motivation to remain at school and work hard enough to achieve their degree. As students manage their schedules of schoolwork, employment, extra activities, and personal lives, they must learn about time planning, goal setting, and effective work strategies. A number of professionals at employment and student service offices are often available to help students learn about the most effective time-management and study strategies. As students continue through their education, they must learn to cope with both academic successes and challenges (Lindsay Paterson, 2005). They must deal with individuals, who they may not get along with, and they must learn to cope with subjects and classes, which seem difficult and they do not like. Facing these challenges in a university or college prepares the student for coping with challenges outside of school. In England within the higher education system the professional training is in direct in areas such as physics, computer science, medicine, engineering and other technical fields, some of them carried out in institutions of higher level. Higher Education System The system provides for the operation of English universities organized under the departmental system and institutions organized on the basis of schools. From an academic point of view, universities operate no more than 6000 to 8000 students in total, whose growth is gradual, allowing maintain a student / teacher for not more than 1/10 or 1/12. The dedication of teachers and students is full time and is based on a very narrow coexistence, both academic and social, as well as an ongoing process of sharing experiences, advice and council (Galvin, 1996). All students are sponsored, by paying the university a lump sum of 390 pounds annually. It included accommodation, food, buying books and incidentals. Moreover, the government finance to all universities by about more than 75% of its total budget. Admission to college is very selective, firstly because the levels of requirements are very high and secondly because the landscape of higher education English is very broad, and the certificates and diplomas awarded that have great social prestige. Among other things, the national character of admission allows refurbishment natural universities, while favouring a good degree of mobility of the student body. University studies do not last more than three or four years, and this is a mechanism that favours subsidies to students. Students at the postgraduate level are approximately 20% of the total student body English universities, all of which are dedicated to education. The obtaining a master's degree may not last more than one to two years, while the doctorate will be extended generally to no more than three years. A particular emphasis is given to these universities to research and experiences in education. Teachers and administrators are well aware that the problem of the growing number of students is inevitable. They know that certainly in the coming years may not maintain a teacher / pupil less than 1/15 or 1/20. And at this point, given over six to eight years, are conducting experiments with new educational techniques. Financial Assistance Financial assistance for British students enrolled in graduate or undergraduate higher education programmes in the England was introduced in 1962 in the structure of means-tested protection grants, which sheltered the living costs of middle class students (Burton, 2006). Local education establishment made rewards to qualified students and compensated tuition fees unswervingly to higher education institutions; continuation grants were paid to qualified students. From 1962 until late 1980s, there were a small number of significant changes in the support policies for undergraduates (Burton, 2006). In 2001, Labour Government was elected, and in 2003 it subject a paper entitled 'The Future of Higher Education' (Dyhouse, 2001). This set out a package of changes that was executed in the 2004 Higher Education Act. However, it is significant that in 2004-2005 a new higher education funding was commenced for new entrants into fulltime study in England to help cover up the costs of contributing in higher education. Surveys and different research studies (e.g. Lindsay Paterson, 2005; Lowe, 2004) show that debt levels of higher education undergraduates have increased significantly over the past few years subsequent the foreword of student loans and tuition fees. A study carried out for the Department for Education and Skills (DfES) in the year 2002-03 specified that students graduating in that year anticipated to depart university with an average debt of £8,666, and partly with debts of more than £9,673 (Lowe, 2004). Studies have specified that approaches toward debt are significant in formative whether young people carry on to higher education. It is value highlighting the information that the present financial proposal focuses on the level of earnings, not socio-economic group; consequently, it is feasible that the main recipients will not be youngsters from lower socioeconomic groups but those who have less income and belongs to middle-class families. Conclusion Briefly, it remains to be observed what effect the new financial command will have on claims from potential students who belong to low-income families. Even if the amends are adequate to continue the current levels of participation, there remains an apprehension that the enticement for those who are greatly debt-averse and cost-conscious may not be adequate to amplify participation in higher education to congregate government targets. There are a number of things a student can do to get more value from their college or university education. Students have to take responsibility for their own education, and work to uncover the resources and strategies, which can help most. Determination and persistence have been shown to also positively affect students educational experiences (West, 2006) Students in England should work on developing relationships with peers and faculty and staff at the university or college they attend, in order to learn as much as possible from others in the university and in order to develop and appreciate the differences within individuals and groups. In taking responsibility for their learning and in actively seeking to get as much value as they can from their education, students may expand on the value higher education provides. References Burton, Diana; Bartlett, Steve. (2006). The evolution of Education Studies in higher education in England Curriculum Journal, Vol. 17 Issue 4, p383-396 Dyhouse, Carol. (2001). Family Patterns Of Social Mobility Through Higher Education In England In The 1930S. Journal of Social History, Vol. 34 Issue 4, p817 Galvin, Conor. (1996). A promotion of teacher professionality: Higher education and initial teacher education in England. Studies in Higher Education, Vol. 21 Issue 1, p81 Lindsay Paterson; Ross Bond. (2005). Higher education and critical citizenship: a survey of academics' views in scotland and england. Pedagogy, Culture & Society, Vol. 13 Issue 2, p205-232 Lowe, Roy. (2004). Higher education and opinion making in twentieth century England. Cambridge Journal of Education, Vol. 34 Issue 3, p380-381, 2p West, John. (2006) Patrolling the borders: accreditation in further and higher education in England. Journal of Further & Higher Education, Feb2006, Vol. 30 Issue 1, p11-26 Read More