Evaluating Spoken Language Skills and Presentation

Executive Summary

A personal report is to be presented by reflecting on the spoken language that is English which is used for presentation of high education system in the UK in the course. The report is also going to include planning of the presentation, difficulties faced in planning and way they are thought to be improved.

Introduction

The purpose of personal report is to develop conclusion regarding any educational course executed by an individual (Steinfeld, 2020). In this personal report, I am going to reflect on my spoken language skills and planning of presenting information for UK educational system in the course activity.

Planning of presentation

In planning presentation of UK education system for week 6 of the course, I initially tried to research in details regarding the topic by executing electronic searches in various databases like Google Scholar, Refseek, Google Books and others. This is because without enhanced research potential information for enriched presentation of the topic cannot be gathered (Bueno, 2017). After information was gathered, I developed the content and tried to focus on my spoken language skills that is the English Language to determine the way the collected data regarding the topic can be appropriately presented. As mentioned by Van Emden and Becker (2016), during presentation, clarified and simple language is to be used so that it can be understood by all. This is because lack of understanding of the topic due to use of complex language and terms may lead the audience lack interest in listening to the presentation. Thus, I planned that I am going to use simple words and phrases of English while speaking to present information regarding UK education system so that it is able to be understood by target audience with any level of education. I planned to write down the entire speech to be presented so that I can revise it to remember regarding what is to be spoken and what not to be spoken in the limited time provided and maintain fluency in speaking. I also planned to revise the presentation of the topic in front of the mirror so that I develop confidence and ensure effective pronunciation of the words are made during speaking so that it can be effectively understood by the audience during listening.

Difficulties faced with presentation

The difficulty faced during planning of the presentation was that I found I have lack of effective vocabulary skills. The robust vocabulary during presentation is important so that facts to be presented are communicated in a well-directed manner (Crosson et al. 2019). However, my lack of vocabulary skills led me to use repetitive terms and phrases in framing the presentation of the topic which led to create lack of clarity in the content. The other difficulty faced during planning of the presentation is that I realised I have poor grammatical knowledge due to which I was often intended to make grammatical mistake while speaking in English to present the topic. The use of grammatically correct language is essential as it helps to avoid misunderstanding by the audience and prevent to slow down communication allowing the ideas to be clearly and concisely presented (Gulö and Rahmawelly, 2019). Thus, the grammatical error is going to hinder fluency in communication during the presentation.

Ways difficulties are resolved

In order improve my grammar and vocabulary while speaking in English during the presentation, I intend to everyday read books of eminent authors to learn new vocabularies and understand the way grammar in the sentences are placed in right manner. I also intend to listen to different presentation made by eminent authors and persons to determine the way grammatically correct English with effective fluency is to be spoken. Moreover, I intend to practice English speaking regularly and try to communicate more with experienced individuals with knowledge in English to enhance my vocabulary and grammatical skills in speaking in English during presentation.

conclusion

The discussion mentions that I during the planning of presentation of the topic of the UK education system in the course, I found that I have effective pronunciation and fluency in speaking in English. However, I found that I have difficulty in speaking grammatically correct English and lack effective vocabulary skills which are going create hindrance in effective presentation of the topic in the course. Thus, I intend to make more conversation with experienced individuals and read more books of authors in English to resolve the difficulties.

Introduction

The education system is the schooling of individuals to let them learn knowledge and practices regarding various subjects and topics through a systematic framework. It is important to lead individual develop better future to work as educated professionals in enhancing the growth of the country (Aithal and Aithal, 2016). In this essay, a comparison between the Indian Education System and the UK Education System is to be discussed.

Indian Education System vs Uk Education System

The higher education in India is provided by both the public and private sector with control and funding from the Union and State Government along with local authorities. The Constitution of India under Article 21-A mentions education as fundamental right to all individuals in the country and referred that higher education is to be equally available to all on the basis of merit (righttoeducation.in, 2019). In comparison, in the UK, the primary and higher education system is mainly managed and overseen by the Department of Education and the Department of Business, Innovation and Skills. The Local authorities are also seen to take part in implementing educational policy for public education in state schools and colleges at regional level (studying-in-uk.org, 2019). The Human Right Act 1998 made education of all nature and level as the right to all among the population in the UK (EIS, 1998; legislation.gov.uk, 1998). Thus, this indicates that there is similarity in management and control of higher education system in Indian and UK at authoritative level as both are controlled by the involvement of the government of all levels and the local authorities.

In 2019, there are more than 20,000 colleges available for higher education in India with 800 universities that are either Central, State, Deemed or Private Universities involved to rate and educate students for higher learning (studyinindia.gov.in, 2019). As of 2017, there are 130 universities in the UK to support the delivery of higher education (studyin-uk.com, 2020). Thus, in India, the number of universities providing higher education is more compared to those in the UK. This may indicate that there is high facility for people in India to involve in higher education as the numbers of universities are more to support their higher education needs. However, it is not true as the rate of higher education in India is 24.7% of the population whereas, in the UK, the rate is 32.6 % of the population as recorded in 2017 (mhrd.gov.in, 2017; gov.uk, 2017). In India, it is seen that most of the people from urban areas are mainly able as well as intended to avail higher education with only small amount of people from rural areas showing intention for higher education (mhrd.gov.in, 2017). However, in the UK, the higher is education is availed by all nature of individuals from different status and location which is evident from the higher numbers (gov.uk, 2017). Thus, this indicates that though the number of higher education institutes is higher in India compared to the UK but the reach and availability of higher education in the UK is more effective compared to India. This is because more people in the UK are seen to avail higher education compared to people in India.

The funding in higher education in the UK is managed through two main domains that are direct funding from government delivered through funding councils for research and teaching and through student loans for management of fees for higher education, In 2015-16, the spending for higher education on students maintenance grant was higher than £1.6 billion and it is found to totally abolished for new students in the UK any further. This led the student grants for higher education to fell to £0.6 billion in 2017-18 (gov.uk, 2017). In the UK, the government provides £28,200 to each university per students to support their teaching of degrees in 2018 and this is 60% higher than the spending made is 1997-98 (gov.uk, 2017). Thus, the statistics indicate that the grant money to support funding of higher education in the UK for the population is gradually reduced making higher education to be availed only under personal cost of the students. However, the total government support to allow teaching for degree in higher education is increased exponentially. The financing in India for higher education is made mainly by the State authorities along with presence of student loan available to manage fees. The Indian government mentions that it has spent 29,026 core in 2016-17 for supporting higher education and in 2018-19 it is seen that the government spent 35,010 core to manage and provide higher education (prsindia.org, 2019). Thus, it indicates in India as well as in the UK, the funding for higher education is managed by the government from the general tax revenue collection and through management of student loans. Moreover, in both the country the funding for higher education is increased than the previous years.

The technological infrastructure in higher education in the UK is more effective and enhanced compared to India. This is evident as in the UK most of the colleges and universities are seen to use digital learning tools such as computers, hand-held devices, support learning 24*7 and others. Moreover, smart boards and projectors are used to develop a technologically appropriate interactive classroom experiences for students in the UK at any level of the university (Williamson, 2019). However, in India, it is seen that there is less use of technologically-advanced equipment for teaching in the classroom for higher education. The lectures use manual mode of teaching and in some of the colleges in eminent universities effective presence and use of technology is made for teaching at undergraduate and postgraduate level (Sheikh, 2017). As argued by Williamson (2018), lack of use of advanced technology in education leads to create gap in learning and education in higher systems between teachers and students. This is because students due to lack of technology use are unable to understand the concept and information shared by the teacher in an enhanced manner. Thus, the lack of presence of effective technology-driven higher education in India compared to the UK has led to create existing gaps in knowledge delivery and sharing between teachers and students in India.

Conclusion

The above discussion informs that higher education at the administrative level in India and UK are managed and supported by the government with each of the country have made presence law to support equal higher education. Moreover, increased funding is made by both the UK and India to support higher education. However, higher education rate in the UK is more compared to India and the technology use in delivering higher education in the UK is more intricate and advanced compared to India.

Action Plan

The action plan is the checklist of the steps to be followed in completing a goal and improving one’s actions (Kroning et al. 2017). In order to develop action plan for improving the study skills and English language in the course, initially, the skills to be improved are to be identified by analysing the feedback from work done in class, assessment and homework. The teacher mentioned that I have effective pronunciation ability while speaking in English within the classroom. The teacher provided feedback regarding my English language is that I have efficiency in reading and listening to understand the language but I have hindered writing skills in English. This is evident as she mentioned I often make grammatical errors in writing content in the English language which leads to change the meaning of the content and create hindrance in understanding the information presented. The feedback received from various assessments in the class was that I often use limited vocabulary in presenting information due to which the information presented is non-qualitative manner. Moreover, the teachers by evaluating the assessment mention that I have hindered memorisation skill due to which I often make similar mistake and fail to provide enriched information as taught in the class or present in the books. The teachers provided the feedback that I lack concentration and confidence skills in presenting information due to which I often lack fluency even though I show effective speaking ability in English while reading. The teacher also provided feedback that I lack effective time management and organisation as study skills as I often rush towards submitting my homework at the end of the deadline rather than finishing it before the deadline. Thus, based on the feedback, the following action plan is formed to improve my English language and study skills.

Take a deeper dive into Evaluating Curricula Frameworks with our additional resources.

Project Plan

Bueno, D.C., 2017. Research skills of the professorial lecturers: Input to capability building. JPAIR Institutional Research, 9(9), pp.1-17.

Crosson, A.C., McKeown, M.G., Robbins, K.P. and Brown, K.J., 2019. Key elements of robust vocabulary instruction for emergent bilingual adolescents. Language, speech, and hearing services in schools, 50(4), pp.493-505.

Gulö, I. and Rahmawelly, T.V., 2019. An Analysis of Omission in Students’ English Writings. Teknosastik, 16(2), pp.55-59.

Steinfeld, N., 2020. Situational user consent for access to personal Information: Does purpose make any difference?. Telematics and Informatics, 48, p.101341.

Van Emden, J. and Becker, L., 2016. Presentation skills for students. Macmillan International Higher Education.

Essay

Aithal, P.S. and Aithal, S., 2016. Impact of on-line education on higher education system. International Journal of Engineering Research and Modern Education (IJERME), 1(1), pp.225-235.

Williamson, B., 2019. Policy networks, performance metrics and platform markets: Charting the expanding data infrastructure of higher education. British Journal of Educational Technology, 50(6), pp.2794-2809.

Sheikh, Y.A., 2017. Higher education in India: Challenges and opportunities. Journal of Education and Practice, 8(1), pp.39-42.

Williamson, B., 2018. The hidden architecture of higher education: building a big data infrastructure for the ‘smarter university’. International Journal of Educational Technology in Higher Education, 15(1), pp.1-26.

Action Plan

Arifin, S. and Ikhfan, H., 2018. Assessing soft skills of undergraduate students: framework for improving competitiveness, innovation and competence of higher education graduates. Studia Humanitatis, (1).pp.20-45.

Kim, N.Y., 2019. A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8), pp.37-46.

Kroning, M., Green, J. and Kroning, K., 2017. Dimensions of inclusive care: A young transgender patient sparks the need for an immediate education action plan. Nursing management, 48(1), pp.22-26.