Understanding Educational Systems: Comparative Perspectives from India and the UK

Introduction and background

Education is highly dynamic and organic in nature as it keeps evolving with the passage of time and human mind. The prime reason for the provision of education is provided varies as per the nation. As influenced by Lim and Williams Øerberg (2017), principles on the basis of which educational systems are formed vary as per nations. However, the prime aim of education in all the countries remains the same, to instill a sense of creativity within the minds of humans. As stated by Bala (2016), every educational system is laced with advantages and disadvantages. As a developing nation, the education system in India emerged on the pillars of support through the implementation of theoretical knowledge and preparing the students for the toughest competitive exams. However, the educational systems in the UK are highly flexible in nature allowing the students to follow a career of their choice, rather than the existing mainstream options. India being a gradually developing nation suffers due to lack of needed resources. Initiating with the use of research based education, there exists a series of things that India needs to achieve within their current educational system. As influenced by Gordon (2019), events of updating the curriculum coupled with flexibility and global expansion of knowledge can help in addressing the gaps. Thus, it is important to understand the difference between the education system of the UK and India. Thus, a comparison between the education system of India and the UK can work on providing the needed guidance

Differences

Discussion

Education is exceptionally unique in nature as it continues advancing with the progression of time and human psyche. The prime explanation behind the arrangement of instruction is given changes according to the country. As stated by Beech (2018), standards based on which instructive frameworks are shaped change according to countries. Be that as it may, the prime point of education in the UK continues as before, to ingrain a feeling of innovativeness inside the brains of people. As expressed by Ponnuswamy and Manohar (2016), each instructive framework is bound with favorable circumstances and inconveniences. As an emerging country, the instruction framework in India developed on the mainstays of help through the execution of hypothetical information and setting up the understudies for the hardest serious tests. In any case, the instructive frameworks in the UK are profoundly adaptable in nature permitting their preferred understudies to follow a vocation, instead of the current standard alternatives. India being a step by step creating country endures because of absence of required assets. Starting with the utilization of research based instruction, there remains a progression of things that India needs to accomplish inside their flow instructive framework. As affected by Bala (2016), occasions of refreshing the educational program combined with adaptability and worldwide development of information can help in tending to the holes. In this manner, it is essential to comprehend the distinction between the instruction arrangement of the UK and India.

Conclusion

There remains a scope of improvement for the Indian education system to emerge out as the best by providing more funds and scope of research to attract the foreign students. Hence, it can be concluded that there is no need for change; rather they need to improve the existing conditions.

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Reference list

Bala, R., 2016. Higher Education in India: A Geographical Study. Journal of Education and practice, 7(7), pp.39-46.

Beech, S.E., 2018. Adapting to change in the higher education system: International student mobility as a migration industry. Journal of Ethnic and Migration Studies, 44(4), pp.610-625.

Gordon, P., 2019. Journey into Higher Education: A Study of Postgraduate Indian Students’ Experiences, as They Make the Journey to a New Teaching and Learning Environment in the UK. Critical Tourism Studies Proceedings, 2019(1), p.60.

Lim, M.A. and Williams Øerberg, J., 2017. Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), pp.91-108.

Ponnuswamy, I. and Manohar, H.L., 2016. Impact of learning organization culture on performance in higher education institutions. Studies in Higher Education, 41(1), pp.21-36.