The development of modern universities in Britain

下面为大家整理一篇优秀的essay代写范文- The development of modern universities in Britain，供大家参考学习，这篇论文讨论了英国现代大学的发展。英国高等教育有着悠久的发展历史，以培养社会精英著称。英国高等教育不拘泥于传统，在保持传统的同时创新发展，探索与社会经济发展相适应的多种教育模式，如今已取得世界瞩目的成绩。英国现代大学的发展虽起步较晚，但在政府的主导推动和学校的自主努力“双重”作用下蓬勃发展，在服务社会中得到了政府、企业、学生和家长的认可。

British university system reform has experienced from the late 19th century to early 20th century university expansion, to the new university movement of the 1960 s, to the late 1980 s and early 1990 s by the binary system to the transformation of a system formed distinct functions of the "pyramid" structure of higher education, during the government played a key role. British universities are administered by the government through grants, mergers and the formation of new universities.

The new university movement, which started with the establishment of the university of London in 1826, began to emerge in the direction of career education and broke the monopoly of traditional universities on higher education in Britain. Compared with traditional universities, it has made significant adjustments in the aspects of objectives and functions, disciplines and courses, vigorously promoted the secularization and democratization of British higher education, adjusted the relationship between traditional elite education and practical career education, and successfully achieved the compatibility between tradition and modernity.

In the mid-19th century, the development of the industrial revolution in Britain put forward requirements for the new mode of higher education, and a new university teaching practical courses -- "city college" came into being. These schools attach importance to science and technology education, which is closely related to production practice. The curriculum setting has strong local color and strong characteristics of professional education and technology education. But city college does not have degree to award authority, can issue professional qualification certificate only, its graduate can be engaged in the profession that concerns with technology development and application only. The rise of city college not only expands the opportunity for middle class to accept higher education, but also promotes the development of applied and skilled occupation education and improves the basic quality and ability of practitioners.

In 1992, the British after the continue education and higher education law promulgated, in keeping the traditional elite talent cultivation at the same time, the government offered to hold a large amount of training professional talents of non-traditional university, college of science and technology and university autonomy in degree-conferring, sources of funds and management institutions to achieve the unification, legally equal status and treatment, the traditional university UK higher education from a single traditional universities into includes traditional university, the new university, the university of engineering, institute of science and technology and education teachers college, and different function, a complex of various forms, multi-level and diversified. The timely and effective right decision of the British government has formed a good external development environment for higher education, promoted the popularization of higher education and the vigorous rise of professional education.

The development of higher education in the UK, the government's "hands-off" of university internal management and timely to the university for the "decision" balance, the university interior always adhere to the intervention, not have independent of the university of "autonomy" freedom, but in the UK higher education system on the evolution, development and construction of the external environment, the government is actively guide and the right decisions, has played a key in the direction of the leading and promoting role. The expansion of enrollment in 1992 not only met the desire of ordinary family children to accept higher education, but also realized the popularization of higher education. It also meets the needs of enterprises, serves social and economic development, and promotes the development of career education. In addition, through the training of application-oriented and skilled talents, the quality of the whole people has been improved and the economic foundation has been strengthened. The reasonable and stable "pyramid" structure enables the UK's higher education to follow the right path of sustainable and healthy development in both leading and adapting to social development.

Nowadays, British universities have formed a system of one-dimensional development, that is, traditional universities and new universities have two tracks running side by side. In terms of internal management, traditional universities, such as Oxford University and Cambridge university, still prevail. And new-style university, if the management of university of London is comprised by inside and outside the school board of directors of personnel, school affairs meeting is participated in jointly. Outside the school personnel have the community and the enterprise participates, the market main body participates in the teaching, the classroom gathers the enterprise and the teachers and students together, also fused the university and the society the connection. For example, the sneakers designed by graduates of London south bank university in cooperation with enterprises have achieved considerable economic benefits, and the projects undertaken to improve the environment of London underground have also achieved good social benefits.

Under the situation that traditional universities dominate higher education, professional education can achieve benign and rapid development in more than 20 years, thanks to the correct decision of the British government: turn polytechnic colleges into universities, teachers have the same degree and salary, and they can be promoted with professional titles and degrees... Equal opportunities for development are given to traditional universities. For example, professor David Warner, a former vice President of a polytechnic institute, was promoted from university to vice President and professor in 1992.

The government has fully considered and specified the characteristics and needs of different schools at different levels, instead of "one-size-fits-all", so as to better protect the interests and enthusiasm of all kinds of schools and enable all kinds of universities to develop on different tracks of the same platform and find their proper places. External environment is open, different types of colleges and universities can gather into groups independently, members can freely enter and leave, can collectively voice on the common interests, and discuss the future policy direction with the government. This low-stature, inclusive and relaxed attitude of the government gives modern universities more respect and greater space for development, enabling them to compete on the same platform as traditional universities with centuries of history and find their own development paths.

In accordance with the continuing education and higher education act of 1992, the British government abolished the "university funding committee" and the "multi-disciplinary technical college and other college funding committee" established in 1989. Setting up "higher education funding committee" by district; Polytechnic colleges, renamed universities, have the same status as universities and have the right to confer degrees on their own. The new integration of the system makes British higher education evolve from the "elite" system to the "elite-public" integration mode. For example, Oxford brookes university was founded in 1865. After the historical changes of technical college and polytechnic college, it successfully transformed itself into a first-class modern university with an international perspective when it expanded its enrollment in 1992. It is a successful model of career education.

Although theoretically on the same platform, modern universities receive less support from university grants committees than traditional universities because funding is allocated according to rankings based on "research results" and "teaching quality", with research accounting for 90 per cent of the weight. The UK's higher education funding committee allocated 33 per cent of its research funding to five top traditional research universities - Oxford, Cambridge, imperial college, the university of London and the university of Manchester. David Palfreyman, a professor at Oxford University, believes that the ranking index system cannot and should not be applied to all schools, because the setting and weight of evaluation indicators, the evaluation cycle and the authority of evaluation experts will affect the implementation of performance evaluation and the application of results. Professor David Warner argues that the rise of polytechnic schools to the top ranks of traditional universities is neither competitive nor comparable, and they are less fulfilling. Professor phoenix, President of London south bank university and chairman of the million dollar group, also believes that modern universities should devote more energy and efforts to cultivating students' skills and serving the regional economy instead of keeping up with traditional universities. Only by doing so can they gain social recognition. For example, the "community interest company" model of London south bank university promotes students' employment and entrepreneurship while serving the community. They seek survival in the gap, seek development space independently, and admire education for their enthusiasm and confidence, persistence and pragmatism. Guided by the market, traditional research-oriented universities adapt to the trend of social development

In fact, even the traditional universities such as Oxford University and Cambridge university are not immutable. They are also experiencing the wind and rain of economic and social changes, and subtle changes are quietly brewing in their hearts. As professor David Warner said, Oxford University also had business schools in 1990, which showed that the development path of universities must follow the social and economic development direction. Education should serve for social and economic development, which is not only the purpose of education in China, but also in line with education rules of countries around the world. It can be seen that the cultivation of application-oriented and skilled talents is not only the patent of career education, but also applicable to other universities and even all universities. If the talent structure of our country is described as "pyramid", it consists of "tower top", "tower body" and "tower base". "Tower" is a link between the past and the future of high-end, senior executives and strong organizational ability of talent, the demand is relatively large; "Taki" is a first-line operation personnel, to have strong skills, this kind of talent demand is the largest, this is the opportunity for career education development.

Practice has proved that real high-level talents are not cultivated in schools, but grow up in enterprises and positions through practice. Therefore, higher vocational colleges should take the initiative to combine with enterprises, jointly cultivate high-level application-oriented talents, and establish entrepreneurial universities.

Notable important point is that the success of the British universities, higher education is the government and colleges and universities, society and enterprises, including students, parents, all aspects of the relationship are loose and intervention is not interference, control management, not in place is not offside, according to individual, each both government guidance, it also has the independent (development, and support enterprises to actively participate in, is formed on the macro system, become an organic whole, make good development of colleges and universities at the same time, the student and the family, society and enterprises as well. Colleges and universities are close to the society and close to the economy, which promotes the prosperity and stable development of the society and makes important contributions to the social development.

In fact, it wasn't until the expansion of enrollment in 1992 that the UK began to transform polytechnics into universities on a large scale, and career education developed. In contrast, education of higher vocational education in China has been gradually promoted and comprehensively emerged since the promulgation of the decision of the state council on vigorously developing education of vocational education in 1991, which is almost in sync with the UK. In more than 20 years, in 1993, 1996, 1999 and 2006, education issued many documents on higher vocational colleges. By 2008, a total of 100 national demonstrative higher vocational colleges and universities had been selected, which made China's higher vocational education and higher vocational colleges enter an unprecedented new development period.

Compared with British career education, our government's guidance and promotion efforts are not strong enough, and the incentive mechanism and policy guidance are not strong enough. Higher vocational colleges are positioned at the junior college level. They do not have the right to grant degrees. Their "treatment" is not high, and their development momentum is insufficient. The "survival and development" consciousness of actively seeking survival and development opportunities in the service society is still far from the strong and persistent sense of London south bank university. From the perspective of society, the recognition degree of higher vocational colleges in students, parents, enterprises and the government is not high enough, which has the problem of insufficient ability and achievement of higher vocational education, the "prejudice" of the whole society's understanding of higher vocational education, and the fuzzy understanding brought by government policy guidance. For example, in November 2006, the ministry of education promulgated several opinions on comprehensively improving the teaching quality of education for higher vocational education, which clearly pointed out that "education for higher vocational education is a type of higher education development". However, in fact, education in higher vocational colleges is still positioned at the junior college level. So far, education in higher vocational colleges is still discussing the problem of "type and level" without a final conclusion. Education development in higher vocational colleges is in urgent need of policy support and correct guidance from the government. It is necessary to release more space for independent development of higher vocational colleges by improving their status and treatment. Education in higher vocational colleges is positioned at the junior college level, which objectively restricts the development of education in higher vocational colleges. Only through the establishment of unlimited development channels by the government can the enthusiasm and motivation of higher vocational colleges to contribute to regional economic development be aroused. Of course, the enthusiasm and persistence of the independent development of vocational colleges also need our professional education people to establish self-confidence, and the spontaneous endogenous power is the inexhaustible power to promote the development of higher vocational education.

Recently, Beijing education "thirteenth five-year plan" proposed "no new establishment or promotion of ordinary colleges and universities" and the central government put forward the beijing-tianjin-hebei integration development strategy, to resolve the new situation of the capital population, new requirements, to the capital career education development has brought new challenges. How to find better development opportunities requires not only the government to make new and correct decisions, but also the school to have the motivation for independent development and the spirit of perseverance. We may wish to draw lessons from the British experience in this regard, such as internationalization and diversified development, should be a good way.

51due留学教育原创版权郑重声明：原创essay代写范文源自编辑创作，未经官方许可，网站谢绝转载。对于侵权行为，未经同意的情况下，51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。

51due为留学生提供最好的essay代写服务，亲们可以进入主页了解和获取更多essay代写范文 提供代写服务，详情可以咨询我们的客服QQ：800020041。