Higher education and its internationalization in Britain 英国高等教育.docx

higher education and its internationalization in britain专业： 电气系统科学与工程0901班姓名： 学号： higher education and its internationalization in britain abstractthere is an increasingly awareness in public that education is of vital importance. and more and more people turn to higher education. since the higher education has a long history in britain and its education system is the one of the worlds most ancient education systems. nowadays, its internationalization in higher education is more and more popular. this article mainly tells about the backgrounds of the higher education in britain and lists 3 features of the tendency of internationalization: connection with eu, tendency of marketing and the support from the government. key wordshigher education, britain, internationalization, marketingintroductionbritish people cast an emphasis on education. they have the advantage of the worlds most famous and oldest schools and universities, and there are varieties of the most innovative institutions. in britain, education is put as a pillar industry and several policies are made to encourage more and more students to study at its own university. as far as the higher education in britain is concerned, it is implemented into two parts: the former is the autonomy of universities and the latter is public colleges and universities. since the 20th century, due to the increasing numbers of the students, the education fee per student in britain has decreased by 40%. and that is why british universities raise its fee to the oversea students and encourage them to study in britain. in 1998, a third of the oversea students are from asia (liu ye, 2001). in 21st century, the internationalization in britain is becoming more completed, and with the large quantities of the money gained from the education overseas, there is no doubt that higher education in britain becomes its first industry ever since. the britain actively takes part in the programs connected to other eu members and gives more chances to the third world. the britain itself gets a lot of shift and meanwhile influences the internationalization in eu relatively. background according to the statistics, there are around 165 institutions related to the higher education in british. the recruitment of students has obviously increased in the past few years, which arrived at 2.396 million in 2008. and the ratio of the students were 17(local students):1(students from eu members):2(students from other countries). the staff number in that year was up to 383000, including 179000 academic researchers. the internationalization of the higher education in britain is accompanied by the shift of thought from elite-education to public-education. the shift on thought is a simulation of the development of the internationalization in britain. traditional systems of education there are three years in british university system. but, the scores they got in their first year are not included in the undergraduate courses, because british students are expected to learn public courses in the first year. each department will sent excellent teachers to teach the classical courses in the specific professional field. the universities give the students a chance to choose their own professionals, and this process usually lasts about one month. the school year is divided into three semesters, with 10 weeks for each. they focus on improving the comprehensive ability and also encourage students to do some part-time jobs. moreover, they assign special teachers to help students find appropriate jobs. students would like to spend more time on sports, art, organizations, practical work and extracurricular part-time, etc. at the end of the school year, some of the students are asked to repeat a grade, and some may be dismiss out of school for that they do not fit for their professionals or the schools. they can find a more suitable development direction for their own or replace professional after dropping out. all subjects are reflected in the form of credit, every subject differs from 10 to 20 points. students are not qualified until they achieve 120 points.the key thought of education every student is important. the british pay much attention to students characteristics and follow the educational ideas of attaching importance to individual development. british emphasize on the plans that they can teach students in accordance of their aptitude. the british higher schools are willing to encourage the creativity of every student. no student can attain high marks unless they have their innovation in the courses. in the british university, almost every course requires students to complete a project with relevant analysis and research. that is, the teacher only gives the topic rather than provides with the approaches to the answers, and students have to complete the assignment with the help of his team or all by himself. this kind of education method makes every student in the class can exchange ideas, find and develop their knowledge, improve self-learning, analysis, and reasoning and other many kinds of thinking abilities. the teacher is an activity organizer to provide students with the necessary guidance in the courses of the events.the management in the school the presidents of the universities in the uk are not the same as the principals of primary and secondary schools. they dont have the real power or the willingness to run the university. unlike the situation in china which the presidents are also some kind of administrative leaders, in britain, the president in a honorable position of a member of the british royal family or celebrities as a name. the connection with eu as britain is a special role in the eu, the internationalization in britain is deeply influenced by the international policies of education in eu. on one hand, with the guidance of the eu, the internationalization of higher education in britain gets a fast development, and on the other hand, the britain itself has a profound influence on the eu as well. among this the bologna process is really a great evidence of this. (faber.k, 2002) the bologna process was first pointed out in 1999 which involved 29 european countries, and its goal was to establish a bologna process stocktaking-criterion for bologna scorecard. in this area, students can choose their course more fairly, openly and freely. and the provision will be highly qualified. as a main participant in the bologna process, the britain makes a lot of efforts to increase the internationalization of its own education:1. to make the courses more internationalized. british teachers all agree with the point that the internationalized courses should be far beyond the english courses or some related to the geography of other countries. they should help students get a clear eyesight of the world and make them more accustomed to the shift of the world.(enders,j,2004)2. the certificates are admitted in and abroad. as a tool of getting enrolled to a company, this kind of thing is surely a must. in 1984, the eu set up a system which is mainly applied to make the diploma convinced. (huang futao, 2003) in 1998, the administers of education in britain, germany, france and italy, etc. all declared that they would support the policy that assured the students could get a convincing diploma. 3. to encourage the exchange students. the schools in britain are more willing to accept exchange students from the outside world and provide them with enough courses to learn english. blair said that in the next 5 years the universities would have enrolled in more than 100000 students from the other countries besides the eu. (zeng manchao, 2009)the marketing methodthe marketing means that the logical thought on market will be lead to the higher education, which equips the education with competition and the price system to meet with the demand of the market. and , in this way, it can increase the efficiency of the education(dai xiaoxia, 2004). in the 21st century, with the spread of the internationalization of britain, the government pays more attention to the important roles of the higher education has played in the development of the economy. in 2003, in the future of higher education, it pointed out that the education was a treasure for the nation and did fantastic contribution to the society and the economy. (department for education and skill. 2003) and the government appeals for more and more funds to make sure that the higher education can persist well. and that is also the reason why britain puts the higher education at the first place in their education industry. the support from the government during the process of the internationalization of higher education in britain, the government surely did a lot of work. it published a lot of relatively international policies to simulate the development of the internationalization of the higher education. the robbins, dior and the application to higher education in 2003 all have a profound influence on the internationalization of the higher education in britain. the internationalization of higher education in britain surely gets a great support from the government. summary:with the shift of the traditional systems to the new free-style systems, and under the tendency of the internationalization of the education, the britain encourages its internationalization of higher education actively. as a key member of the eu, the policies made by the eu are great foundations for the britain itself. moreover, the marketing method applied to the education system is also a simulation to the internationalization. and more and more oversea students are attracted to study in britain. last but not the least, the government is essential for the development of the internationalization of the higher education in britain. references 1 bologna process stocktaking- criteria for bologna scorecard2cecil. 1986.”baoshouzhuyi” conservatism. shangwuyinshuguan commercial press3 d.coulby. 1989. the education reform act: competition and control. london cassell4 department for education and skill. 2003. the future of higher education5 david halpin.1991. grant- maintained school: making a difference without being really different. british journal of education studies,1991(11)6 denis lawton. 1992. education and politics in the 1990s. london: the falmer press,pp.54.7 dai xiaoxia.2004.marketization in higher education. beijing: peking university press8 deng ye.2006” 90niandai yilai yingguo gaodengjiaoyu guojihua yanjiu” internationalization in uk higher education after 1990s. yunnan shifandaxue yunnan normal university9 education at a glance, 2002oecd10 european commission. erasmus mundus 2009-2013 programme guide11enders,j, 2004. higher education, internationalization, and the nation state: recent development and challenges. higher education, 4712 faber.k. 2002. universities in the twenty first century. european education, 34(1)13 gu hailing.2005.” yingguo gaodengjiaoyu guojiahua yanjiu” internationalization of uk higher education .huannanshifandaxue huanan normal university14 guy neave, growing pains: the dearing report from a european perspective, higher education quarterly 1998(1)15 huang futao. 2003.”gaodengjiaoyu guojihua lishiyubijiaoshijiao” internationalization in higher educationhistory and comparative. bejingdaxue jiaoyupinglun peking university educational review 16 john danniel.1993. the challenge of mass higher education. studies in higher educationvol,18 no217 john stephenson, tim challis- the dearing report available at:http:/ www.heacademy.ac.uk/18 lord robbins. 1980. higher education revisited. london: the macmillan press19 li zhenquan. 2009.”yingdefa gaodengjiaoyuguojihua zhengceyanjiu” internationalization in uk germany and france zhidujianshe yuzhengceyanjiu policy and institution20 liu ye.2001. “congluobisibaogao dao dieryingbaogao yingguo gaodengjiaoyufazhanzhanlue”from to the development of higher education in uk. bijiaojiaoyu yanjiu comparative education review21 michael shattock. 1999. the challenge ahead: british universities in21st century. times newspapers ltd, spring 199922national committee of inquiry into higher education. 1997. higher education in the learning society the dearing report report 5.report 2. london.23 national committee of inquiry into higher education. 1997. higher education in