Discussing the UK Education System for International Students Essay

This essay provides a comparative analysis of the UK and Indian education systems, focusing on the advantages and disadvantages for international students. The introduction outlines the essay's objectives, which include comparing the two systems and suggesting improvements. The main body delves into the UK's higher education, highlighting career opportunities, the reflective cycle of Gibbs, and professional university sponsorships. It then contrasts this with the Indian system, noting the lower standards and government control. The conclusion summarizes the superior facilities and provisions in the UK. The essay utilizes cited research to support its arguments. The author concludes that the UK system offers better opportunities for international students, citing academic and non-academic staff as more sincere compared to India. The essay includes a detailed discussion of the UK education system for international students and compares it with the Indian education system.

RESEARCH
STUDY
SKILLS

Introduction
 The main aspect of the assignment is to analyse the different
advantages and disadvantages of the United Kingdom educational
system for the international student
 Proper comparison is required between United Kingdom and India as
to analyse the differences between the two countries
 Proper changes are required to be analyzed which will be beneficial in
improving the overall educational system in an appropriate manner

Main Body- ANALYSIS OF THE UK
HIGHER EDUCATION
 I have learned that UK based universities always provide good career
opportunities and study programs for students who come from outside and
native people as well (Chowdry et al., 2013).
 This is why I feel students can be benefitted if they opt to study in these
universities. The universities in UK have also received good critic ratings
(Radice 2013).
 The use of reflective cycle of Gibbs has been used and opted in universities in
UK (Kahu 2013).
 I think it is very effective since students will be able to know their strengths
and weaknesses by adopting this model (Davies 2012).

Contd..
 Another thing that I have come across my studies that professional
universities in United Kingdom give sponsorships to students if they
are able to extend the timeline of their visas (Radice 2013).
 Quality education is always the first preference for those universities.
However, the college fees are quite high as these universities are
mainly private universities.
 Students will be able to feel the impact of this education system and
evaluate their developments as per the basics of this reflective cycle.
 This reflective cycle will lead students to evaluate their developments
(Kahu 2013).

INDIAN HIGHER EDUCATION
 On the other hand, Indian universities and colleges are not so much
of a high standard as compared to UK based ones (Kahu 2013).
 As my home country is India, I have found that level of education is
below par in these universities (Radice 2013).
 Most universities in the country are controlled by provincial state
governments and central government (Salter and Tapper 2013).

INDIAN HIGHER EDUCATION_contd
 From my studies, I have learned that there are around 1500
graduate colleges in India.
 Around 600,000 students across the country are taking part
in different management and engineering courses
(Majumdar and Mooij 2012).
 Many management colleges are established for this purpose
though they are private funded. Yet, parents favor to send
their children to universities in UK and USA (Davies 2012).

CONCLUSION
 Thus, I can conclude this discussion by saying that higher education
facilities in UK are much better than India (Davies 2012).
 The total number of foreign students in UK is higher than that of India.
 Students always get better facilities and course provisions in UK (Kahu
2013).
 The academic and non-academic staffs are
much sincere in UK than India.

REFERENCES
 Chowdry, H., Crawford, C., Dearden, L., Goodman, A. and Vignoles, A., 2013. Widening participation in higher
education: analysis using linked administrative data. Journal of the Royal Statistical Society: Series A (Statistics in
Society), 176(2), pp.431-457.
 Davies, S., 2012. Embracing reflective practice. Education for Primary Care, 23(1), pp.9-12.
 Kahu, E.R., 2013. Framing student engagement in higher education. Studies in higher education, 38(5), pp.758-773.
 Radice, H., 2013. How We Got Here: UK Higher Education under Neoliberalism. ACME: An International E-
Journal for Critical Geographies, 12(3).
 Singh, M.K., 2012. Challenges of globalization on Indian higher education. Apeejay-Stya Education Research
Foundation, New Delhi. Accessed on, 29.
 Tremblay, K., Lalancette, D. and Roseveare, D., 2012. Assessment of higher education learning
outcomes. Feasibility study report, 1.