Exploring Differences in University Education: UK and India

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Assignment 1
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Table of Contents
Introduction......................................................................................................................................3
Discussion........................................................................................................................................4
Conclusion.......................................................................................................................................7
References........................................................................................................................................8
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Introduction
Education is essential for the people of every country but there is found several differences in the
education systems of different countries. This report will highlight the comparison between UK
university education as well as the Indian University education system. The benefits as well as
the disadvantages of reading in these universities will be discussed in this report. As the person
who is frequently asked about the situations of both the universities, the on an average answered
received is that both the country’s universities are unique in their own way. The report will
highlight all the important aspects of these universities and their positive experiences.
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Discussion
There is several numbers of benefits as well as the disadvantages in reading both types of
universities whether it is Indian or any university from the UK. These both follow a different
structure of the education systems in their universities. According to Goel and Vijay, 2017, in
both the countries, in order to take the admission in the top tier universities, there is a
requirement to achieve the great scores in the previous education level. It has been identified that
there is a requirement of giving additional examinations in order to be able to study in well-
known universities. In India, these exams could be CAT, MAT, IIT as well as CLAT. In the UK,
there can be given several exams such as TSA, STEP, MAT, and BMAT. The scores of these
exams can justify the next college where the student is going to study further. The students are
required to achieve the outstanding grade in order to study in these well recognized top tier
studies (Goel and Vijay, 2017).
The Indian education system is also trying to follow the British education system and for such
purpose, it is also including several universities which are following the education system to be
followed within the UK.
According to Afridi, et. al., 2016, while studying in UK universities, the students have the option
to choose several numbers of the subjects until they are able to find the exact profession which is
really suitable for them. For an example, if there are two students studying in the same university
and they are majoring in physics. In such case, one student can go for the high energy physics
area and he can continue to research physical and the other one can be engaged in biology. On
the other hand in India, if once a course is chosen, it is taken seriously by the students and they
will have to learn only that profession in order to identify their profession for the future. For an
example, if a person has chosen to study in the course of engineering then they cannot enroll in
the other course and for that time they will have to take further this course as their professional
opportunity (Afridi, et. al., 2016).
According to Frisancho and Krishna, 2016, There is difference in the education system of UK
and India as studying in the UK is quite difficult for the students due to the rules and regulations
for the students on the other hand in India, university education is not being taken seriously and
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they do not make great efforts. One of the most important differences between the university
education of UK and India is that in the UK the distance learning and digital learning programs
are being conducted on a great level but in India, there is not much trend of the distance learning
education (Frisancho and Krishna, 2016). The distance learning programs are taken seriously in
the education settings within the UK universities but in the universities in India, the physical
appearance of the students is necessary.
According to Dooris, et. al., 2016, in the UK universities education setting, the terms for the
graduate programs are different. There is being taken a longer time in the UK universities in
order to complete a course rather than completing a course within the Indian universities. The
education system of the UK supports teamwork through group assignments. The students
studying in UK universities take the teamwork seriously and participate in collective and
collaborative activities. But in the Indian universities education systems, it has been seen no team
spirit among the students (Dooris, et. al., 2016).
According to Chan, et. al., 2015, the marking criteria of both the country’s universities are
different as they are marked through using different software. The degrees awarded by the UK
universities are Distinction, Merit, Pass and Fail and on the other hand, the degrees provided by
Indian Universities are Distinction, First Class, Second Class, Pass as well as Fail. There is some
certain reason behind the good education system in the UK in their universities that it is able to
attract the talent of the people of other countries (Chan, et. al., 2015). It has been seen rarely that
people from other countries like the UK are coming to study in India for some degree. There is
something good with the education system of the UK that it is able to attract the students.
According to Tijssen and Yegros, 2017, the professional opportunities for the future are higher
for the students studied in UK universities rather than the Indian universities. There are some
positive points regarding the Indian universities also as there is a great discipline followed by the
students of the Indian Universities and they can concentrate on a single course at the time
duration of completion of the course. It creates a complete vision for a student that what is his
ultimate goal and what is the main industry or sector where he needs to pay his whole attention
(Tijssen and Yegros, 2017).
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It has been identified that there are some points in favor of studying in UK universities and some
favorable points for education in Indian Universities. Both are good in their own ways. The
future of students studying in all the universities is bright if they are paying their attention to
their courses and have a clear vision.
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Conclusion
It can be concluded from the above-presented literature that there is a difference between the
education system and settings within the universities of UK and India. Both the universities are
unique in their own way as per their education system and if the student is focused then he can
achieve success in his professional career by studying any of these countries.
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References
 Afridi, F., Mukhopadhyay, A. and Sahoo, S., 2016. Female labor force participation and
child education in India: evidence from the National Rural Employment Guarantee
Scheme. IZA Journal of Labor & Development, 5(1), p.7.
 Chan, D.K.C., Yang, S.X., Hamamura, T., Sultan, S., Xing, S., Chatzisarantis, N.L. and
Hagger, M.S., 2015. In-lecture learning motivation predicts students' motivation,
intention, and behaviour for after-lecture learning: Examining the trans-contextual model
across universities from the UK, China, and Pakistan. Motivation and Emotion, 39(6),
pp.908-925.
 Dooris, M., Farrier, A., Doherty, S., Holt, M., Monk, R. and Powell, S., 2016. The UK
Healthy Universities Self-Review Tool: Whole System Impact. Health promotion
international, 33(3), pp.448-457.
 Frisancho, V. and Krishna, K., 2016. Affirmative action in higher education in India:
targeting, catch up, and mismatch. Higher Education, 71(5), pp.611-649.
 Goel, D. and Vijay, P., 2017. Echnical and vocational education and training (tvet)
system\in india for sustainable development.
 Tijssen, R. and Yegros, A., 2017. Brexit: UK universities and European
industry. Nature, 544(7648), p.35.
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