UK vs India University Education: A Bedfordshire Student View

This essay explores the distinct differences between university education in the UK and India, drawing upon a student's personal experiences at the University of Bedfordshire. It highlights contrasting approaches to academic focus, cultural integration, and practical application, noting that UK universities often emphasize cultural understanding and practical skills development alongside theoretical learning, while Indian universities traditionally prioritize theoretical knowledge. The essay also reflects on the positive experiences of studying in the UK, particularly the supportive environment for international students, including language assistance and personalized attention from tutors. This document is available on Desklib, a platform offering a wide array of study tools and solved assignments for students.

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Table of Contents
TASK..............................................................................................................................................3
What aspects of University education are different in the UK to India and how do ideas
expressed in clip match own experience thus far at university of Bedfordshire?.......................3
REFERENCES..............................................................................................................................4

TASK
What aspects of University education are different in the UK to India and how do ideas
expressed in clip match own experience thus far at university of Bedfordshire?
There are several point take into consideration that define huge different between UK and
Indian education university (King and Sondhi, 2018). For example, after summer break British
universities focus on offering chance to students about developing their understanding about
different religious, cultures and languages. While in India, after and before summer breaks,
universities may concentrate on education development by providing assignments, as they may
take few interest in other activities which depend on interest level of students.
The traditions that universities in both nations follow is another base, which made
differences between them. For example, as per the tradition two or four times in a week, students
within British University wear gowns like harry potter and go for higher exams, which were not
been found many Indian universities. According to British Universities, men wear suits and
female wears white ties and black jackets. Instead of only focusing one theoretical activities,
these organizations also concentrate on practical things which made students capable to learn
many things such as develop skills quickly. On the other hand, Indian universities concentrate on
theoretical activities which is one of their main aspect.
The ideas experience during overall procedure appropriately match to my own
experience, as it gets positive experience about university in term of understanding its culture
activities and management initiatives to develop knowledge and capabilities of students in field
of education and sports as well. I expect that universities in UK efforts to teach each student by
using practical and theoretical concepts and that is so (Hewitt-Dundas, 2020). London
Metropolitan and other types of universities are accessible in the nation, where diversity among
learners define attempts to administration towards making education system better than ever.
Because of students who came from different background, tutors and teacher communicate with
individual person personally instead of focus on group learning and development. Tutors in term
of language translate accessible in universities which made them capable to understand what
students ask for and how to answer their queries.

REFERENCES
Book and Journals
Hewitt-Dundas, N., 2020. Research intensity and knowledge transfer activity in UK universities.
Research policy. 41(2). pp.262-275.
King, R. and Sondhi, G., 2018. International student migration: A comparison of UK and Indian
students’ motivations for studying abroad. Globalisation, Societies and Education. 16(2).
pp.176-191.