British Education System Research Articles

The Social Impact of Colonial Rule on Today Educational System of Pakistan

Colonization phenomena have left great impression on the various segments of the society of the sub-continent, and education is not the exemption. Dimension of education was completely change with the introduction of British education system in generally and with the implementation of Macaulay theory of education especially drafted for subcontinent specifically. It is very unfortunate that somehow or the other we are still following the legacy of colonization. The impact of colonization can be seen and felt in the society, especially in education sector. The presence of different education system, different syllabus for different social class, education quality with respect to finance all are the outcome of colonization. Moreover, presence of elite class in the formulation of policy also proved that present system doesn’t base on equity. This phenomenon is very damaging for the national integration, and this aspect we need to address so loudly as never before. This study highlighted the effect of colonization on education along with certain recommendation to overcome on these effects.

Let’s Talk About Hair and Art

The objective of this paper is to critically reflect upon a cultural text in the form of a piece of mixed media abstract realism artwork titled Hair Power, made in 2020. This piece was inspired and motivated by my involvement with a World Afro Day event held on 15 September 2020. The paper draws on my personal, political, cultural, and historical rationale for making the artwork, and includes relevant background information and wider influences. I discuss the artistic process — composition, colour scheme, themes, materials— and how and why I made the painting the way I did. The paper also aims to show the intertextuality of visual art and community activism and the importance of art as a form of resistance against Westernised beauty standards and of the power of images in their ability to transport the audience in which they are intended. This paper will also seek to understand the connectivity between artists and the community, and the importance of representation within the visual arts. It will draw on my cultural heritage and African and Caribbean diasporic cultural connections. It will further seek to connect art with literary projects, working together to challenge those ideologies that do not work for Black people who choose to wear their afro hair in its natural state, so that pride is more important than hiding or changing afro hair to fit into society’s ‘norms’. Hair Power is a piece of personal and political abstract realism art that was made as a reminder that afro hair in its natural state is to be celebrated. Hair Power was also one of two pieces of artwork integrated as a symbolic gesture into my Birkbeck College “Race Law and Literature” assignment in April 2021. The assignment involved writing a creative nonfiction narrative of a historical event using the theme of everyday racism in the British education system. Hair Power marks my decision to make more political art.

Financial sustainability of higher education system

Purpose- Financial sustainability is vital for the higher education systems in the global competitive atmosphere of the world of 2020s. This paper reviews a comparative analysis between the budgets and expenditures of the Turkish and British higher education systems, beside a view on those of the OECD countries. This paper intends to clarify Turkish higher education system’s difficulties in financial sustainability to provide required academic standards due to increasing costs and number of students versus the economic strength of significant actors such as the United Kingdom in the globalized competition. For this reason, this paper advocates cost advantages provided by the application of effective online education model to acquire financial sustainability clarifying the rise of digital universities by the 2030s. Methodology-. The study employs a literature review aiming to perform a comparative analysis on the financial structures of Turkish and British higher education systems. Moreover, OECD data were also reflected. The aim was to identify the possible difficulties of Turkish higher education system in financial sustainability to provide required academic standards in the competitive global area and find a contemporary solution. Findings- The analysis reveals that the Turkish higher education system have disadvantages in providing financial sustainability under the conditions of increasing costs as well as number of students in order to reach the required standards in the global league. Notably, it is clearly seen that efective application of online education strategy is an opportunity to balance revenues and expenditures in this way. As a matter of the fact, the effect of digital transformation era and the attitude of Generation Z students have already prepared this atmosphere. Conclusion-. Governments highly financed higher education systems after 20th Century. However, financial problems emerged due to increasing number of students and increasing costs. Eventhough the budgets had continuously been increased, Turkish higher education system have realized lower expenditures in the OECD average. Problems in financial sustainability to provide required academic standards have clearly been noticed in the global competitive atmosphere while compared with the example of the United Kingdom. Over the Covid-19 crisis, universities successfully implemented hybrid education around the world increasing the effect of online systems forced by Generation Z’s perspective on embracing Digital Technologies. So, effective application of online education model appeared as a new opportunity for Turkish higher education system to provide financial sustainability decreasing costs and also efficiently compete in the global area. Indeed, blended learning in traditional universities and inevitable growth of digital higher education institutions named as University 5.0 will be seen after 2030s. Keywords: Higher education, university, financial sustainability, Turkiye, United Kingdom, online education JEL Codes: I22, I23, M10, M21

Commencement of British Education system in India and its dissemination in Chandrapur Municipal Corporation

Commencement of British Education system in India and its dissemination in Chandrapur Municipal Corporation

A Critical Analysis of Mark Ravenhill’s The Cane: Hegemonic Subjects’ Revolt against Authority

The purpose of this paper is to analyse the hegemonic approach taken toward students in the British education system in the past from the perspectives of both the students and the teachers within the framework of structure and superstructure and to search for the erroneous disciplinary beliefs prevalent then. Mark Ravenhill chooses The Cane for the title of his play ironically, a choice which draws attention to the cane as a punishment tool employed by the authority to exercise its hegemony, and to the deficiencies of the previous educational system. Turning into a display of hegemonic power and authority, this punishment act will be analysed through the term hegemony, believed to have been given its final meaning by Antonio Gramsci, a Marxist theorist. To Gramsci, this term is defined as the sovereign demonstrating its supremacy through ideological devices/techniques in institutions such as schools and churches, where large numbers of members present in civil society. The Cane (2019) by Mark Ravenhill, a pioneer of In-yer-face movement in British theatre, is the product of a flawed discipline-based hegemonic practice England used in the past when ideologies produced theses and antitheses, based on a chain of events revolving around a chain of mistakes.

INDIVIDUALIZATION OF LEARNING AS A DEVELOPMENT ACTUALITY INFORMATION TECHNOLOGICAL SOCIETY

The article reveals the formation of the idea of individualization of education in the works of Jean-Jacques Rousseau, Johann Gottfried Herder, Helen Parkhurst, Maria Montessori, John Dewey, etc. On the basis of studying the works of foreign researchers, in particular, Ken Robinson, Diana Laurillard, Candace Thille, etc., the key theoretical aspects of the development of individualized learning are highlighted: diagnostics (collection and analysis of data about a person for understanding its needs, abilities and level of knowledge); personalization (development of educational programs, tasks and materials that meet the specific needs of each stu- dent); flexibility (providing opportunities for individual choice of learning method, pace and work schedule); self-regulation (instilling self-regulation skills and the ability to take responsibility for one’s own learning); feedback (constant monitoring and evaluation of learning achievements with the possibility of adjusting learning according to the results). The main mechanisms of practical implemen-tation of the idea of individualization of education in the American, British and Swiss education systems are revealed (personalizationof education by means of forming a digital educational environment; use of individual educational plans; dual education; variabilityof educational programs and courses; selection and processing of analytical data regarding the course of the educational process; co- operation teachers and parents in the educational process; development of creativity, independence and personal responsibility, etc.). The article proves that the individualization of learning as an actuality of scientific and educational progress in Ukraine and the world should be used with the latest pedagogical tools, aimed at creating a friendly atmosphere, mutual understanding and cooperation in theeducational institution. It is also important to develop mechanisms that provide, firstly, personal support and monitoring of individual development, level of education and upbringing, and secondly, clarification and resolution of pedagogical, psychological and social problems. It was established that the individualization of education in our time depends not only on the efforts of the education system, but also on the balanced joint work of all social institutions.

“Not For An Age, But For All Time:” Autobiography and a Re-origin of Shakespeare Studies in Canada

Despite independence as a country, Canada belongs to the Commonwealth and has deep colonial roots and the British educational system was key in creating Canadian curricula. Given the centrality of Shakespeare’s work in the British literary canon, it follows that it would also figure heavily in the academic requirements for Canadian students. At the dawn of the Confederation (1867), the high school curriculum used Shakespeare to emphasize a “humanist” approach to English literature using the traditional teaching methods of reading, rhetoric, and recitation. Presently, Shakespeare continues to be the only author in the high school curriculum to whom an independent area of study is dedicated. The origin of Shakespeare in Canada through curriculum and instruction is, thus, a result from the canonic tradition imported from Britain.
 This traditional model no longer fits the imperative of multiculturalism, as reflected in the Canadian Constitution Act (1982). Yet, with the appropriate methodology Shakespeare’s texts can be a vehicle for multiculturalism, social justice, and inclusivity. In light of recent disillusionments concerning the relevance of Shakespearean texts in high school curricula, this paper proposes an alternative pedagogical approach that envisages changing this paradigm and fostering a re-origin of Shakespeare studies in Canada through an intentional pedagogical process grounded in individual experience.
 Scholarship has highlighted the importance of autobiographies in the learning process and curriculum theorists William Pinar and Madeleine Grumet designed a framework that prioritizes individual experience. Our approach to teaching Shakespeare’s works aligns with the four steps of their currere method, presented as: (1) contemplative, (2) translational, (3) experiential, and (4) reconceptual, fostering an opportunity for self-transformation through trans-historical social themes present in the text.
 The central argument is that Shakespeare’s text can undergo a re-origin when lived, given its initial conception as embodied, enacted narrative in the early modern period. In this method, students immerse themselves in Shakespeare’s text through films and stage productions and then manifest their interpretations by embodying the literature based on their autobiographical narratives. To undergo a re-origin in the Canadian secondary curriculum, current pedagogical approaches to teaching Shakespeare require a paradigm shift.

Articulating Syrian women refugees’ education in an age of uncertainty

Political conflicts propelled a wave of refugees that are seen as a force that threatens the stability of the UK and Western Europe. It has left many refugees bewildered and vulnerable in a transition to a new land, which may or may not cater to their cultural, religious, ethnic, and social needs. This paper examines the role of adult education in the lives of Syrian women and education’s ability to bridge the gap between cultures. We posit that education serves as a tool of self-expression and integration for Syrian women refugees in their adopted communities. Using a feminist life history method, the stories of three Syrian women will be discussed. In doing so, we revisit the definition of ‘refugees’ and ‘immigrants’ as posited by various scholars to shed light on the crisis and how it has risen from a counter-terrorism strategy in the UK and reveal the implications that this has had over the past years on the British education system.

Carrie Lam, China-Hong Kong Dual System and the Struggle for Autonomy: A Diplomatic Analysis

Carrie Lam, the fourth Chief Executive was “Too Pro-China” to insist on the autonomy or enhance the struggle of Hong Kong for autonomy as proposed by the 1997 China’s promises to the United Kingdom, Hong Kong and the international community, that it would operate a “One Nation-Two Systems” for fifty years, ending in 2047. The last twenty-five years have been characterized by broken promises, failed covenants, unnecessary political meddling, judicial undercutting, press gagging and restrictions on freedom of speech leading to protests, advocacy, instability and political tension in the territory. The UK which should have intervened by reminding China of the July 1, 1997 pledges and accord and in absolute terms compel China to uphold the agreements, has been burdened by socio-political, economic and domestic challenges. China has taken advantage of UK’s domestic problems and political instability to violate the agreements over Hong Kong. This article argues that the people of Hong Kong were aware of/already sensed a consistent decline in China’s resolve to allow freedom of speech, democracy, freedom of the press, uninterrupted judicial process, fundamental human rights and the British educational system. This article concludes that while the UK kept her promise to transfer HK to China after Ninety-Nine years (1898-1997). China has refused to keep to the post transfer treaty. The covenant of fifty years has been broken almost immediately after it was signed. The UK on the other hand has broken the ethical/moral covenant to keep China on the covenant lane. Aside pockets of condemnations, no sanctions have been recommended or applied for failure or default by China. This paper is essentially a field research with reliance on primary and secondary sources of data in published outlets such as journals and online articles, newspaper interviews, and books. Its scope is limited to issue and content analysis of Hong Kong’s struggle to make China keep her promises. The study adopts the Kant’s Struggle for Autonomy as a theoretical guide. It captures the essence of the struggles in Hong Kong.

Analysis of the Differences between the Chinese and British General High School Education Systems

Due to the national conditions and historical background, China and the United Kingdom have many differences in education systems. Education system in China is mainly centered by teachers, emphasizing the leadership status of educators and paying attention to the basic knowledge with strict rules. British education system focuses on students' practice based on their own exploration with interest, paying attention to personality cultivation and advocating innovation ability. With the rapid development of international education, various problems in the process of education development in China and the United Kingdom gradually emerge. This paper mainly discusses the advantages and disadvantages of the general high schools education in China and the United Kingdom by comparison. Among them, the diversification of general high school education has the greatest impact on the current development of education, and effective measures need to be taken to improve it. Although there are many differences between China and the United Kingdom in both the concept and the mechanism of their education system, their same goal is to improve personal and social development. The two countries can complement each other's strengths and further improve education reform according to the comparison.

Educational Resilience: Muslim Women in Bengal Amidst the Historical Shifts of 1905-1919

The partition of Bengal in 1905 and its subsequent reunification in 1911 is a significant chapter in the history of the region. This abstract delves into the specific focus on the education of Muslim women during the years spanning from 1905 to 1919. The partition had far-reaching effects on socio-economic, political, and educational aspects, with substantial consequences for the education of Muslim women playing a pivotal role in a nation’s progress and development. Those who have advanced education and harnessed technology have contributed significantly to the prosperity of their country. Education is a fundamental human right, irrespective of gender. During British colonial rule, several initiatives were undertaken to enhance the educational system in Bengal, leading to a transformation of traditional education through the formation of an Education Commission. Initially, due to the policies imposed by the British educational system, Muslims faced challenges. However, with time, they became more aware of their rights and, acknowledging their past errors, started embracing Western education. It wasn’t until the 1930s that both Hindu and Muslim women began showing interest in English and Western education. This article aims to provide a concise overview of the state of Muslim women’s education in the early 20th century following the partition of Bengal and to illustrate the progress in education since that time.

English Language in the British Education System in Malaya: Implementation and Implications

This study is about the development of English in Education in Malaya before independence. Christian missionaries pioneered education in English at an early stage in Malaya. The position of English in the education system in Malaya in the colonial era has gained a better status compared to the position of Malay and other vernacular languages. This study uses a qualitative method with an emphasis on document and manuscript analysis. This study was conducted at the National Archives of Malaysia and involved the study and analysis of official documents such as the Annual Report, the Education Report, the Colonial office file and official records of the British colonial government. The study's findings have shown that the development of English education started with the opening of English schools by Christian missionaries and the English schools established by the colonial government. There were various reactions to English education from the community, with an encouraging response among the Malayan people. The development of English education created opportunities for people to pursue higher education abroad and within the country. In conclusion, English education has succeeded in producing many students who have successfully placed themselves in the service of the British government. The implementation of English education has been able to help increase the knowledge of current and future generations about the history and emergence of English education in Malaysia . Keywords: Education; English; colonial; missionary; British

A Postcolonial Study: Abolition of Native Language by Invaders in Munshi Premchand’s My Elder Brother

Munshi Premchand was one of the prominent Indian Writers in Hindi and Urdu. His works were mainly focused on important social issues of his period. This study analyses his work “My Elder Brother” where he depicts the relationship of two brothers. He explains the divergence between them. This attitude indicates that he also had a different opinion than other writers. Because, other writers preferred to write in English language. But, he used to write in his native language. This study examines how Indians are easily adopted to English language. Through the character of Elder brother, it was understood that Younger generation don’t know about their native language but they knew about British and their language. It had happened because of the British Education system. Premchand believed that this system eradicated the native language and it made people learn English. So, he focused on the displacement of Native Language by the invaders. Similarly, Post- Colonial Writer Ngugi Wa Thiong’o was against the abolition of Native Languages in Africa. Premchand scrutinized the people who learned English in India. This paper explores how British infused their language to India and abolished native language.

THE EDUCATION OF WORKING-CLASS CHILDREN IN ENGLAND IN THE 19-TH CENTURY

The Industrial Age and urbanization inherently presuppose hard living and working conditions for the children of the working class but many legislative changes have gradually improved their situation. According to the sources, at the beginning of the 19th century the level of literacy of the poor population was very low, and the schools appeared as a result of religious or private initiative, and were not enough for the increasing population. However, the political elite began to appreciate the social role of education and the government started to show interest in opening and controlling the schools. Thus, the foundations of the British educational system were laid and the children of the working class were given access to education and opportunity for development and improvement of their social status.

Disorders of gut-brain interaction: Highly prevalent and burdensome yet under-taught within medical education.

Background and ObjectiveTo determine the population prevalence and associated health impairment of disorders of gut‐brain interaction (DGBI) across Great Britain, and the emphasis placed upon them within medical education.MethodsAn Internet‐based cross‐sectional health survey was completed by 1906 general population adults across Great Britain without self‐reported organic GI disease. The survey enquired for demographics, symptom‐based criteria for Rome IV DGBI, healthcare use, non‐GI somatic symptoms, and quality of life. As a separate analysis, we evaluated which DGBI are considered core knowledge at undergraduate medical school level and post‐graduate specialization level for Gastroenterologists and General Practitioners.ResultsThe overall prevalence of DGBI across Great Britain was 37%, being similar for England (37%), Scotland (33%), and Wales (36%); p = 0.66. There was no difference between English regions (range 33%–43%, p = 0.26). The prevalence of DGBI was highest in those aged 18–40 years (40%), then 40–64 years (37%), and least amongst those ≥65 years (29%); p < 0.001. The most common DGBI were bowel disorders (30%), followed by gastroduodenal (10.5%), anorectal (8.1%) and oesophageal disorders (6.2%). Individuals with DGBI were significantly more likely than those without DGBI to have increased GI‐related healthcare visits, medication use, surgical interventions, non‐GI somatic symptoms, and reduced quality of life. One‐in‐three people with DGBI had multiple GI organ regions involved and this correlated with increased health impairment (p < 0.001).The only DGBI mentioned across all medical training curricula is irritable bowel syndrome, while the General Practitioner and Gastroenterology Curricula also recognise the outdated term non‐ulcer dyspepsia (as opposed to functional dyspepsia). The 2010 Gastroenterology Curriculum also includes functional constipation and disordered defecation, with the incoming 2022 iteration adding in functional upper GI syndromes, functional abdominal pain, and opioid‐induced GI disturbances.ConclusionDisorders of gut‐brain interaction are common across Great Britain and incur substantial health impairment. However, they are generally under‐taught within the British medical education system. Increasing awareness and education of disorders of gut‐brain interaction might improve patient outcomes.

Walter Bruno Gratzer (1932–2021): In his own words, as far as possible

Miranda Robertson commemorates the life, remarkable times and witty and erudite writing of protein chemist and biophysicist Walter Gratzer.

ЄВРОПЕЙСЬКИЙ ДОСВІД ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article highlights the problematic issues of organizing distance education. The negative and positive aspects of distance learning and the peculiarities of its use in foreign universities are determined. It is concluded that in practice there are three traditional forms of educational institutions that offer distance learning using modern online platforms. It has been found that the British system of distance education is recognized as the oldest. The results of the assessment of the use of distance learning in European and US institutions based on their capabilities and market needs at the level of a particular university, state, province are presented. Virtual dynamic learning environments and platforms are analyzed. It is determined that the insufficient level of computerization of the country's society and the education system in particular, the low development of network information technologies by educational institutions, the lack of formation of the national educational space in the Web environment do not allow to realize significant potential opportunities for distance learning at present. It is concluded that distance learning has entered the 21st century as the most effective system of training and continuous support of a high qualification level of specialists in various fields and industries.

The Development Trend of Examination-oriented Education and Quality Education in China: Learning from British and America Educational System

The purpose of this study was to research the differences and connection between examination-oriented education and quality education which are two significant educational systems nowadays. Based on the concrete phenomenon in China, British and United States, offering some proposals on Chinese educational system, and combine advanced educational concepts and guaranteed accountability system in British and US to lead a new way for Chinese quality education. Psychological method is also a valid method for Chinese high schools so that the students can feel the advantages of quality education.

Academic radiology degrees in the British educational system

Academic radiology degrees in the British educational system

ANALYTICAL STUDY OF THE POLITICAL STATUS AND ROLE OF WOMEN DURING THE INDIAN INDEPENDENCE MOVEMENT

Like the freedom movement of the other countries of the world, the history of freedom movement in India is rich with equal participation of men and women. Like other countries of third world, our countrymen also had to struggle long and hard to get freedom. In the glorious story of the struggle against the British rule, the names of many brave sons as well as the names of brave ones are also printed in the golden letters in history. As such, during the freedom movement, the role of intellectuals, farmers, lawyers and social reformers has been very important at every level and at every stage of the movement. But keeping in mind the circumstances of that time, it is also very interesting and important to analyze the role of women in this regard. From the Vedic era to the modern era ,the role of women has been changing according to the time and circumstances in the various segments.Lopamundra,Ghosha and Apala in Vedic era, Gargi and Maître in post Vedic era, Sheela and Attarika in the Gupta age and in the Mogul era Razia gninfluence in politics was important and extra-ordinary. Similarly, the role of Begum Hazrat Mahal and Jhansi Queen Rani Laxmi Bai during the period of independence struggle especially during 1857 Revolution and later in the Gandhi era, Mrs. Annie Besant, Bhagini Nivedita, Madam Cama,Pandita Ramabai ,Sarojini Naidu,Kamla Nehru, Sucheta Kruplani,Prabhadevi,Vijaya Laxmi Pandit ,Mniben Patel and the roles of other such women cannot be ignored.Similarly,the British Education system, increased the means of transport and the social reform movement has increased the political consciousness of women and motivated them to contribute to the National Movement. In spite of all the adverse circumstances such as low educational level and various ban in public life, after tough struggles, women made their unique identity in the history of freedom movement. Gradually, women became involved in social issues, their understanding in this regard increased which changed their thinking. Due to this, women gradually moved forward in the struggle for independence, in the movement of reforms and in the Legislative Councils. Here also the fact cannot be denied that most of the women who led the national movement were highly educated and belonged to the upper middle class. KEY WORDS-National movement, Social reform, Political consciousness, Women’s Organization, Gandhi Era, Female suffrage.