Education Has Not Fundamentally Changed In the Last 100 Years
Introduction
Globally, education systems have undergone changes that have seen improvement in both service delivery and knowledge acquirement. Comparing the UK higher education system with the United States, the UK system is more specialized and focused than that of the US. The oldest University in the UK was established in 1906; The Oxford University. The following paper explores evolvement in teaching methods and education structure of the United Kingdom for the past 100 years, giving a coherent argument of whether the higher learning education system has changed or not.
Change in Teaching Methods
There is a rapid change in the methods used in teaching during the 21st century compared to the 20th century. During the 1920s years, most courses in higher levels of learning comprised of only technical such as law, medicine, and engineering (Guri Rosenblit & Teichler, 2007). Teaching was also available in many parts of the United Kingdom. The curriculum during the days included writing, simple arithmetic, reading, prayers, and philosophy (Huisman, 2008). Instructors majorly used chalk and board to educate learners. Similarly, learners presented themselves physically during learning sessions (Walker, 2018). Learning materials were majorly printed materials such as books, magazines, and journals. In 1962, most universities started shifting from printed materials to electronic sources. Therefore, teaching methods have changed comparing the 1920s and the present years.
100 years ago, instructors were presented as knowledgeable people and no student was allowed to question them. On many occasions, curious students were always shut down and there was no room to challenge lecturers (Radicle, 2013). Presently, students can freely ask useful questions, which help them improve their thoughts and ideas (Huisman, 2008). The 21st century presents knowledge to students so that they determine what they can do with it, unlike in the 20th century where the units of knowledge bore by an individual was emphasized.
Currently, the main teaching and learning methods are use of lectures, seminars, and tutorials. Similarly, in the past students relied mostly on what the instructor offered, albeit most learners today prefer independent studies. During the 1920s, the use of laboratories and practical lessons were limited because of inadequate resources and limited technology expertise. Presently, most students can conduct experiments on their own under minimal supervision. The internet has facilitated easy learning among many institutions most students utilise electronic devices such as laptops and mobile phones to teach (Walker, 2018). Hence, the current teaching methods are not similar to those used in 1920s.
Education Structure
Higher education in UK experienced a massive change in the 19th century. Between 1950 and 1960, the British government sought to expand the system due to increasing demands from the overgrown population and technology change. In 1956, many technical colleges were established, and in 1966, most of them such as Bath, Bradford, and Aston were awarded university charters (Wyness, 2010). In 1992, more polytechnics and colleges were raised to university level since a binary division between universities and polytechnics was abolished (Bi & Yang, 2016). As per 2011’s data, the universities that have degree awarding powers are approximately 166 while those that can offer higher education without charters are around 1600 (Guri-Rosenblit & Teichler, 2007). Thus, an expansion of higher institutions of learning led to increase in the number of enrolment.
Currently, the Council of Governing Bodies runs higher learning institutions and not the government. The council is responsible for effective management and the monitoring of the institutions’ financial expenditures (Whitchurch, 2006). In Northern Ireland, the government offers financial assistance to universities directly through the Department for Employment and Learning (DELNI) (Wynes, 2010). Conversely, privately-owned universities do not receive any funding from the government but they access student loans, which cater for tuition fees. Moreover, each institution is liable for employing its staff, however, in public institutions, the salary range is determined by the state.
Various universities and colleges have different legal structures. Vice-chancellors, other peer leaders, and student leaders represent legal forms of administration in most of the universities. The representation is from all groups of people including students, teaching and non-teaching staff, and the administration in genera (Whitchurch, 2006). Education Reforms Act that was established in 1988 determines the governance structures within universities (Hatsor & Zilcha, 2017). Similarly, the equality Act 2010 ensures that there is no unlawful discrimination among those who access higher education (Scott, 2007). Most British universities are charitable organizations. The Examining board Universities are majorly the University of London, Royal University of Ireland, and the University of Cambridge.
Policies
After the First World War, many British universities faced financial problems leading to formation of the University Grants Committee, where some of the universities such as Oxford and Cambridge benefitted from the program (Ferlie & Andresani, 2008). After the Second World War, Local Education Authorities (LEAs) were formed to cater for students’ tuition fees and maintenance (Bi &Yang, 2016). In 1980s when population in universities increased, the funding was unable to meet the overgrowing demand leading to a drop to 40% (Huisman, 2008). In 1997, the National Committee of Inquiry into Higher education proposed that free higher education should be abolished and recommended that each student should cater for their tuition fees, thus leading to the introduction of tuition fees in 1988 (Willmott, 2003). It was mandatory for students to pay £1,000 as tuition fees (Hatsor & Zilcha, 2017). Consequently, in 1999, maintenance grants were frozen and student loans were introduced, albeit tuition fees for domestic students were still paid by LEAs. In 2006, the fee was increased to £ 3,000, which further escalated to £9000 annually in 2012. Since 2012, the government has been in the forefront suggesting an increment in tuition fees thus, in 2017; there was an increment from £9000 to £9250 annually. Since then, tuition fees have been rising to date. Students are now seen as clients purchasing products from markets rather than citizens who exercise their social right to education.
The Role of Technology
Technology has enhanced the coordination of student operations in higher learning institutions. Initially, students were forced to be physically present for learning processes to be executed but currently, most students opt for online classes (Walker, 2018). Similarly, since higher learning education is no longer free, most institutions are challenged to advance their value in terms of technology so that they can attract more students; perceived as clients in this era. Accordingly, institutions are tasked to ensure that rankings in terms of facilities, research capabilities, and provision of support to students are top priorities; ergo, technology advancement has eased student coordination.
During the 1920s, there were no audio-visual technologies; hence, students struggled to get what lecturers taught, especially in classes with multiple students. Presently, tutors utilize advanced projectors to ensure that information reaches all students in the classroom (Walker, 2018). Besides, virtual learning environments (VLE) have ensured that students can easily access all learning resources from one location, making it easy to access missed classes. Moreover, lecturers can easily monitor students’ performance and progress vis a vis VLE.
Therefore, technological advancement has ensured that more groups of people such as physically challenged and distant learners integrate without discrimination. It is difficult for such students to face any form of prejudice in online classrooms. Technology in UK’s higher education sector has enhanced research and discovery among students. Similarly, the increasing demand of mobile learning applications has led to other nations investing in the sector thus boosting the economy.
Argument
Education systems in UK’s higher learning institutions have experienced rapid changes over the past century. Initially, lecturers held their classes in the university premises where everyone was expected to physically attend, presently, remote learning takes place provided students to sign into the platform. The new learning media has been promoted through technological advancement. Students’ assessment was also done manually whereby what the students wrote in their final examinations determined their score. However, modern ways of assessing students include their ability to put in practice what they have learned, and general student involvement in various activities thus giving rise to all-round students.
Similarly, the way students are taught in the present is very different compared to the last 100 years. Nowadays, students learn through media sources and the internet unlike before where extensive research done relied on printed materials (Huisman, 2008). Education now is easily affordable compared to before. Additionally, many courses meet the growing population’s demand compared to before when enrolled students pursued medicine, law, or mathematics (Bi & Yang, 2016). Currently, students can engage in desirable courses such as media, fashion, design, and others according to their preference and level of attainment. Therefore, there is a significant change on how learners are taught now as compared to how they were taught in the 1920s.
Overall, there is a significant change experienced in higher education in UK at the moment compared to 100 years ago. The changes that have taken place are beneficial to both students and instructors. However, the changes have resulted to increased fee charges unlike before where tuition fees were free. The increasing population and technology advancements have spearheaded the change in higher education systems. Thus, higher education systems have changed for the better compared to the last 100 years.
References
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