Question

write an article on model education system ​

Answer 1

Education is very important for the overall development of a country. lt provides the nation with man powers, promotes national unity and uplifts public awareness. A country needs different kinds of man powers such as doctors, engineers, teachers, administrative officials, economists, judges and other technical hands. If we go to the vedic period, education was right of only the boy child. Girls were kept apart from the mainstream of education. Even , if the king intended to impart education to his daughter, had to appoint a separate tutor. Only education can inculcate a spirit of patience and endurance to meet the challenges to a great extent. But now also there are many people in our society who can't understand the importance of girl's education. That's why our country is not developed country. Education is very important for every child either it is boy or girl. The purpose of education should not only be to make children literate, but to make this earth a better place to live in. lt is good education which can make positive mindset and enables one to distinguish between knowledge and wisdom. lt makes all people conscious, educated people can reform the society. They can understand what is wrong and what is right. They can save good tradition. lt means to follow the good and right principles of life. Education is not aimed at obtaining only a degree. It can be learnt at home school and college. It makes one perfect. Good behavior is a significant part of education. It up enhances the empowerment of people. They are not merge as domestic workers in society. Only educated people can achieve their goal in life. Education is everything. We are seeing in our country that there are many children who is begging at the age of studying. It is the social evil and we should take steps to stop this. We all are the future of our country. Thus, education profoundly enhances human prosperity.

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Answer 2

Answer:

The Equalisers

Defined by domestically-focused systems in countries with staunch egalitarian convictions and institutional rigidity that advocate equity. These countries prioritise balance and access (versus merit-based gains), an agreement among all the agents of education and social cohesion in all major policies. Public spending (often subsidised by the state) finances the entire higher education system.

Advocates of this approach argue that between 4 and 5 per cent of a country’s GDP is the reasonable amount needed to sustain this model. The countries that have chosen this formula defend education as a public good akin to health and housing. They produce inclusive systems in which enrolment fees are below the actual operating costs. Most countries in this category are from Europe and Latin America.

Certainly, the equalisers’ autonomous self-funding model is struggling, partly because of cutbacks in public spending. Not all universities are adapting to these changing times, nor are they all attracting alternative private funding at the same pace or learning to better manage their alumni databases and connect with their corporate environment.

Still, universities in countries such as the UK, the Netherlands and Switzerland perform well. The most advanced countries to achieve this well-balanced approach are Germany, Japan and South Korea, which combine public and private spending to fuel their university budgets.

The Revolutionaries

These are countries with growing economies, rankings-obsessed governments with deep pockets that allow them to establish national universities with fabulous facilities and abundant resources although, sometimes, lacking the philosophical roots that define the previous category. These countries believe that education is an engine of economic development (not so much of social integration) that must be incorporated into the country’s production base. Universities are the suppliers of a much-needed workforce.

Inspired in some cases by the great Anglo-American technical and technological universities, these countries create their own higher education platforms in which they encourage the selective entering of international players – be it independently or through joint ventures – within their own territory. Foreign universities provide specific knowledge in areas such as engineering, medicine and nursing. These countries have decided to directly spur their own academic-industrial revolutions, giving their main tools (universities) a national mission. Towards the end of the 19th century, the polytechnics that emerged in Europe’s main cities did so at the same time as the steel and textile sectors reached their commercial peak.

This second classification includes countries such as Singapore, China, Saudi Arabia, the United Arab Emirates, Qatar and more recently, Russia. Some of these states even have university cities and go as far as hosting between five and seven foreign universities with campuses for undergraduate and postgraduate degree students. Other countries with geographical proximity and shared commercial interest have extended their universities’ operations to establish themselves in revolutionary countries, for example, Australia in Southeast Asia.