Comparative Analysis Of Global Tertiary Educational Systems
Higher education system occupies a special place in the policy of each nation. Regardless of geographical location, socio-economic or cultural differences, the need to improve the education offered for population by facilitating access to higher education becomes more and more important. Providing a suitable framework for the personal development of each student is expensive and involves high amounts of money. From the analyses carried out we couldn\'t identify the substantial differences between the way it is structured and organized education system worldwide. However, we were able to identify a number of common elements that create a global University System. The need to invest in human resources through structural reforms in each country is present, and therefore a higher indention to pay greater attention to the development of the higher education system. In our work we decided to analyze education systems in countries like United States of America (USA), United Kingdom (GB), China (CHN), Germany (DE), France (FR), Russian Federation (RU), Japan (JPN) average values recorded for EU-27 and last but not least Romania (RO). Although the investment in the University system is hard to quantify, it is unanimously acknowledged that a country can achieve a competitive advantage in international relations through a very well prepared and trained personnel. The countries reviewed in this paper have different policies when it comes to financial support of the University System. If Germany and France have decided to get involved directly in supporting the system by allocating the necessary funds from the State budget, another European country, the United Kingdom, decided to apply a policy diametrically opposite, similar to that existing in the USA and cover in a lesser degree the needs of universities in Government funds. Regardless of the policy adopted the results are intended to be the same: facilitating access to university education, a high quality of teaching and research process, greater mobility among teachers and students and last but not least, scientific and academic recognition worldwide. However, these reforms, even if they are creating value in an initial stage, over the long term can negatively affect the social situation of the country.
Volume (Year): 1 (2013)
Issue (Month): 1 (July)
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