British universities have relations with the government

下面为大家整理一篇优秀的essay代写范文- British universities have relations with the government，供大家参考学习，这篇论文讨论了英国大学与政府关系。英国作为世界上最早期大学的发源地之一，干预与反干预始终是英国大学与政府关系体系中的重要内容。英国创设中介协调模式，即在大学与政府之间成立中介机构，来协调大学对自治权益的追求和政府对大学社会价值实现的需要这对矛盾。英国中介机构成立后虽几近变更，但其协调者的角色始终没有改变。

The formation and development of the relationship between university and government is not only an issue of historical inheritance and innovation evolution, but also an issue of interaction between the internal and external systems. First of all, the relationship between universities and government is consistent with the historical evolution within a country's higher education system. As burton clark wrote in "academic power: a comparison of the education management system in seven countries" : "why is there some form today? After some form is produced, why can continue till now? Why do some forms last for decades or even centuries in the midst of upheaval and change? How does the original form limit the later form when it comes later? The persistence of form seems to be a central issue." It is inevitable that the relationship between universities and governments will maintain some continuity in the evolution process. It is precisely because of these complex and diverse traditional factors that the relationship between universities and governments in different countries has different characteristics. Secondly, the relationship between universities and government is also affected by factors outside the education system, such as international environment and national political style, culture, economic model, value orientation, population quantity and structure.

As one of the earliest universities in the world, the intervention and counterintervention have always been an important part of the relationship system between British universities and the government. After nearly a thousand years of evolution, the relationship between universities and government in contemporary Britain has presented a distinct development feature: the UK creates an intermediary coordination model, that is, it establishes an intermediary between universities and the government to coordinate the contradiction between universities' pursuit of autonomous rights and the government's need to realize the social value of universities. The role of the co-ordinator of the British intermediaries has not changed since they were set up. The relationship between British universities and the government under the intermediary coordination model is regarded as a successful example of effectively dealing with universities that receive government funding and adapt to the relevant needs of the government while enjoying full autonomy. It is closely related to the political system, economic system, social system, history and culture, national tradition as well as the change of international pattern. Therefore, to correctly understand the nature of the relationship between British universities and government, factor analysis is undoubtedly an effective research approach.

Since the 1990s, the competition of comprehensive national strength has been fully reflected in the competition of science and technology and talents. To a certain extent, all kinds of competition or contests between countries are in the final analysis of an all-around battle with education, especially higher education, as the front position.

Many countries with international economic competition with Britain attach great importance to the development of education in their own countries, and the degree of funding is higher than that of the UK. In 2003 France, Germany, the Netherlands and the United States committed 1 per cent of GDP to higher education. Japan also plans to increase public investment from 0.4 per cent to 1 per cent, while the UK only has 0.8 per cent. In addition, these countries have taken advantage of the global perspective and exported high-quality education resources to seize the international talent market. Britain's traditional dominance in the international higher education market has been eroded. In response to the challenge of education, the UK's education and skills department published a revised 2006 strategy at the end of 2002 and a future white paper on education was presented to parliament in 2003. The policy papers focus on the UK government's value orientation on developing higher education: "higher education is a huge national asset and its contribution to the country's economic and social welfare is crucial." It can be seen from this that the British government has included the development of education in the national development strategy, believing that education is an important driving force that cannot be ignored in the promotion of domestic economic and social development as well as in the promotion of international competitive status.

It is because of the great pressure from the international political and economic competition that the British government pays more attention to the reform and development of domestic universities than ever before, and it is more urgent for universities to step out of the "ivory tower" to perform the function of social services. One of the direct consequences of the government's concern about universities education is that the government's influence begins to permeate the whole process of university reform and development. Government intervention on universities has become inevitable, and the methods of intervention are increasingly diversified, and the content of intervention is increasingly extensive.

At present, the economic, political and social development of both developed and developing countries is towards the goal of taking science and technology and education as the axis. In view of the important role of universities in promoting the scientific and technological revolution, many governments have strengthened the policy guidance and supervision of universities to varying degrees while increasing the input of university funds to ensure the effective output of government input. In the face of the booming technology wave and the great social change brought by it, universities have to deeply reflect on their own existence value, and any attempt to stay out of it is inappropriate. Thus it can be seen that the technological revolution endows university autonomy with new connotation. The second is to link the autonomy and academic freedom of institutions with the enhancement of education social services. That is to say, by adhering to the autonomy and academic freedom of institutions, higher education can better meet and meet the expectations and needs of the society.

British universities have shown more and more real value in social life, and the British government's funding has been increasing year by year, mainly used to support university research work. Launched in 2000, the university challenge project aims to encourage universities to absorb venture capital in a rewarding way, and to work with the business community to develop commercial applications for research that is still in its early stages. In 2004, the UK's 10-year science and innovation input framework further required universities and institutions both inside and outside the university to establish closer partnerships with end-users of research results, and encouraged companies to increase their funding for research and development within and outside the university. All previous British prime ministers, such as thatcher, major and Blair, have attached great importance to the cooperation between universities and enterprises, so as to re-establish Britain's international leading position in science and technology industry. With the government's strong support, the British domestic industry, universities and research cooperation atmosphere is growing. First of all, the science park of British universities is booming, and the science park has become a good platform for cooperation and innovation between universities, universities and research institutes. British universities are no longer on the edge of society, but go deep into the economic and social center. Their functions of economic and social development have been enhanced unprecedentedly, and they have become one of the major institutions affecting the economic and social development of the UK. In order to fully explore the commercial value of scientific research achievements, many universities in the UK have set up technology transfer centers to strengthen the management of technology transfer activities, and the cooperation between industry, universities and research institutes has been flourishing. By the end of 2008, 93 out of 119 universities in the UK had set up university technology transfer centres.

After more than 40 years of development, lifelong education has become an ideal and practical trend of education pursued by all countries in the world, profoundly influencing education development forms in many countries and regions, and has become an important way for countries to seek sustainable development. University education is regarded as "part of the whole education system which starts from children education and primary education and lasts for life"; Higher education should make students the main object of concern from a lifelong perspective, so that they can fully integrate into the global knowledge society in the future century. Therefore, governments will inevitably consider the role and status of universities in the policy formulation of lifetime education. University education has become an important force for governments to promote the construction of learning society.

Britain is the first country in the western developed countries to start the adult education, and is one of the birthplace of lifelong education ideas. The British government attaches great importance to the development of lifelong education. In 2000, the learning and skills act was promulgated to actively promote lifelong learning and improve national competitiveness in a learning society. In 2001, the education and skills department of the United Kingdom set up a special learning and skills committee, and promised to increase education funds continuously by 2003, and the increased funds mainly used for lifelong learning system construction; By 2010, aim to have 50 percent of those under 30 admitted to university education. Britain's lifelong education has come a long way with strong government support, including the creation of the Open University in 1969. The Open University of England mainly USES modern education information technology to provide adults with learning opportunities to receive higher education. The establishment of the UK Open University is a landmark event in the development of the world lifelong education career and a milestone in the development history of the world lifelong education. At present, the total number of students who have studied in the Open University in the UK has exceeded 3 million. Two-thirds of them are working students, which has made an important contribution to the construction of a learning society in the UK.

As an important part of the modern state system, university education has both superstructure and productivity. Political factors are of decisive significance for the survival and development of university education. That is to say, the university education at a certain stage has a specific political color and needs to rely on the support of political or political power groups to develop better. First of all, the development of universities cannot be separated from the attention and support of the leaders of political ruling groups. Political leaders are often the supreme authority of the state and politics, and naturally have a significant influence on higher education. The founding of the medieval university required papal charters, and the process of its operation required the support and protection of various charters issued by the king or Pope. In the 1970 s, Margaret thatcher is put forward in the higher education system in the implementation of market regulation as the main characteristics of the education reform, changed the British university occlusion of traditional development mode, self-centered, university are led into the education market is controlled by the government, through the free competition to obtain development space and resources in education. After the 1990s, British prime minister Tony Blair proposed to establish a mixed economic model that emphasizes both the function of the market and the role of the government, which was introduced into higher education management, and the relationship between universities and the government and the market underwent a new adjustment. Secondly, the development of universities is closely related to the adjustment of government functions. In today's society, the government that directly and mandatory intervention for social transformation face function, namely, begin to pay close attention to achieve the goals of social balance, the government functions of the mandatory management more hidden in all kinds of public services, to take a more indirect and humanized management, the content of the management also risen from microcosmic to macroscopic. In addition, there is a trend of delegating higher education management authority to the central government, and local governments, intermediary organizations and other social groups have gradually become management subjects. Driven by the new functions of government, a new relationship of equality and cooperation is being formed between universities and governments. In the process of building the new relationship, the government's intervention and influence on universities are gradually increasing in general, but the way of intervention is changed from direct to indirect, which minimizes the direct conflict between universities and the government, and the government pays attention to the respect and protection of the autonomy of universities. Thirdly, the development of universities needs the material guarantee from the government. In the context of ever-increasing scale and cost of running a school, contemporary universities cannot only rely on their own or social donations to obtain development resources. The higher education funds of all countries in the world cannot be separated from the government as the sponsor, and highly developed privatized countries like the United States are no exception. Government intervention is necessary and necessary when the material conditions necessary for the development of university education mainly depend on the state. Government spending has accounted for about three-quarters of total university funding in Britain in recent decades. Therefore, the "ivory tower" model of medieval British universities, which is detached from the society, has already not met the requirements of The Times. The secular influence represented by the government inevitably influences the development trend of contemporary universities. Fourth, the reform and development of universities needs a stable and friendly political environment. After the establishment of the medieval university, the natural enemies of the development of the university included autocratic political power groups, wars, social unrest and so on. In the middle ages, the university was almost stagnant for hundreds of years, mainly due to the clampdown of the church power group and the frequent struggle between the church power group and the secular power group. Influenced by the unstable political environment, the university was detached from the proper law and track of the development of education. The university, as an important part of society, undertakes the important mission of cultivating social constructors and successors to the national cause, but at the same time it is a weak group far from power, which objectively needs the protection of the political power group. This protection is mainly provided by the political power group with institutional guarantee and public opinion support to ensure that universities can develop relatively freely according to the higher education law.

Thus, the university itself is a political system. Its political connotation can be understood as: education politics is an attempt to influence the input, process and output of education consciously and systematically to some extent, no matter what means, form or way it tries to realize this attempt. government based on the need to maintain their rule, depending on the university to achieve the interests of the political, economic, political system important tool, it is only natural that around one thousand to existence and development of the political system, main show is through a variety of policy to influence or control the operation of the university, the university actively response to the requirement of economic and social.

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