Education is not a privilege as the universities think so, but facilitation prepares and equips the student to become more capable to lead and survive in the competitive world. In the interest of the university and the government, education remains as an essentiality to provide its youth the skills, knowledge and ideas necessary to succeed in a competitive world (Knapp & Siegel, 2009). The students passing out are expected to be the perpetuators of its own economy, hence it is important for the government to prevent commercialisation of universities.
In the UK, there have been several protests starting from 2010 where large student bodies sensed the takeover of universities by large investors (Tyler, 2017). This protest is against an agenda to convert their offerings into products and the students into consumers, rendering the teacher student relationship weak (Segalov, 2013). The problem of the UK is that it remains underfunded and with Brexit impacts looming large at its doors next year, it is gearing up for a much harder period of economic sustenance without the support of the EU. The country is gearing up for a new education bill which is expected along with Britain’s official exit from the EU, but this bill is prepared to be selective in supporting the best universities and leaving the weaker ones behind. This is not fairness in its general sense, and is immoral in practice.
Some incidence of commercialisation of UK universities is described below. Students across the world are protesting against the rise in commercialisation attempts of universities, and London School of Economics and Political Science is one of them which are protesting for marketing its education heavily to treat it as a means of profit seeking (Ratcliffe, 2015). The university that has remained an example of neoliberal education, trying to get into marketing gimmicks to invite more students for the sake of profit generation, does not justify the nature of such a university and its value. Instead, education must represent the government’s intent to provide this basic provision to all students and not keep anyone away from it just because of the lack of finances (Burnett, 2017). UK seems to be going on the other way around which is more commercialised and using universities to attract foreign students with higher fees and seek profit from its operations.
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