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13.00.02 - ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ И ВОСПИТАНИЯ (ПО ОБЛАСТЯМ И УРОВНЯМ ОБРАЗОВАНИЯ) (ПЕДАГОГИЧЕСКИЕ НАУКИ), 13.00.08 - ТЕОРИЯ И МЕТОДИКА ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ (ПЕДАГОГИЧЕСКИЕ НАУКИ) 13.00.02 - THEORY AND METHODS OF TRAINING AND EDUCATION (BY AREAS AND LEVELS OF EDUCATION) (PEDAGOGICAL SCIENCES), 13.00.08 - THEORY AND METHODOLOGY OF VOCATIONAL EDUCATION (PEDAGOGICAL SCIENCES)
УДК 811.111:378(410) АЛЕКСАНДРОВА А.П.
кандидат филологических наук, доцент, кафедра английской филологии, Орловский государственный университет имени И.С. Тургенева Email: angelica.p.alexandrova@yandex.ru
UDC 811.111:378(410)
ALEXANDROVA A.P.
Candidate of Philology, Department of English Philology,
Orel State University Email: angelica.p.alexandrova@yandex.ru
ПОСЛЕВУЗОВСКОЕ ОБРАЗОВАНИЕ В СОЕДИНЕННОМ КОРОЛЕВСТВЕ
POSTGRADUATE EDUCATION IN TH EUK
Статья посвящена послевузовскому образованию в Соединенном королевстве и проливает некоторый свет на его особенности. Основываясь на исследованиях британских ученых, статья акцентирует внимание на таких важных моментах формирования системы послевузовского образования, как понимание понятия «послевузовский», ученые степени и различные виды послевузовских квалификаций; освещает современные тенденции в системе послевузовского образования и намечает перспективы ее дальнейшего развития.
Ключевые слова: Соединенное королевство, образование, высшее образование, послевузовское образование, докторская степень, степень магистра, послевузовская квалификация, диплом о получении послевузовского образования, сертификат о получении послевузовского образования.
The paper is deals with postgraduate education in the UK and sheds some light on its peculiarities. Based on British researchers' investigations, it places emphasis on points that are essential in shaping the system ofpostgraduate education such as the understanding the concept 'postgraduate', academic degrees and different types of postgraduate qualifications. It highlights current trends in postgraduate study and outlines its perspectives.
Keywords: UK, education, higher education, postgraduate education, doctoral degree, masters degree, postgraduate qualification, postgraduate diploma, postgraduate certificate.
The UK education system has evolved over the centuries, has been constantly improving, and is now considered one of the best in the world.
The country is known all over the world "for its academic excellence and is the global leader in quality of research." [10] The country has been holding a leading position in the quality of higher education for a long time. Every year, colleges and universities accept about half a million students from abroad for training, and more than half of them enter postgraduate programs.
Today the system of higher education is changing and higher education institutions (HEIs) in the UK are rising to meet this challenge. The Higher Education Policy Institute's "latest report on future demand for higher education assessed likely changes to the numbers accessing higher education to 2029, based primarily on population change, but suggesting upper limits if policies on increasing participation and widening access are successful." [3]. It's obvious that increasing numbers of undergraduates will result in increasing numbers of those who are going on to postgraduate study. In recent years, interests in getting postgraduate education have grown as more undergraduates have started to realize that postgraduate studies help them to have rich possibilities and have a competitive advantage in the job market.
"In the current fast-paced business environment, more and more people are investing time and resources in postgraduate education. The life-learning concept is
becoming a "must" for those who wish to travel safely, and possibly successfully, out of the recession. This is probably the ideal time to be out of the labour market and back in the classroom. Graduate students can gain new skills and competences that will give them the right equipment to re-enter the competitive arena with renewed confidence -provided they choose the right programme." [11]
The objective of the paper is to concentrate on the peculiarities of postgraduate education in the United Kingdom of Great Britain and Northern Ireland.
Primarily, it is important to concentrate on the concept "postgraduate" since no single definition of this term exists. It is often applied to those who already have a Bachelor degree and undertake further study. It rather frequently refers to master or doctoral studies as well. Moreover, "it also includes certificates and diplomas which are taught to a more academically demanding standard than undergraduate certificates and diplomas." [3]
Sometimes the difference concerns courses; thus, courses, which are taught in postgraduate level, are more profound and detailed than undergraduate courses which cover similar subject matter.
The second issue that is worth mentioning is different types of postgraduate qualifications. Generally, they lead to four main types of postgraduate qualification: postgraduate certificates, postgraduate diplomas, masters degrees, doctorates. Most types of postgraduate qualification will include taught and research elements.
© Александрова А.П. © Alexandrova A.P.
"The Quality Assurance Agency (QAA) Framework for Higher Education Qualifications in England, Wales and Northern Ireland defines qualification types according to eight levels: the first three are secondary level qualifications, the next three refer to undergraduate level and the highest two correspond to postgraduate study." [3] These "definitions are based on the achievement of outcomes and attainment, rather than years of study." [3] Masters degrees "sit at the same level as shorter postgraduate courses, such as professional qualifications, which demand a comparable level of intellectual attainment but less time." [3] The framework gives guidance to qualification classification, contributing to "a shared and common understanding of the expectations associated with typical qualifications by facilitating a consistent use of qualification titles across the higher education sector."[6] As for Scotland, it has a parallel higher education qualifications framework in. Although it depicts the peculiarities of its different education system, it considers the frame for the whole UK except Scotland. As far as postgraduate study is concerned, "the frameworks have common structures, qualification titles and qualification descriptors." [3]
Undertaking original research, which expands the boundary of knowledge or practice within the bounds of a particular science, is a base for being awarded a doctoral degree. Studying aimed at getting a doctoral degree means "at least three years full-time study. It is a globally recognised qualification, and considered to represent the highest level of academic qualification in most countries". [3] "Doctoral degrees have traditionally focused on research. Lately, there has been an increase in courses which include a substantial taught element, but the fundamental requirement for a doctoral candidate to carry out a substantial body of original research remains." [4] Thus, doctoral students tend to develop an individual's professional practice and assist them in making an original contribution to professional knowledge. Another illustration of taught doctorates is the New Route PhD. It is a programme which lasts four years and provides doctoral students with taught courses and practical experience a long with advanced research. The goal of this kind of qualifications is to bridge the gap that exists between the skills and knowledge, which is "acquired through doctoral study and their application in a non-academic work environment." [3] In certain cases, "higher doctorates may be awarded in recognition of a substantial body of original research" [3] carried out for many years.
In the UK the master's degree was for a long time the only postgraduate degree that was normally awarded. "In the second half of the 19th century, however, UK universities started to follow the European model by awarding doctorates." [10]
A "masters degree typically requires a minimum of one year full-time" [3] study. Students should show originality in the application of knowledge and in problem-solving and be able to demonstrate how the boundaries of knowledge are advanced through research.
Master's studies presuppose "an increased complexity and depth of study. They may involve the completion of
taught courses, research modules or a mixture of both; they involve a planned course which progresses from taught elements to research for a dissertation. These elements are generally set as a series of 'units' with a dissertation representing the equivalent of several taught units." [3] The purpose of the study is to extend students' depth of knowledge in a field that they are interested in. [2, p. 5] Masters courses help students to get ready for the following level in their academic studies. Another class of masters degrees does not requiring candidates to produce research in order to get a doctoral qualification. These qualifications are used to recognise the attainment of doctoral candidates who do not continue their studies because they have already produced a significant piece of their research.
"Postgraduate qualifications are not designated Master of Arts as in the rest of the UK, as this is an undergraduate degree. Postgraduate degrees in arts and humanities subjects are usually designated Master of Letters (M.Litt.) or, in natural and social sciences, Master of Science (M.Sc.). Non-doctoral postgraduate research degrees are usually designated Master of Philosophy (M.Phil.) or Master of Research (M.Res.)." [8] Postgraduate qualifications are subdivided into four groups: Distinction, Credit, Merit, Pass. "The postgraduate teaching qualification is the postgraduate diploma in education." [8]
"Postgraduate diplomas and certificates generally require a shorter period of study, with certificates typically being the shortest and requiring fewer credits than diplomas. The QAA framework requires that in order to be designated as 'postgraduate' qualifications they must offer a level of study that goes beyond that of undergraduate diplomas and certificates. They are extremely diverse - some are awarded on the basis of the completion of units which can form part of a longer course (usually a taught masters); others, particularly those focused upon professional groups, are designed specifically to provide a grounding in a subject at postgraduate or practitioner level in a relatively short space of time. Certificates and diplomas often differ from most masters degrees in that they do not include a requirement for a substantial dissertation or piece of original research." [2, p. 6]
The Postgraduate Certificate of Education (PGCE) differs from other postgraduate certificates and diplomas. It is a year's full-time equivalent study and is aimed at training teachers. However, "the undergraduate qualification is designated as a Professional Graduate Certificate of Education". [3] A PGCE is a conversion course. It gives "graduates the same professional status as an undergraduate Bachelor of Education". [3] PGCE students are overwhelmingly full-time and a large majority are female. Thus, "there are very few meaningful generalisations which can be made about other postgraduate certificates and diplomas which apply fully to PGCEs." [2, p. 7]
It should be emphasized that not all postgraduate courses promote the award of postgraduate qualifications or credits. That's why there are, students attending professional courses who are regarded as postgraduates even though they
13.00.02 - ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ И ВОСПИТАНИЯ (ПО ОБЛАСТЯМ И УРОВНЯМ ОБРАЗОВАНИЯ) (ПЕДАГОГИЧЕСКИЕ НАУКИ), 13.00.08 - ТЕОРИЯ И МЕТОДИКА ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ (ПЕДАГОГИЧЕСКИЕ НАУКИ) 13.00.02 - THEORY AND METHODS OF TRAINING AND EDUCATION (BY AREAS AND LEVELS OF EDUCATION) (PEDAGOGICAL SCIENCES), 13.00.08 - THEORY AND METHODOLOGY OF VOCATIONAL EDUCATION (PEDAGOGICAL SCIENCES)
aie no intention to get postgraduate academic qualifications. Besides, many courses give a chance to get the award both of professional qualifications (or credits) and academic qualifications.
"The main driver of growth in the UK postgraduate sector has been the taught masters degree. The greatest rate of increase has been amongst non-EU domiciled students. Part-time study for a masters degree remains overwhelmingly the domain of UK students." [3]
"With its world-recognised universities, culturally diverse environment, and highly-skilled academic staff, the UK is truly the epitome of academic success." [12]
The UK is also very attractive for international students who want to continue their education abroad. Studying in Britain is considered to be rather prestigious, interesting and popular all over the world. Numerous surveys and statistics confirm this fact. Annually a lot of foreign students come to the UK, looking forward to having a chance to study there. Such a tendency is continuously growing.
This country has a very good International Student Barometer score, according to which more than 90% of students are satisfied with their studies in England. For such a small country, Britain offers a wide variety of educational institutions.
Postgraduate education in the UK allows getting the most relevant knowledge and skills in the modern labor market, making graduates of British educational institutions in demand by the world's leading companies.
British universities and other higher and further education establishments have built up a strong reputation overseas by offering tuition of the highest standards and maintaining low student-to-staff ratios.
British educational traditions and the tradition of accepting students from different countries as part of them have deep roots. However, the education system is based not only on tradition as it is constantly developing creatively. Realizing the importance of education, annually the UK government earmarks huge sums to develop the education sector and research. And as we see this policy bears fruit.
Thus, the UK is second only to the USA in the number of international students who are willing to get their postgraduate degree. According to the Institute of International Education in the United Kingdom, where there are 133 universities, about 13% of all international students study; and in the USA - 21%, while the number of universities there reaches 5,000. We may single out several reasons that attribute to this state of affair. British degrees are considered to be the best and the most prestigious. They are a reliable foundation for a successful career. It is evident that the most modern teaching methods, constantly modernized equipment of educational institutions and professional staff help to fully reveal students' academic and creative potential.
Most overseas students following courses of postgraduate education pay fees covering the full cost of their courses.
Nationals of the member countries of the European Union generally pay the lower level of fees applicable to British students; if their courses are designated for mandatory awards, they may be eligible for fees - only awards from Local education authorities. Students attending Scottish institutions apply either to the Student Awards Agency for Scotland, the appropriate local council or one of the 43 Scottish incorporated further education colleges depending on the place and level of the course.
All in all, studying in the UK turns out to be not much more expensive in comparison with other countries. UK bachelor's and master's degree programs cover the relatively short period of studying, just 3 and 1 years respectively, while in most other countries this period lasts 4 and 2 years. Thus, this tendency reduces students' education costs.
Over the past decades, many new courses and curricula, including special programs for foreigners have been developed and offered. All educational institutions (regardless their status whether they are both old or new) are regularly inspected and certified by special public and government institutions (for example, the Office for Standards in Education, The British Council and the British Accreditation Council).
Finally, the UK's international reputation for excellence in the sphere of postgraduate education and research is also taken into account.
Catherine Marston, Policy Advisor at Universities UK, representing all UK universities, singles out the quality of education as one of the main reasons: "The UK is the only country with a Quality Assurance Agency and a system of third-party examiners to maintain high educational standards." She considers this extremely important, because, therefore, any education received in the UK is highly valued, as it is confirmed by an excellent reputation - an important factor considering the cost of international education in principle. In addition, the reputation of British universities is confirmed by international ratings. Thus, according to the latest publication of the QS World University Rankings, the top ten includes four British universities.
Student life in the UK is no less attractive - according to a survey of foreign students (International Student Barometer), 90% of students are satisfied with the way they spend their time studying at British universities. The UK offers a huge selection of universities - from urban centers in London to those located in the most beautiful corners of Scotland. One can choose a university located in an urban or rural area to their taste, while making sure that they have carried out sufficient monitoring and settled on the educational institution that is right for them.
Among other things, the UK is famous for its cultural heritage: history, art, fashion. In terms of the number of world heritage sites, it is ahead of the curve.
International students cover over 40% of the whole number of those who obtain postgraduate education in the UK. However, this figure does not include students from other countries of the European Union, so the UK can boast of its internationality in terms of student composition, which is an undeniable advantage. In turn, students contribute
to increasing the multiculturalism of the UK population. At least three UK universities have students from 100 countries of Organization for Economic Co-operation and Development. Among the countries most widely represented in the student community in the UK are India, China, the United States, Malaysia, Nigeria, Kenya and Norway. According to the Institute of International Education, over 12% of international students come to the UK from China, 8% from India and 5% from the United States. [17]
The Higher Education Statistics Agency provides us with some statistics: "there are currently 485,645 international students pursuing their degree in the UK. The number has experienced an increase from the previous year statistics which encompassed a total of 458,520. The total number of students enrolled in Higher Education institutions, as of 2018/2019, is 2,383,970, including both international as well as students whose home country is the UK. Statistics show that the total number of international students in the UK is currently 485,645, as of 2018/2019. A total of 342,620 students arrived in the UK to pursue their qualification from countries outside of the European Union. A total of 143,025 students enrolled in UK higher education institutions are from other countries of the European Union, excluding the UK....The postgraduate-taught level in UK higher education institutions saw an increase in student numbers coming from non-EU countries. More specifically, the number grew by 18,475 between 2017-2019. Fulltime postgraduate students from non-EU countries had the highest percentage of international students, meaning 45%. 34,910 international students from inside of the EU are enrolled in full-time postgraduate programmes in the UK, while 159,430 students at the same level of study come from countries outside of the EU." [12]
International students play a big role. First, they make a significant contribution to master's and doctoral programmes. There are areas, such as science and technology, in which international students are more successful than local students. Thus, they make a significant contribution to the academic process by promoting research in these areas.
Moreover, the role of international students in the UK economy is also significant. It is obvious that tuition is important for universities, but beyond that, students also bring income to local communities by paying for their living.
The UK offers a wide range of postgraduate education options - research and teaching courses ranging from one to two years for master's programs and three years for doctoral programs. The choice depends on the student's wishes. One-year programs are quite attractive because they are focused on the subject being studied and allow getting started very quickly in practice. At the same time, two-year courses offer more opportunities for research work. As for tuition costs, much depends on the subject area. Traditionally, courses on business and academic subjects are considered expensive.
Although fees for international students are very high still it is not an obstacle. As far as international students are concerned, most major funding applications should be submitted as early as twelve months or more before the
intended graduate course is going to start. This funding is highly competitive as well. The Overseas Research Student is the most widely available award for foreign students.
At the postgraduate level, international students are more likely to receive scholarships than students enrolled in basic higher education programs. International students may visit to the UK Education website (www.educationuk.org) to get information on scholarship programs such as British Chevening Scholarship, Commonwealth Scholarship and Fellowship Plan, Royal Society Fellowships (for students from North America and Asia) and Scotland's Saltire Scholarships. At the initiative of universities, the level of scholarships is constantly increasing.
As for Russian postgraduate students, recently, the number of scholarships and grants offered by British universities for Russians has decreased significantly.
The UK Council for International Student Affairs (UKCISA) supports foreign students and those who work with them. It provides "advice, guidance and information about all aspects of the international student experience, from immigration and fees to mental health, culture shock and orientation. UKCISA aims to: increase support for international education and raise awareness of its values and benefits; promote opportunities for - and identify and work to reduce obstacles and barriers to - greater student mobility; encourage best practice, professional development and the highest quality of institutional support for international students throughout the education sectof'. [14]
Fees for UK qualifications are rising, that is why students start thinking whether they are receiving 'value for money'. Thus, current government policy is to provide "students with more quantitative data on what their courses deliver, such as lecture and academic contact hours and average salary on graduation". [3] Funding for postgraduate study in the UK is awarded competitively, and generally is provided to an institution rather than directly to individuals. Most master's students are self-funded. "Masters students may also have the option of a Postgraduate loan introduced by the UK Government. Funding is available for some Ph.D./D.Phil. courses." [8]
Undoubtedly, the demand for financial support for studying in the UK is greater than the supply.
International students should realize that they can get financial support for studying in the UK in many ways. This can be assistance from the British government or programs offered by international charitable foundations and organizations. Some of them cover all the costs of training, accommodation and even flight, others - some part of the tuition fee and some even represent a certain amount of money, regardless of the program and university a student choose. There are types of grants: British government scholarships, non-governmental scholarships and grants provided by universities. British government scholarships are mainly scholarships intended for countries that are members of the Commonwealth of Nations. Unfortunately, these scholarships are not available to Russian citizens. However, there is another scholarship funded by the Government of the United Kingdom, it is Chevening. It is
13.00.02 - ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ И ВОСПИТАНИЯ (ПО ОБЛАСТЯМ И УРОВНЯМ ОБРАЗОВАНИЯ) (ПЕДАГОГИЧЕСКИЕ НАУКИ), 13.00.08 - ТЕОРИЯ И МЕТОДИКА ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ (ПЕДАГОГИЧЕСКИЕ НАУКИ) 13.00.02 - THEORY AND METHODS OF TRAINING AND EDUCATION (BY AREAS AND LEVELS OF EDUCATION) (PEDAGOGICAL SCIENCES), 13.00.08 - THEORY AND METHODOLOGY OF VOCATIONAL EDUCATION (PEDAGOGICAL SCIENCES)
the most famous state program that students from all over the world can apply for. Its goal is to attract the most talented students to the country. The program fully covers the cost of studying in a master's or doctoral program, visa and flight expenses, monthly allowance for housing and food.
As for universities, they are more likely to issue scholarships in the form of discounts on tuition. There are several types of university scholarships: academic merit scholarships, low income scholarships and performance-based scholarships.
Both bachelors, undergraduates, and PhD students can count on scholarships. It will be easier for the last two to win a scholarship: the competition is lower than for a bachelor's degree. And the amount of payments for undergraduates and PhD students is usually higher. Unlike bachelors, they conduct their own research, which means that it is profitable for the university to finance them. British universities often pay scholarships based on personal circumstances - the personal circumstances of the student. This obscure wording means that the scholarships are designed for those who, for some reason, find it difficult to get an education: because of economic inequality, racial or gender discrimination. Oxford, for example, offers scholarships to citizens from economically poor countries. The list includes most of the post-Soviet space. And there is a separate scholarship for Russians - Hill Foundation Scholarship. It fully covers the costs of training and accommodation.
As I have already mentioned some programs are funded by private sources-companies or non-governmental organizations. Scholarships from companies are often designed for specific areas. Sometimes a student is even offered an employment contract after graduation or right during training. And scholarships from non-governmental organizations are usually aimed at particularly vulnerable segments of society, for example, representatives of ethnic minorities. However, there is also a competition for academic achievements held.
In March 2021, the British government announced its intention to invest £ 2.5m in the UK's first scholarship program aimed at attracting and retaining top research students, the Newton Scholarship. 100 applicants seeking postgraduate education in the UK will be eligible for a £ 25,000 scholarship. Lord Mandelson who held the post of business secretary at that time, said: "This country is a leader in research and postgraduate education. Our hightech and research-intensive industries are especially in need of highly qualified personnel who can successfully compete in the global market. The Newton Scholarship will bring together the best minds in the UK and beyond to work for our economy." [17]
Two factors affect the number of postgraduates in the
UK: the first one deals with the number of undergraduate qualifiers, and, the second one is connected with the level of inclination amongst those who have undergraduate degrees and want to go on to further postgraduate study.
"The diversity of the market for postgraduate education is huge, and UK HEIs have shown great success at meeting these varied demands, offering courses that range from pure academic pursuits to professional accreditations. In the face of such diversity, consistent and readily-understandable course definitions are needed if students are to find the best course to meet their needs". [2, p.62; 3]
The UK is constantly increasing in popularity to those who want to continue their education in different research areas, "with thousands of ambitious students choosing to pursue their qualification in one of the many top-notch UK universities." [12]
The Bologna Process has changed strongly the system of the higher education in Europe. Countries are motivated to demonstrate that they take into account and follow the requirements of the Bologna process as there is a great need for their own citizens to have internationally recognized "qualifications, and in order to attract international students, who need reassurance that the courses offered are equivalent to those elsewhere. The UK faces a particular challenge in respect to its relatively shorter courses, such as the one year masters. While shorter courses are attractive in terms of saving international students money, there is a need to provide assurance that the depth and quality of training provided is equivalent. This has, by and large, been successfully achieved at an official level through the Bologna Process, with the status of UK qualifications being formally recognised, although the onus remains on universities to continue to provide this reassurance in the face of increasing competition from institutions abroad". [2, p.62; 3] So, British universities in terms of transparency "in ensuring the quality of education actually meet the criteria of the Bologna Process. The British higher education system can organically fit into a single pan-European system of quality assurance in higher education. The basis for this is the tradition of British higher education: all British universities traditionally use a system of external experts. The quality control of education is the reports of external examiners." [18]
It's evident that it would be better to speak about peculiarities of UK postgraduate education in contrast to Russian system of postgraduate education as it will give us a precise understanding of what is occurring in it and provide us with a better understanding of it. That's why further publications will be devoted to comparing various aspects of postgraduate education in Russia and the UK.
References
1. Emery F. and Metcalfe J., Promoting the UK doctorate: opportunities and challenges'. UUK/ Vitae, 2009.
2. Higher Education Policy Institute and The British Library. Ginevra House. January 2010.
3. http://hepi.ac.uk
4. http://studentlibrary.ru
5. http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000839/index.shtml
6. http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp
7. http://www.qaa.ac.uk/academicinfrastructure/FHEQ/PGCEstatement.asp
8. https://en.wikipedia.org/wiki/Academic_degree
9. https://en.wikipedia.Org/wiki/Postgraduate_education#United_Kingdom
10. https://web.archive.org/web/20190323205632/https://smartstudent.co.za/postgraduate/
11. https://webarchive.nationalarchives.gov.uk/20121003041634/http://www.direct.gov.uk/en/EducationAndLearning/ QualificationsExplained/DG_10039030
12. https://www.studying-in-uk.org/international-student-statistics-in-uk/
13. https://www.theguardian.com/education/2002/mar/09/mbas.business7
14. https://www.ukcisa.org.uk/
15. https://study-uk.britishcouncil.org/find/study-options/postgraduate
16. "Postgraduate | SmartStudent". SmartStudent. Archived from the original on 2019-03-23.
17. https://www.mbaconsult.ru/blog/mba_masters/poslevuzovskoe_obrazovanie_v_velikobritanii_/
18. https://cyberleninka.ru/article/n/sovremennaya-sistema-obrazovaniya-v-velikobritanii/viewer
