The Ministry of high education, science and innovations of

the Republic of Uzbekistan

Mamun-University Non-governmental establishment

Area: Philology and teaching languages (English)

Theme: Idioms describing feeling and mood

Course work
Group: 225

Course: 2

Supervisor’s name: Mohira Saparova Fayzullayevna

Student’s name: Quramboyeva Mohichehra

Khiva -2024
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 Content

Introduction …………………….………………………..…….. 4
……...
Chapter 1: Education history in the USA …………………………... 11
1.1.
1.2.
1.3.
Chapter 2: Higher education system in the 22
USA……………………..
2.1.
2.2.
2.3.
Conclusion …………………………………………………………….. 28
The list of references ……………………………. 31
………………….....

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 Introduction

“Education is the passport to the future, for

Tomorrow belongs to those who prepare

for it today”.

(Malcolm X.)

While it is safe to say that no one knows what will happen tomorrow,

having an education under your belt will open the door the to more

opportunities. These job opportunities are also likely to pay more with more

education, so what you do today in terms of education will surely prepare you

for what’s yet to come.

Education plays a large part in the socialization of children in society.

The school has the responsibility to teach children to be the productive member

of society. Schools bear most of the responsibilityof preparing young people

for the world of work. In the current world, education has importance places all

over the world. Most of the children, especially in cities spend most part of their

time in school activities such as; learning, doing assignments and other learning

activities. In both developed and developing countries the number of students

attending schools increases from year to year. School in the current world is the

major place children acquire their basic skills that makes them fit in the society.
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Eucation is the systemativ process of acquiring knowledge, skills, values, and

attitudes. It expands beyond formal instruction, encompassing self-directed

learning and experiences. Through education, individuals are equipped to

contribute meaningfully to society and adapt to change. This lifelong journey

shapes both personal and societal development.

Importance of education in life:

* Education is a process of learning and knowing, which is ot restricted to our

text-books;

* Fasters critical thinking and informed decision-making;

* Cultivates more values and cultural understanding;

* Encourages innovation and problem-solving abilities;

* People can learn everyting what they want.

A good educating is extremely essential for everyone to grow and succeed in

life. Education increases self-confidence and assists in developing the

personality of a person. Education plays a crucial role in our life. It helps to

transform an individual to be a better and responsible citizen. All the ower and

progress achieved by human beings because of education. It teaches us moral,

justice, ethics and tolerance. It is because of education that a person can live a

successful and self- dependent life.

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 Chapter 1. Education history in the USA

Education became an important focus in early New England colonies in

America. In 1647, Massachusetts became the first colony to pass a law regarding

education. This law stated that any town with 50 or more families musr hire a

teacher a who could teach the children to read and write. The “ New England

Primer” was the most common instruction book for schoolchildren. In addition

to ensuring a literate society, the passage of this law would help assure that

children could read and understand tha Bible, which was extremely important to

the religious Massachusetts Puritans. Initially the schools focused on educating

boys and did not include many girls. The Southern colonies did not have small

town formats like the New England colonies. Te people of Southern colonies

were spread further apart therefore developing and education system was more

difficult in the South. Wealthy Southerners tended to hire private tutors to

educate their children. Following the Revolutionary war, the standard American

textbook was developed around the theme of American patriotism, religion and

unification of the country. By the mid-1800s a shift occurred in education with

the realizition that everyone, regardless of status, needed a free education.

However, except for the wealthy most people attended primary and maybe the

secondary school, and then their eduvation lost complete. By the mid-1900s

after WW2, this changed. The G.I. Bill gave benefitd to WW2 veterans whivh

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included college tuition. Therefore many veterans enrolled in college. The

history of public education has seen many changes. The history of education in

America timeline begins in 1635, in Puritan Massachusetts, where the first

public school opened. The Boston Latin school in Boston, Massachusetts, served

boys. Children whose parents sent them to private schools studied the Bible

along this languages such as Latin, English and Greek. Some children

attendened “ Dame schools”, whivh were run by a female. They usually studied

basic reading, writing and math, a long with the Bible. More remote areas

tended to have one-room school houses, where kids from a wide range of ages

all learned together in one-room. Slaves were not allowed to be educated.

The history of education in the United States of America has evolved

significantly over time. Education in the early colonial period was often

informal and based on religious teachings. Many children were educated at

home or in small community schools, often run by churches or local

communities. The concept of public education began to take shape with the

establishment of common schools, particularly in New England. Horace Mann,

known as the “Father of American Public Education “, advocated for free,

universal, and non-sectarian education. The spread of public education

accelerated during this period with the introduction of compulsory attendance

laws and the expansion of public schools systems across the country. The

development of normal schools, which trained teachers, also played a crucial

role. In the late 19th and early 20 centuries, the Progressive movement led to

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reforms in education aimed at making it more child-centered and practical.This

era saw the introduction of kindergarten, vocational education, and an emphasis

on experiental learning. The mid-20th century broughtsignificant challenges and

reforms to the education system, particularly regarding segregation and

inequality. Landmark Supreme Court cases like Board of education(1954) led to

the desegregation of schools. The latter half of 20 th century witnessed continued

efforts to improve access to education for all students including the passage of

federal legislation like the elementary and secondary education Act(ASEA) and

the individuals with disabilities Education act(IDEA). The 21 st century has seen

ongoing debates and reforms around issues such as standardised testing, school

choice, and funding a equity. Rise a digital learning, charter schools, alternative

education models. Ongoing efforts to address disparities in access and quality of

education. Throughout it is history, the USA education system has been shaped

by societal changes, cultural, influences, and political developments, with

ongoing efforts to adapt and improve to meet the needs of a diverse and ever-

changing population. Education and equality in education have continued to be

a priority for government leaders. In 1975, the Individuals with disabilities

Education Act (IDEA) was etablished. The Act secure access to public

education for children with disabilities. The No Child Left Behind Act(NCLB)

was enacted in 2001 to improve the public school system; the Act brought

increased regulation over the public-school sector. The aw mandated that states

prove through testing that their students were progressing toward mastery of the

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cirriculm. Schools that did not achieve that required standards faced severe

disciplinary actions. The No Child Left Behind Act of 2001, passed by a

bipartisan coalition in Congress, provided federal aid to the states in exchange

for measures to penalize schools that were not meeting the goals as measured by

standardized state exams in mathematics and language skills. This made

standardized testing a requirement. In the same year, the U.S. Supreme Court

diluted some of the century-old "Blaine" laws upheld an Ohio law allowing aid

to parochial schools under specific circumstances. The 2006 Commission on the

Future of Higher Education evaluated higher education. In December 2015,

then-American President Barack Obama signed legislation replacing No Child

Left Behind with the Every Student Succeeds Act. The Great Recession of

2007–2009 was caused a sharp decline in tax revenues in all American states

and cities. The response included cuts to education budgets. Obama's $800

billion stimulus package of 2009 included $100 billion for public schools, which

every state used to protect its education budget. In terms of sponsoring

innovation; however, then-President Obama and then-Education Secretary Arne

Duncan pursued K-12 education reform through the Race to the Top grant

program. With over $15 billion of grants at stake, 34 states quickly revised their

education laws according to the proposals of advanced educational reformers. In

the competition, points were awarded for allowing charter schools to multiply,

for compensating teachers on a merit basis including student test scores, and for

adopting higher educational standards. There were incentives for states to

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establish college and career-ready standards, which in practice meant adopting

the Common Core State Standards Initiative that had been developed on a

bipartisan basis by the National Governors Association, and the Council of

Chief State School Officers. The criteria were not mandatory, they were

incentives to improve opportunities to get a grant. Most states revised their laws

accordingly, even though they realized it was unlikely they would win a highly

competitive new grant. Race to the Top had strong bipartisan support, with

centrist elements from both parties. It was opposed by the left wing of the

Democratic Party, and by the right wing of the Republican Party, and criticized

for centralizing too much power in Washington. Complaints also came from

middle-class families, who were annoyed at the increasing emphasis on teaching

to the test, rather than encouraging teachers to show creativity and stimulating

students' imagination. Voters in both major parties have been critical of the

Common Core initiative. During the 2010s, American student loan debt became

recognized as a social problem. Like every wealthy country, the COVID-19

pandemic and Deltacron hybrid variant had a great impact on education in the

United States, requiring schools to implement technology and transition to

virtual meetings. Although the use of technology improves the grading process

and the quality of information received, critics assess it a poor substitute for in-

person learning, and that online-only education disadvantages students without

internet access, who disproportionately live in poor households, and that

technology may make it harder for students to pay attention. Some colleges and

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universities became vulnerable to permanent closure during the pandemic.

Universities and colleges were refunding tuition monies to students while

investing in online technology and tools, making it harder to invest into empty

campuses. Schools are defined as being in low financial health if their combined

revenue and unrestricted assets will no longer cover operating expenses in six

years. Before COVID-19, 13 institutions were in danger of closing within 6

years in New England. With the presence of COVID-19, that number has

increased to 25 institutions. In the United States due to the financial impact

caused by COVID-19, 110 more colleges and universities are now at risk of

closing. This labels the total number of colleges and universities in peril due to

pandemic to be 345 institutions. While prestigious colleges and universities have

historically had financial cushion due to high levels of enrollment, private

colleges at a low risk have dropped from 485 to 385. Federal COVID-19 relief

has assisted students and universities. However, it has not been enough to

bandage the financial wound created by COVID-19. Colby-Sawyer College

located in New Hampshire has received about $780,000 in assistance through

the United States Department of Education. About half of this money was

dispersed amongst the student body. Colby-Swayer College was also capable of

receiving a loan of $2.65 million, to avoid layoffs of their 312 employees. Yale

economist Fabrizio Zilibotti co-authored a January 2022 study with professors

from the Columbia University, New York University, University of

Pennsylvania, Harvard University, Northwestern University, and the University

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of Amsterdam, showing that "the pandemic is widening educational inequality

and that the learning gaps created by the crisis will persist. As of result, COVID-

19 educational impact in the United States has ended by March 11, 2022, as

Deltacron cases fall and ahead of the living with an endemic phase.

1.1. Democracy and the Origins of Public schools

Preparing people for democratic citizenship was a major reason for the

creation of public schools. The Founding Fathers maintained that the success of

the fragile American democracy would depend on the competency of its

citizens. They believed strongly that preserving democracy would require an

educated population that could understand political and social issues and would

participate in civic life, vote wisely, protect their rights and freedoms, and resist

tyrants and demagogues. Character and virtue were also considered essential to

good citizenship, and education was seen as a means to provide moral

instruction and build character. While voters were limited to white males, many

leaders of the early nation also supported educating girls on the grounds that

mothers were responsible for educating their own children, were partners on

family farms, and set a tone for the virtues of the nation.

The nations’ founders recognized that educating people for citizenship would

be difficult to accomplish without a more systematic approach to schooling.

Soon after the American Revolution, Thomas Jefferson, John Adams, and other

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early leaders proposed thecreation of a more formal and unified system of

publicly funded schools. While some Northeastern communities had already

established publicly funded or free schools by the late 1780s, the concept of free

public education did not begin to take hold on a wider scale until the 1830s.

The new federal government provided encouragement and support for

establishing public schools. Although the main responsibility for schooling

rested with states and localities, federal ordinances passed in 1785 and 1787

gave substantial acreage of federal lands in trust to new states entering the

union, as long as the states agreed to set aside a portion of these lands for the

support of public schools. These federal “land grants” not only supported the

creation and maintenance of schools in each of the townships carved out of

former territories, but also helped to build stable communities across the

country, each with a local government and education system. The land grants

show the value placed on education as positive element of nation building by the

first federal leaders.

1.2. Establishment of Public school.

At a time when Americans are debating the future of public education,

Johann N. Neem tells the inspiring story of how and why Americans built a

robust public school system in the decades between the Revolution and the Civil

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War. It's a story in which ordinary people in towns across the country worked

together to form districts and build schoolhouses and reformers sought to

expand tax support and give every child a liberal education. By the time of the

Civil War, most northern states had made common schools free, and many

southern states were heading in the same direction. Americans made schooling a

public good. Yet back then, like today, Americans disagreed over the kind of

education needed, who should pay for it, and how schools should be governed.

Neem explores the history and meaning of these disagreements. As Americans

debated, teachers and students went about the daily work of teaching and

learning. Neem takes us into the classrooms of yore so that we may experience

public schools from the perspective of the people whose daily lives were most

affected by them. Ultimately, Neem concludes, public schools encouraged a

diverse people to see themselves as one nation. By studying the origins of

America's public schools, Neem urges us to focus on the defining features of

democratic education: promoting equality, nurturing human beings, preparing

citizens, and fostering civic solidarity.

The “common school” movement encouraged the creation of public

schools for multiple purposes. In the 1830s, Horace Mann, a Massachusetts

legislator and secretary of that state’s board of education, began to advocate for

the creation of public schools that would be universally available to all children,

free of charge, and funded by the state. Mann and other proponents of “common

schools” emphasized that a public investment in education would benefit the

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whole nation by transforming children into literate, moral, and productive

citizens. Common school advocates emphasized the knowledge, civic, and

economic benefits of public schooling. Common schools would teach the “three

R’s” (reading, writing, arithmetic), along with other subjects such as history,

geography, grammar, and rhetoric. A strong dose of moral instruction would

also be provided to instill civic virtues. Educating children of the poor and

middle classes would prepare them to obtain good jobs, proponents argued, and

thereby strengthen the nation’s economic position. In addition to preparing

students for citizenship and work, education was seen by some reformers as a

means for people to achieve happiness and fulfillment. Common schools were

also proposed as a way to promote cohesion across social classes and improve

social outcomes. On April 23, 1635, the first public school in what would

become the United States was established in Boston, Massachusetts. Known as

the Boston Latin School, this boys-only public secondary school was led by

schoolmaster Philemon Pormont, a Puritan settler. The Boston Latin School was

strictly for college preparation. It was modeled after the Free Grammar School

of Boston, England. The English school taught Latin and Greek and was

centered on the humanities. Some of the Boston Latin School’s most well-

known alumni include John Hancock and Samuel Adams. Benjamin Franklin

was a dropout! The Boston Latin School is still a fully functioning public

school, with students enrolled in grades 7-12. However, it has changed with

time, becoming coeducational in 1972 and moving locations several times. It is

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now in Boston’s Fenway neighborhood. Admission to Boston Latin is very

competitive, and is limited to residents of the city.

1.3. Spread of public education

The path toward providing universal access to free education was gradual and

uneven. Throughout the 19th century, public schools took hold at a faster pace

in some communities than in others. Public schools were more common in

cities than in rural areas, and in the Northeast than in other parts of the country.

As explained below, it also took longer for children of color, girls, and children

with special needs to gain access to free public education. Gradually, more states

accepted responsibility for providing universal public education and embedded

this principle in their state constitutions. Not until the latter part of the 19th

century. However, did public elementary schools become available to all

children in nearly all parts of the country. In 1830, about 55% of children aged 5

to 14 were enrolled in public schools; by 1870, this figure had risen to about

78%. High school attendance did not become commonplace until the 20th

century. In 1910, just 14% of Americans aged 25 and older had completed high

school. As recently as 1970, the high school completion rate was only 55%. In

2017, 90% of Americans aged 25 and older had a high school degree. The

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process of establishing local public schools was itself an exercise in community

building. The actions of local people coming together “to run their schools, to

build schoolhouses, to hire teachers, and to collect taxes” helped forge a sense of

community and made people invested in their schools. Once established, public

schools often became community centers where people of all ages came

together for meetings, exhibitions, entertainment, and other social activities. In

some small and rural communities, schools were the only public building

suitable for these purpose

Public schools in the USA have a long history dating back to the early colonial

period. The spread of public schools across the country was influenced by

various factors including educational reforms, societal needs, and government

policies. During the 19th and 20th centuries, the expansion of public education

was fueled by movements such as the Common School Movement, which

advocated for free, universal education. Over time, public schools became the

primary form of education for most children in the United States, with each state

responsible for overseeing its own system of public education. Today, public

schools serve millions of students across the country, offering a range of

educational opportunities from kindergarten through high school.

By the mid-1800s, a call for free, compulsory education had begun, and

compulsory education became widespread by the end of the century. This was

an important development, as children from all social classes could now receive

a free, formal education.

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 Chapter 2. Higher education system in the USA.

“Life as if you were to die tomorrow.

Learn as if you were to live forever”

(Mahatma Gandhi).

The great thing about learning is that you never have to stop! There is no limit

as to the amount of knowledge you can obtain. So, rip a page from Gandhi’s

book and keep on learning while you are living.

The higher education system in the USA is diverse, consisting of

universities, colleges, and community colleges. It's known for its variety of

programs, research opportunities, and flexibility.

In the United States, higher education is an optional stage of formal learning

following secondary education. It is also referred to as post-secondary

education, third-stage, third-level, or tertiary education. These may be public or

private universities, research universities, liberal arts colleges, community

colleges, or for-profit colleges. US higher education is loosely regulated by the

government and by several third-party organizations. There is a clear hierarchy

of colleges and universities in the US, with the most selective institutions (e.g.,

Ivy League schools) at the top and the least selective institutions (e.g.,

community colleges) at the bottom. Attending college has been thought of as "a

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rite of passage" to which the American Dream is deeply embedded. However,

there is a growing skepticism of higher education in the US and its value to

consumers. In 2022, about 16 million students—9.6 million women and 6.6

million men—enrolled in degree-granting colleges and universities in the US.

Of the enrolled students, 45.8% enrolled in a four-year public institution, 27.8%

in a four-year private institution, and 26.4% in a two-year public institution.

College enrollment peaked in 2010–2011 and is projected to continue declining

or be stagnant for the next two decades. Strong research funding helped elite

American universities dominate global rankings in the early 21st century,

making them attractive to international students, professors and researchers. The

US higher education system is also unique in its investment in highly

competitive NCAA sports. The system of higher education in the United States

differs from its counterparts in Europe in certain ways. In the United States,

there is a nationwide assumption that students who have completed secondary

school should have at least two years of university education. Hence, a great

number of “junior colleges” and “community colleges” have sprung up to

provide two years of undergraduate study, in contrast to the traditional

universities and colleges, where a majority of students complete four years of

study for a degree and where substantial numbers go on for one to three years of

postgraduate study in a “graduate school.” Universities that provide four-year

study courses are either privately funded foundations or are state or city

foundations that depend heavily on the government for financial support. Private

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universities and colleges depend largely on tuition charges levied on students.

The individual state governments fund the nation’s highly developed system of

state universities, which ensure the provision of higher education for the vast

majority of those willing and academically qualified to receive such education.

The system of higher education in the United States differs from its counterparts

in Europe in certain ways. In the United States, there is a nationwide assumption

that students who have completed secondary school should have at least two

years of university education. Hence, a great number of “junior colleges” and

“community colleges” have sprung up to provide two years of undergraduate

study, in contrast to the traditional universities and colleges, where a majority of

students complete four years of study for a degree and where substantial

numbers go on for one to three years of postgraduate study in a “graduate

school.” Universities that provide four-year study courses are either privately

funded foundations or are state or city foundations that depend heavily on the

government for financial support. Private universities and colleges depend

largely on tuition charges levied on students. The individual state governments

fund the nation’s highly developed system of state universities, which ensure the

provision of higher education for the vast majority of those willing and

academically qualified to receive such education. In the American system, the

four-year, or “bachelor’s,” degree is ordinarily obtained not by passing a

“finals” examination but rather by the accumulation of course “credits,” or hours

of classroom study. The quality of work done in these courses is assessed by

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means of a continuous record of marks and grades in a course transcript. The

completion of a certain number (and variety) of courses with passing grades

leads to the “bachelor’s” degree. The first two years of a student’s studies are

generally taken up with prescribed courses in a broad range of subject areas,

along with some “elective” courses selected by the student. In the third and

fourth years of study, the student specializes in one or perhaps two subject

fields. Postgraduate students can pursue either advanced studies or research in

one of the many graduate schools, which are usually specialized institutions. At

these schools students work toward either a “master’s” degree (which involves

one to two years of postgraduate study) or a doctoral degree (which involves

two to four years of study and other requirements). A marked feature of

American education that derives from the German model is the de-emphasis on

lecture and examination. In both of these countries, students are evaluated

according to their performance in individual courses where discussion and

written essays figure importantly. The American model of higher learning was

adopted wholesale by the Philippines and influenced the educational systems of

Japan and Taiwan after World War II.

As an example, Higher education in Russia is characterized by direct state

administration and until 1990/91 was essentially controlled by the Communist

Party. The schools of higher learning are divided into universities, where

humanities and pure sciences are taught; institutes, where single fields are taught

(e.g., law, medicine, and agriculture); and polytechnical institutes, where

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subjects similar to those in the institutes are taught but with a broader scientific

foundation. Another distinction of the Russian system is that it greatly extends

the educational network by offering a broad array of carefully prepared

correspondence courses. These courses are supplemented by radio and television

broadcasts and are further augmented by regional study centres. Many students

are thus able to proceed part-time with their education while holding full- or

part-time jobs. Students are admitted to higher-educational institutions on the

basis of competitive examinations. The duration of studies for a first degree

ranges from four to six years, with five years being the average. The curriculum

consists of compulsory, alternative, and optional subjects. Candidates for a

degree must take examinations in two or three basic disciplines related to a

chosen specialty. At the conclusion of a first-degree course, all students receive

the same diploma, but students with the best results are awarded a “distinction.”

Most institutions organize graduate schools for postgraduate studies, which are

likewise concluded by a set of examinations.

There are three main types of colleges in the USA: colleges which are part

of a larger university; community colleges; and liberal arts colleges. To take

one example, Harvard College is part of Harvard University and its many

professional schools – such as medical, pharmacy or dental schools – are also

university colleges. Courses run for four years to gain a bachelor’s degree , and

students can carry on and take a Master‘s or do a Doctorate. Liberal arts colleges

are often private and offer four-year bachelor’s degrees. These colleges are

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residential, usually have small communities and classes and a low ratio of

students to teachers. Some have an experimental approach to teaching and

learning and may not follow traditional grading systems. Teaching is

interdisciplinary, and the focus is not on research – as is the case in traditional

universities – but acquiring knowledge through an interactive exchange of views

and driving intellectual development, rather than preparing students for a

vocation or profession. The lack of emphasis on research output results in the

majority of the US liberal arts colleges not offering postgraduate degrees.

2.1. Emergence of modern universities

The emergence of modern universities in the USA can be traced back to the

late 19th and early 20th centuries, marked by significant changes in higher

education. Prior to this period, higher education in the US was primarily focused

on religious and classical studies, with institutions like Harvard, Yale, and

Princeton leading the way. However, with the industrial revolution and the

increasing need for specialized knowledge and expertise, there was a shift

towards more practical and scientific education. Land-grant colleges, established

through the Morrill Acts of 1862 and 1890, played a crucial role in expanding

access to higher education, particularly in agriculture and engineering. The late

19th and early 20th centuries also saw the rise of the research university model,

with institutions like Johns Hopkins University and the University of Chicago

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pioneering new approaches to academic research and scholarship. These

universities emphasized the importance of faculty research and the integration of

research and teaching. The GI Bill, passed in 1944, further transformed higher

education in the US by providing educational benefits to millions of returning

veterans, leading to a significant increase in enrollment and the expansion of

universities across the country. Throughout the 20th century, universities in the

US continued to evolve, with the establishment of new disciplines, the growth of

interdisciplinary research, and the expansion of graduate education. Today, the

US is home to some of the world's leading universities, known for their

excellence in research, innovation, and education across a wide range of fields.

US educational institutions occupy leading positions in all major rankings.

Immediately 34 US universities entered the top 150 best universities in the

world. The USA provides 50% or more discounts on tuition. If students have

achievements in sports, the US is also happy to provide large scholarships and

grants. The infrastructure of the campuses makes not only study, but also leisure

full-fledged: numerous sports, cultural clubs, interest centers, volunteer and

other organizations make student life exciting and unforgettable!

2.2. Levels of education qualifications

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 Students of American universities are given the opportunity to choose their

own courses, and classes are held in the form of a discussion with the

opportunity to express their opinions.

Undergraduate: Duration of study - 4 years;

Master's degree: Duration of study 1–2.5 years.

In America, there are a large number of student exchange programs that allow

students to study in another country for one semester and get an unforgettable

experience. A large number of intra-university activities allow students of

American universities to develop social and professional skills. During the

training, there is the possibility of legal earnings on the university campus,

getting practice and recommendations from specialists, which can be a big plus

for employment. Also, the direct and close ties of most US universities and

colleges with employers opens up opportunities for free and paid internships

during study and employment after graduation.

The US has various qualifications students can achieve while they study

stateside. They are grouped into associate degree, bachelor degree, masters, and

doctoral.

*Associate Degrees: Typically 2-year programs designed to provide students

with basic knowledge on subjects. They prepare students for entry-level

positions in fields including nursing, designing, and education.

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 *Bachelor Degree: Taking 4 years to complete, these programs provide

students with education and preparation for most careers paths. Students are able

to accept full-time work in their respective field right after graduation.

Some examples of bachelor degrees are:

Bachelor of Arts(BA);

Bachelor of Science(BS);

Bachelor of fine Arts(BFA);

Bachelor of business Administration(BBA);

* Masters: Can take 1-2 years to obtain with students specializing in one area

of study. Masters can be thesis or research-based depending on the student's

specialization.

*Doctoral (PhD): There are different types of doctoral degrees that students

can obtain. All are typically research-based and require students to have found a

research supervisor at the university they're applying to. Students looking to get

into the medical field will need to obtain a Doctor of Medicine designation,

which is different from other doctoral streams.

2.3. Well-known universities in the USA

Some well-known universities in the USA include Harvard University,

Stanford University, Massachusetts Institute of Technology (MIT), California

Institute of Technology (Caltech), Princeton University, Yale University,

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Columbia University, University of Chicago, University of Pennsylvania, and

University of California, Berkeley. These are just a few examples, as there are

many other reputable institutions across the country.

Harvard University is one of the oldest and most prestigious universities in

the United States, founded in 1636. It is located in Cambridge, Massachusetts,

near Boston. Harvard is renowned for its rigorous academic programs,

distinguished faculty, and influential alumni network. The university offers a

wide range of undergraduate, graduate, and professional degree programs across

various disciplines, including law, medicine, business, engineering, and the arts

and sciences. Harvard's campus is characterized by historic buildings, lush green

spaces, and state-of-the-art facilities. The university is also known for its

commitment to research and innovation, with numerous groundbreaking

discoveries and advancements made by its faculty and students. Additionally,

Harvard is home to several renowned cultural and academic institutions, such as

the Harvard Library, Harvard Art Museums, and Harvard Medical School.

Stanford University is a prestigious private research university located in

Stanford, California, near Silicon Valley. Founded in 1885, Stanford is known

for its excellent academic programs, innovative research, and entrepreneurial

spirit. The university offers a wide range of undergraduate and graduate

programs across various fields, including engineering, computer science,

humanities, social sciences, business, law, medicine, and the sciences. Stanford's

campus is spread across 8,180 acres and features a blend of historic and modern

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buildings, along with extensive green spaces and scenic views. The university is

renowned for its cutting-edge research centers and institutes, including the

Stanford Research Institute (SRI), the Stanford Linear Accelerator Center

(SLAC), and the Hoover Institution on War, Revolution, and Peace. Stanford is

also famous for its strong emphasis on interdisciplinary collaboration and its

close ties to the tech industry, with many successful startups and companies

founded by Stanford alumni and faculty. Additionally, Stanford boasts a diverse

and vibrant community, with students and scholars from all over the world

contributing to its rich academic and cultural environment.

The Massachusetts Institute of Technology (MIT) is a prestigious private

research university located in Cambridge, Massachusetts. Founded in 1861, MIT

is renowned for its strong emphasis on science, engineering, and technology, as

well as its cutting-edge research and innovation. The university offers

undergraduate and graduate programs in fields such as engineering, computer

science, mathematics, physics, biology, economics, and management.

MIT's campus spans 168 acres along the Charles River, and it features a mix

of historic and modern buildings, laboratories, and research centers. The

university is home to numerous renowned research facilities and initiatives,

including the MIT Media Lab, the MIT Computer Science and Artificial

Intelligence Laboratory (CSAIL), and the MIT Energy Initiative. MIT is also

known for its entrepreneurial culture and close ties to industry, with many

successful companies and startups founded by MIT alumni and faculty

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members. The university is committed to addressing global challenges through

research, education, and innovation, and it has a strong tradition of collaboration

and interdisciplinary work. Additionally, MIT has a diverse and talented

community of students, faculty, and staff from around the world, contributing to

its vibrant academic and intellectual environment.

Conclusion

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