Category: College Education

Education as a means of achieving self-determination and professional growth introduces a number of challenging perspectives. On the one hand, education should motivate and encourage students to learn what they are most interested in. On the other hand, the job market faces rigorous competition, which makes future professionals put aside from their personal goals and follow the competition. Within this context, grade system can clearly estimate peoples potential and ability to enter the job competition and achieve professional goals.

However, in the search of professional recognition, people often ignore such important aspects as individuality and aspiration to learn subjects that do not have practical value, which is specifically predetermined by economic pressure. Using education as a means for getting a prestigious job can detach students from self-cognition and understanding of their individual aptness for a specific subject, should it be math of art. Following individual goals, but not the ones claimed by education and market, can also provide promising paths to professional promotion.

Zinsser places an emphasis on the idea that students should release their thoughts from ideas about their future perspectives. I agree with the authors idea that a learning process should not be associated with the necessity to conform to the established grading standards. On the contrary, it should provide students with a possibility to try their skills and abilities and understand what they are capable of. This process of trials and errors is essential and, therefore, students should not be afraid of failing an exam.

Although the education system requires them to correspond to the established standards, it should not serve the bottom line for assessing students professional skills and gifts. In this respect, Zinsser writes, &the road ahead is a long one and that it will have more unexpected turns than they think (n. p.). Learning should, first of all, imply an experience itself, should it be negative or positive. I believe that the main problem of the educational system lies in lack of possibilities that students can use to cope with the failure during examination. In fact, if students do not pass, it does not mean they lost. The very existence of this possibility poses a pressure on individuals and, therefore many of them start thinking that no more opportunities could be given for recovery.

Apart from educational pressures, as well as existing learning and teaching standards, there are many other external factors that have a potent impact on students. Indeed, economic and financial constrains pose a great threat to the effectiveness of the educational system. In fact, Zinsser stresses, Today, looking very good is no longer enough, especially for students who hope to go on to law school or medical school (n. p.). My personal vision of the education corresponds to Zinssers criticism of a learning process as the key to receiving a prestigious job. Students mistakenly believe that excellent is the only positive mark that give access to prestigious jobs and positions. Therefore, much concern should be connected with students stereotypic thinking, as well as college pressure. Indeed, economic environment and existing norms of assessment prevent talented student to enter a profession.

Students receiving a good mark, therefore, can hardly be considered by admission officers, with no reference to individuality. To highlight the issue, the author notes, How one appears on paper is more important than how one appears in person (Zinsser n. p.). Some students are forced to study only for the purpose of getting a prestigious job, which implies that such subjects a philosophy or art do not have good perspectives in terms high salaries and promotion. Therefore, some students ignore humanities, even though they are particularly apt for these disciplines. All these aspects are encompassed in a range of economic pressures imposed on students. Personally, I do my best in receiving high grades to get an access to the commerce school. However, the grades are not that important in case they do not point out your aspiration to enter the profession.

Apart from economic and financial problems, Zinsser focuses on constrains created in a family environment. I agree that parental expectations are also among the obstacles that prevent students from choosing the major they wish. My personal experience proves that high grades do not always point out the way people think or work. They only demonstrate single results received for a specific test, but not the way they conclude or think over specific ideas. Parents who are concerned more with their childrens grades think only over wider opportunities these grades can open for their children in the job market. Such an assumption is logical, but I think that students should also be concerned with the job competition, which pays little attention to students interest and preference. Therefore, a balance should be struck between job requirements and personal opportunities. In my opinion, humanities can allow individuals to become more creative in developing ideas both in business and in such fields as law, medicine, and science.

Apart from economic and parental pressure, Zinsser describes the possibilities of personal accomplishment. The point is that students attend libraries day and night with not a minute spent on communicating friends. My personal observations also highlight the professors reluctance to understand what approaches they should choose to reveal students potential. In this respect, Zinsser criticism of professors teaching strategies is justified and professors should more attention to students level of comprehension, but not to grades they receive.

To succeed in communicating with students, professors should encourage the possibility of learning such humanitarian disciplines as art, philosophy, and music that can contribute greatly to the development of students decision-making and critical thinking skills. Being overwhelmed with administrative work and research studies, they do not actually understand how students should learn the material. In this respect, Zinsser advises, [students] must be jolted into believing in themselves as unique men and women who have the power to shape their own future (n. p.). They should depend on a subjective evaluation of one person.

With regard to the above-presented arguments, the article under analysis provides an extensive overview of the problem related to education, as well as to financial, economic, and social pressures imposed on students. In fact, Zinsser manages to render the situation, as well as recommends analyzing the educational system from a learner-centered perspective. In particular, the focus should be made on the assessment of students qualities and skills with regard to the learning process itself, but not with regard to the results of performance assessment and grading system. In addition, financial factors should also be reconsidered for students to understand the actual value and purpose of education.

Works Cited

Zinsser, William. College Pressures. The Norton Reader. 1978. Web.

Definition of education

Education refers to the conveyance of knowledge from tutors to scholars, with the hope of transforming them from ignorant to educated persons. With this in mind, educated persons have access to the best possible mental state irrespective of the circumstances they are operating under. This affords them accurate perception, clear thinking, and effective action towards the realization of self-established targets.

Benefits of attending college

Studies have revealed that graduates earn higher amounts in comparison to their less learned counterparts. On average, associate degree holders receive lifetime earnings that are 25% higher than those of high-school graduates. It has also been divulged that most graduate employees who enrolled in college at the age of 18 recoup their amounts of money by the age of 33. This some incorporates tuition fees and the income missed out on during the entire duration spent in college (Baum & Payea, 2005).

All in all, fact that few students complete the transition to college from high school is alarming. This is because studies reveal that those who are assimilated directly perform better than their counterparts who take a break (Kim, 2008).

Hazards of failing to attend college

It should be noted that disparities in terms of earnings also occur at the workplace. This is captured in the report on Education Attainment in the United States, which revealed that holders of a masters degree earned $70, 000 more than their counterparts with less than a high-school diploma. The disparity is also reflected on holders of a bachelors degree and those with a high-school diploma; hence the conclusion that wages earned are determined by the quality of papers held by an individual (Bergman, 2007).

Most importantly, projections reveal that 76% of job vacancies in America will require vastly skilled human resources. Projections in the state of Oregon have revealed that 87% of the job vacancies available in the state during this decade will require at least an associate degree (Roberts, 2008).

Conclusion

As a result, several firms like Chemeketa have introduced online scholarships for students. If interested applicants satisfy all requirements for eligibility, they should register on or before a stipulated deadline and choose a course that interests them. The continued scholarship is guaranteed, provided they maintain an average of 12 credits per semester and a 3.25 GPA score during the course. This will make them eligible for paid jobs as advisors or student ambassadors. In addition, they are eligible for consideration for joining study programs at community colleges when they want a technical degree or a transfer. Taking up such opportunities is exceedingly encouraged, to reduce the levels of disparities in earnings that are rife within the society (Kim, 2008).

References

Baum, S & Payea, K. (2005). Individuals and Society. Trends in Higher Education Series, Revised Edition. Web.

Bergman, M. (2007). Earnings gap highlighted by Census Bureau Data on Educational Attainment. U.S Census Bureau News.

Kim, E. (2008). Chekemeka targets high achievers with free tuition. Statesman Journal.

Paul, E. (N.d). So you want to be a leader. As cited in: Leading News: The student leadership development program, Office of student retention and college life 2007-2008 (2006). Web.

Roberts, C. (2008). Community colleges fill in shortages in the workforce. Statesman Journal. Web.

Wright, W. (2001). Community colleges. CQ Researcher, 10, 329-352. Web.

College tuition is a very important issue to many people because it exposes graduates to many opportunities in life. There has been a lot of debate in the country on whether college tuition needs to be increased or reduced. This paper will discuss how students in the country will benefit from a reduction in college tuition fees.

There have been a lot of arguments in the country regarding the high cost of college tuition. The demand for quality education continues to increase because a lot of students who graduate from high schools wish to continue their studies in colleges. Many universities in the country raise their fees annually and this has made college education in the US very expensive for some students. Therefore, it is unfair to raise college tuition fees because this denies students who are intellectually gifted an opportunity to study.

Many students aspire to expand their future career prospects by getting college education. They go to college in order to acquire new skills for careers they choose after their studies. Students who have strong intellect need to be given an opportunity to advance their knowledge in professional disciplines they are interested in.

The government should play its role by putting in place favorable policies which make it easier for more students in the country to access college education. This will improve the standards of education and will make it possible for more students to fulfill their personal and professional dreams. All bright students should have an equal opportunity to attend colleges regardless of their social status, race, physical appearance or age (Weissman).

The government needs to revise policies which make it difficult for bright college students to gain admission in top universities due to financial problems. This will ensure they have access to opportunities which help unlock their potential. Students who have just finished high school have dreams and ambitions which they aspire to achieve. Some of these students have talents in different areas which need to be harnessed for the benefit of society.

The government needs to make it easy for them to attend colleges by encouraging universities to lower their tuition fees. This approach will encourage more students to work hard in their studies, which improves educational standards in the country (Smart and Paulsen 77). If college tuition is lowered, more students will be willing to go to university and this will result in an increase in enrollment rates in many universities.

Reduction in college fees will help reduce income gaps in the country. It is estimated that college graduates have higher incomes compared to other workers who have never got an opportunity to attend college. Therefore, reduction in tuition fees charged on students will create uniformity in employment patterns across the country. The US government needs to change its policies on education to enable more students to attend college.

This will make the economy to benefit from a qualified pool of workers who have skills in different disciplines. Increased access to education opportunities will encourage more people to acquire more knowledge, which will improve their economic status. This will reduce the income gap between college graduates and other workers who have less qualification (Smart and Paulsen 77). If enrollment rates are increased, there will be more people willing to go back to school and this will have a positive impact on the economy.

The U.S. economy is negatively affected by large numbers of college graduates who cannot pay their student loans. College students borrow student loans which make them have large debt burdens after they finish their courses.

This situation needs to be changed to ensure college students have less debt after finishing their studies. Universities in the country have been increasing their tuition fees rapidly in the last ten years. This has made it difficult for most parents and students to afford high college fees charged by various institutions of higher learning.

Students who are charged exorbitant tuition fees end up taking loans at high interest rates. This situation makes more students get trapped into a life full of debts, after their graduation from college (Toby 81). Therefore, it is necessary for the government to change financial policies which make students incur a lot of debts after school. This will ensure that students are not made to pay high tuition fees which hinder them from actualizing their dreams.

Many colleges spend more money on activities which do not contribute positively to the quality of education they offer. They need to be advised to be more efficient in their expenditure to ensure they focus more on providing quality education to their students. In addition to that, the government needs to come up with a solution that helps universities lower their tuition fees.

This will encourage more students to enroll in different programs and this will improve access to higher education in the country. The government needs to offer financial incentives to universities which give bright students a chance to study affordable degree programs (Toby 88). This will help such universities improve the quality of education they offer their students, which will lead to positive educational outcomes.

Students should be given more information on flexible financing options to help them make good decisions about their future. Loan repayment systems need to be changed to reduce debts incurred by students after finishing college. Students should be given repayment options which are not very punitive to encourage them to take education loans (Morgan).

The government needs to assist bright needy students to attend college by offering them financial grants. These grants will help more students to acquire vital skills which will help them in their future careers. Students who excel in their studies after the first year of college should be given more financial assistance to encourage them to study.

An increase in college tuition fees offers several benefits to universities and other institutions of higher learning. Some educational programs are very expensive to teach and they require students to pay more to access quality facilities. Many universities have to incur a lot of expenses to sustain technical programs and it is only fair for them to pass on this cost to students (Smart and Paulsen 86).

High college tuition fees also discourages students who do not satisfy the required criteria from applying for educational grants. This helps colleges to channel their resources to high quality programs which help learners acquire adequate skills to make them more competitive in their careers.

In conclusion, college tuition needs to be made more accessible to all in the country. The government needs to formulate effective policies to make university education more accessible. This will improve enrollment rates in different universities across the country.

Works Cited

Morgan, Julie Margetta. Making College More Affordable. Center For American Progress 2 Feb. 2012. Web.

Weissman, Jordan. How Washington Could Make College Tuition Free. The Atlantic News 8 Mar. 2013. Web.

Toby, Jackson.The Lowering of Higher Education in America: Why Student Loans Should be Based on Credit Worthiness. Piscataway: Transaction Publishers, 2012. Print.

Smart, John C. and Michael B. Paulsen. Higher Education: Handbook of Theory and Research. New York: Springer, 2011. Print.

Utilitarianism is a part of ethics, according to which the moral value of behavior or deed is determined by its utility. The usefulness of action means the integral pleasure or happiness received by all affected parties during the duration of the consequences of the action (Portmore, 2020). Utilitarianism belongs to the consequential group of ethical theories since it judges an act not by itself, but by its results. Utilitarianism is based on hedonism or eudemonism. These are axiological teachings, according to which the highest value is pleasure or happiness. Rigorous definitions of pleasure and happiness remain a challenge for the time being. Another problematic question is whether these concepts are identical (Blackie, 2019). Modern utilitarians tend to identify them. The purpose of this paper is to discuss the value of education in utilitarianism and to answer the question of whether a utilitarian can argue that going to college is morally wrong.

The value of modern education is in question, and many young people are reluctant to it. They understand that the practical skills gained during the work can be much more useful than extensive basic knowledge of various topics. As a result, they are eager to find an interesting job and get all the necessary knowledge there. In addition, the experience is much more important to many modern employers than having a diploma. The document may not reflect the students real skills, whereas reviews from previous employers describe them in detail. Consequently, the question of the need for study is indeed controversial.

Thus, this issue becomes controversial for the utilitarian as well. On the one hand, education has been one of the key values of people from high society for several centuries. It allows people to form certain views of the world, have opportunities for professional development, and just be interesting interlocutors. There is also a stereotype that the more people know, the more they can achieve. In addition, the college does not offer students exceptional knowledge and overly complex material. On the contrary, college education involves learning basic subjects that can indeed come in handy in everyday life, and these studies are available to most. People do not spend too much effort on college education, so it cannot be said that it harms them or spoils their lives.

On the other hand, the quality of modern studies is not always high enough to be beneficial. Not all teachers can convince students of the importance of their subjects and convey the material clearly. Unfortunately, many people go into this profession due to a lack of choice or desire to earn money. Moreover, students themselves are often not interested in studies and go to college only under the guidance of their parents. They do not know where they want to develop professionally, and therefore cannot make an informed choice of an educational institution. Unfortunately, this is why do not pay due attention to their studies. They look for all the information they need on the Internet and simply pass it through themselves, while nothing useful remains inside. In other words, college can be a waste of time for many, especially when students themselves are not sure what they need.

Hence, in this situation, utilitarians cannot accurately determine whether going to college might be morally wrong. In other words, they do not know if education is beneficial since it is individual in each case. For some, studies can be the starting point for rapid development and a brilliant career. In this case, utilitarians can confidently assert that college education is morally correct and even necessary. For other people, however, going to college can be a waste of time, money, and effort. Students will not learn anything new there because they simply do not want to, and they will not get any benefit. In this case, college education becomes morally wrong from the utilitarians point of view.

Regardless, even if students think they are wasting time in college, they receive a degree. In addition, they gain useful skills, albeit not related to fundamental knowledge. For example, they learn to find information in all available sources and process it according to assigned tasks. They learn to plan and adhere to deadlines because these tasks need to be done and delivered on time. Thus, even seemingly meaningless education can be of significant benefit to students. They can use their education papers to find work and be more successful in the workplace due to certain skills.

Thus, utilitarians can hardly say that education is morally wrong. Undoubtedly, sometimes it can be a burden for students, and the received documents seem useless. Nevertheless, the educational path passed and its results can be useful in one way or another. Hence, they become morally correct from a utilitarian point of view. Undoubtedly, there are situations where college education becomes truly meaningless for the student: for instance, when they studied humanities, and then continued the family business of repairing cars. In other words, utilitarians can call college education morally wrong. However, such situations are quite rare, therefore, this statement is controversial and not widespread.

References

Blackie, J. S. (2019). Four phases of morals: Socrates, Aristotle, Christianity, Utilitarianism. Good Press.

Portmore, D. W. (2020). The Oxford handbook of consequentialism. Oxford University Press.

Murphy, R., Scott-Clayton, J., & Wyness, G. (2019). The end of free college in England: Implications for enrolments, equity, and quality. Economics of Education Review, 71, 7-22.

The article cites an example of a successful reform of the payment system by students of their college education. According to the study, the level of student participation from lower socio-economic strata decreased along with the increase in fees. The author graphs these and other changes to confirm the trend, highlighting the data by comparison.

Thus, according to the study, introducing a higher payment excludes the principle of inclusiveness. On the other hand, along with the growth of the high aid system, the involvement of students from those mentioned above less well-off families has increased. Therefore, it is worth considering reforming the college tuition system not only as a means of increasing the tuition itself but also by increasing the amount of aid, bonuses, and foundations.

Montalto, C. P., Phillips, E. L., McDaniel, A., & Baker, A. R. (2019). College student financial wellness: Student loans and beyond. Journal of Family and Economic Issues, 40(1), 3-21.

The material well-being of college students occupies an important place in the system of values that universities must uphold. The article contains an overview of the critical aspects of the financial situation of students as the basis for the development of their solvency.

The author thoroughly understands the importance of students financial literacy in setting tuition fees, which they still have to pay. In addition, student loans are an essential aspect of an institutions assistance in making education affordable for students.

In summary, college tuition is part of the foundation of education and cannot be excluded. However, there are various types of help for students to ease their financial situation and ensure smooth tuition payment. While some educational institutions choose a course to increase pay and bonuses, others have enough resources to provide loans and grants. According to the articles considered, educational institutions should create favorable conditions for a comfortable financial situation for students.

Introduction

Over the years, the cost of education in the United States has increased exponentially, especially when considering the tuition fee for a college education. Many Americans have been forced to halt their quest for education at the high school level because they cannot afford the cost of college. Similarly, more children are staying out of school at the lower levels of education because of the lack of sufficient purchasing power to access education. It is important to provide free education for all citizens in the nation because it will boost the performance of the labor force. Free education should be facilitated to all Americans for the nation to achieve faster economic growth.

Benefits of Free Education

Free education has both private and public benefits because it enhances the quality of the labor force. Todays world requires participants in the labor force to be acquainted with various technical skills that relate to modern technology. Companies are being forced to outsource labor from other countries to fill in job opportunities that require skills that are not possessed by many Americans. Providing free education would see more Americans pursuing technical courses and being able to harness the available opportunities in various industries (Spring 12). Having a highly skilled labor force would ultimately enhance the performance of the nation, concerning its gross domestic product (GDP). Education for all would enhance the literacy level of the United States and make it one of the most productive countries in the world.

A highly educated population would be associated with creativity, which would enable the development of innovative solutions to the prevailing national issues. The quest for self-actualization on the part of individuals can be boosted through the provision of talent development opportunities through free education (Rose 44). This would result in more people developing economic opportunities through self-employment, which would subsequently create more jobs to eliminate the issue of unemployment. Additionally, an educated society would place the nation in the limelight of solving global issues like developing solutions to global warming and cancer. Moreover, education for all Americans would ultimately eliminate current social issues that incline toward the segregation of a portion of the population. There have been major debates at the national level with parties claiming that access to education, especially at the higher level, is only accessible to the White majority. Education for all would eliminate this issue and see more people from the minority ethnic and racial groups participating in professions in which they are currently lowly represented.

Counterargument

Opponents of free education for all U.S. citizens reveal that such a program would be too expensive for the government. The American government is currently struggling to provide students with college loans and to run other social programs because it can barely raise sufficient funds (Fridley and Sharpe 474). This implies that free education would be impossible to provide for every citizen, especially in a higher level of education. The cost of infrastructure and the human resources required to provide education for all citizens in the United States would be extremely high.

Opponents of free education for all would result in most people competing for white-collar jobs while ignoring opportunities in the informal field. The current situation provides healthy competition for opportunities in all fields. Opponents believe that free education would result in an economy that is solely driven by production in the formal sector.

Works Cited

Fridley, James L., and Rachelle E. Sharpe. Advancing Understanding of Affordability in Washington State: An Interactive Model Exploring Student Higher Education Financing. Journal of Education Finance, vol. 41, no. 4, 2016, pp. 473-487.

Rose, Mike. Why school?: Reclaiming education for all of us. The New Press, 2014.

Spring, Joel. American Education. 8^th ed., Routledge, 2017.

Today, more than ever before, it is increasingly becoming clear that big-time college sports are adversely affecting the quality of education provided by American universities. Many of the students enrolling into these institutions seem motivated by other concerns outside the scope of achieving quality education. This trend is not new, but it has gained a lot of momentum in recent years, hence the need to interrogate the situation in much more depth while reflecting on the works of Murray Sperber in his book Beer and Circus: How Big-Time College Sports is Crippling Undergraduate Education.

Following a commentary done on the book by George Leef, it is evident that American institutions of high learning have lost the direction in terms of providing an enabling environment for quality education to be impacted on students. Sperber argues that different types of motivations have led to this situation by impacting differently on the triangle of athletic directors, starry-eyed administrators, and faculty members. For instance, university administrators are motivated by the achievement of prestige at all costs and often at the expense of providing quality education. Many university directors are also motivated by having a retinue of graduate schools and research programs, with the view to achieving the level of prestige associated with these capacities and hence increasing enrollment rates.

Athletic directors are definitely motivated by the desire to produce the best collegiate athletic teams in the United States. As has been demonstrated by Sperber, being the best football or basketball team at the university level can guarantee increments in enrollment rates, though academic levels may actually be on a downward trend. These directors are also motivated by the desire to sustain high enrollment rates through sporting activities rather than academic endeavors. Lastly, it seems that the desire for more money to fund university activities acts as a motivating force for athletic directors.

On their part, faculty members seem very keen on progressing their own research projects, thus their motivation is fueled by the desire to publish scholarly works to gain popularity and credibility at the expense of providing quality teaching services to undergraduates. It is also tenable to suggest that faculty members are motivated by the funding that is intrinsically tied to research activities. The money factor is also important for the teaching fraternity as most of them want to continually engage in research activities with the view to requesting for huge emoluments upon recruitment. However, the high emoluments and excellent qualification standards of faculty members are unable to justify why the quality of undergraduate education in most American universities is on a downward spiral.

The impacts of these motivations are clear at the Texas A&M University. On the part of university directors, for example, it is now evident that undergraduate programs are not being modified to meet current market needs despite the fact that enrollment rates keep increasing. This clearly demonstrates that undergraduate education is not a priority for university directors at the institution, who may be targeting graduate programs and research activities in an attempt to gain prestige. The impact of the discussed motivations on athletic directors at the university is well illuminated by the fact collegiate athletic programs are taken with much seriousness than what is normally seen in academic circles.

For example, it has been demonstrated that coaches under the various athletic directors are stricter on student-athletes than how faculty members are to students. The motivations affecting the teaching fraternity have been well illuminated by the way members miss to attend to the needs of their respective undergraduate classes. Indeed, it is common practice for some lecturers to miss giving lecturers due to their unavailability when needed in classroom settings. In most occasions, these lecturers are engaged in research activities at the expense of providing quality undergraduate education.

Lastly, at a personal level, I totally agree with Sperbers assertions, particularly in the context of how big-time sports have continued to lower the quality of undergraduate education in American universities. My argument is firmly grounded on the fact that education comes second to sports in most universities, hence many of the students attend classes for the sake of graduating and some dont graduate at all. From the reading, I believe I am justified to suggest that administrators and athletic directors are using sports as a pawn in the game of getting more dollars from increases in enrollment rates. This point has already been advanced by Sperber, but I believe the situation is getting worse by the day as we continue witnessing markedly unfocussed and unmotivated students at institutions of higher learning.

The situation is further aggravated by faculty members, who supposedly enter into agreements with students to maintain the status quo involving the provision of low-quality education provided that students dont complain and are given the freedom they desire. As Sperber rightly points out, students graduate at the end of their studies but with half-baked capabilities that are unsustainable in the current job market. It is my considered opinion that this situation needs to be addressed before it goes out of hand. I suggest a reformulation and restructuring of American undergraduate degree programs to ensure that students are decisively assessed on their academic capacities rather than on their ability to be sporty or willingness to pay huge sums of the money just to be in possession of a degree certificate.

Introduction

Almost all countries in the developed world and an increasingly higher number of other nations in the developing world offer students access to free education at both the primary and secondary levels. This kind of education system is generally acceptable and as such, it does not attract a lot of resistance. On the other hand, education policies among nations appear to differ significantly in college education.

Most states have made it compulsory for students to pay school fees so that they can attend college. Since not many students or parents for that matter can afford college tuition, they are usually forced to make grants or school loans. States often offer financial help to those students who are unable to pay their college fees. Other states have made college education free and as such, it is the right of all students to attend higher education. There is therefore a wide-ranging debate on whether state college should be free to attend, or not.

Students should be able to attend college at no cost because it should be the right of every individual to experience higher education regardless of his/her economic background. Also, having access to the vital knowledge that college education affords us should also be a fundamental right of everyone. University education offers tremendous opportunities and a bright future to students and as such, no student should be denied this chance (Swift 23).

Moreover, the university experience helps to shape individual views and opinions. The state should facilitate such a process because upon graduation, these individuals will bring prosperity and development to the country through their ideas.

Also, by offering students access to free college education the state stands to benefit from superior cultural, leadership, and economic development from a population that has received a university education. A highly educated populace is an economic boon not just to society, but to the country as well. For example, an educated populace is a bale to populace c high-quality products and services and this helps to bring economic gains and fame to the nation.

Countries that actively pursue the smart economy culture benefit enormously (Department of the Taoiseach 3). Providing free college education benefits the country culturally because such students can offer extensive indefinable benefits to society in such areas as painting, architecture, and crafts. Furthermore, by offering free college education, the state is developing future leaders. Lack of fees prevents most individuals from realizing their full potential and this is a huge economic, cultural, and leadership loss to society and the state at large.

Offering free tertiary education also enables a state to foster social equality. This is a free college education that allows the state to actively encourage members of the society that lack a university attendance culture to start attending college. Lack of finance is not the only reason why certain groups of society may fail to attend college. For instance, research shows that between a poor African-American student and a poor white student of comparable economic means, the latter is more likely to attend college than the former (Allen, Epps & Haniff 29). On the other hand, a free college education would foster social equality within society.

Another reason why college education should be made free by the state is that young people often find the burden of paying college loans too much to bear, and more so in the case of financially disadvantaged persons. College fees are often quite high and as such, most students have a very hard time paying it. Therefore, most students end up applying for higher education loans. Given the current state of the economy, jobs are hard to come by and as such, most students feel under pressure to perform well in college so that they can increase their chances of getting jobs upon graduation. This is their only hope of ever repaying their student loans (Kane 47).

Some students end up dropping out of college due to this pressure. For those students who choose to remain in college and can eventually graduate, they normally end up repaying their university loans for most of their working lives (Hill 5). Making college education free would therefore help to relieve the debt burden from the minds of poor university students.

A free college education also enables individuals to maximize their utility because they have an equal opportunity to pursue higher education just like everybody else. As a result, they are also able to rid themselves of the social strata that have defined them thus far. By providing free college education, the state is guaranteeing equal opportunities to every citizen. University education opens doors to a brighter future for everyone, such as access to well-paying jobs (Tribune Opinion 2). A free college education would therefore enable people to improve their future lives, regardless of their current economic standing.

Cover Letter

The purpose of the essay was to examine whether the state should make college education free. This is a very important issue worthy of exploration considering that it has elicited a heated debate with both proponents and opponents alike trying to champion the stand. By completing this assignment, I was able to gain useful insights into the topic at hand. For example, I learned that the lack of school fees is not the only reason why certain groups in society may fail to attend college.

In this case, there has to be a past culture of attending college education. As such, a student whose group culture has a history of attending college will do so, regardless of his/her financial situation, compared with another student from a different cultural group that does not prioritize college education, although both students may be of comparable economic means.

Completing this essay has also helped me to appreciate the kind of pressure to perform that students who have taken student loans are subjected to, because they are always thinking of how to repay it, never mind that they have to worry about their studies as well.

Considering that this is a very interesting topic, there was a lot of literature available and as such, I had a lot of difficulties in trying to sift the literature and narrowing down to the most relevant content. The reason why I decided to write on this topic is that it touches on the lives of the virtual citizen. For example, in case college education is made free, it shall be funded using taxpayers money. Also, the topic is important to me as a student because should the state deem it necessary to make college education free, then I need not worry about repaying my student loan.

One of the things that I enjoyed the most about this assignment is the fact that I could add my insights and arguments into it because it is a debate I have been engaged in previously, not to mention that it affects me directly. Writing this essay has enabled me to appreciate the importance of free college education. I think that it would be foolhardy to offer free primary and secondary education, only to deny students access to free college education and this is the most crucial stage in their educational journey.

Works Cited

Allen, Walter, Epps, Edgar, and Haniff, Nesha. College in Black and White. Albany: State University of New York Press, 1991. Print.

Department of the Taoiseach. 2008. Building Irelands Smart Economy: A Framework for Sustainable Economic Renewal. Web.

Hill, Christine. 2008. Still Paying Off that Student Loan.

Kane, Thomas. The Price of Admission: Rethinking How Americans Pay for College. Washington, DC: Brookings Institution Press, 1999. Print.

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Tribune Opinion. Education Paves Way Out of Poverty. 2005. Web.

Many people understand the value of college education as a means of getting an economic payoff in the future. It is easier for college graduates to find work, and they usually earn more than those without a diploma. Although there is a grain of truth in it, and an economic payoff should be one of the things that motivate a student, it can not be the only component of motivation, just as a good job can not be the only factor, which makes the life worth living. My motivation substantially comes from my life values.

I have lived all my life in the Dominican Republic, and up to this moment, it has been my greatest teacher and mentor. It has taught me what compassion, solidarity and most importantly, unconditional love mean. It has taught me never to lose my faith. It has taught me everything I know and everything I am now.

In my country, basic necessities like food, water and electricity are rare gifts unavailable to the majority of Dominicans. I am in awe of the many corrupted political decisions that sacrifice bettering education and health care and how many do not care enough to help change that. I have stayed optimistic since I see the humility and unbreakable faith Dominicans have. From a very early age, I have been a part of my familys dedication to improving the lives of many Dominicans. I have taken part in volunteer efforts through our family foundation that aids in the construction of schools and hospitals.

For as long as I can remember, I have always wanted to do more and to be more. I have always wanted to challenge myself and conquer new heights. So, that is the first and probably the most important reason I need to transfer  I want to be challenged. Presently, I am studying at American University, and I am not entirely satisfied with my experience there. I do not want my studying to be easy. I want to expand my potential, both as a student and as a person, so one day I can come back home and change the mindset of the world I live in.

Another thing I expect from college is a diverse community of peers and professors since not only the college program and subjects you have to learn matter. I want to surround myself with individuals that will help me to expand my thoughts and ideas. I hope to encounter mentors that will teach me to understand different values, philosophies and beliefs. I hope to find lifelong friends who will share my opinions and values, as well as the bonds formed during the college years. I want to find confidence and be free to be my true self.

The life journey is not an easy one. Many people do not know what their path is and what goals they should pursue in their lives, and that makes the journey even more difficult. Well, I am a lucky person since I know what my life goals are. All I need is to find the best and the quickest way to achieve those, and I hope that your college will help me with this. If I am bestowed with the opportunity to attend it, I promise I will do my best and make the most of every experience I have.

The rising cost of education in the United States and internationally cannot be attributed to a single cause. In its place, the occurrence of cultural shifts, a steady decrease of federal and state support, advancements in technology, and economic problems have contributed to the skyrocketing school fees in learning institutions.

Some stakeholders in the higher education community are greatly concerned about the rising cost of education, but with the advent of global recession other economic issues, the matter has not been resolved despite the ever-rising attention from parents, some government representatives, prominent business leaders, and nearly all newspapers. To make the matter worse, the cost of education is going up at a time that income streams are declining (Eaton et al., 2016). Since the issue of the rising cost of education has been adequately researched, a careful review of the causal factors by all stakeholders can assist in progressing toward possible solutions.

Economic, Social, and Cultural Effects

The support for higher education by governments has decreased considerably in the previous decade. For example, about 36 states in America have reduced their support by more than 20% for every student, 11 of them by a third, and two (New Hampshire and Arizona) by 50%. States started reducing their financial support significantly around the year 2000 and began increasing the cost of higher education noticeably during the recession (Pei & Friedel, 2017).

Despite the reduced government support, learning institutions were required to cater to the educational needs of 15% additional students attributable to the increasing enrollment. The number of students has been consistently increasing and being the highest in universities and community colleges, where it is rising by approximately 9% each year.

Nowadays, the issue of increasing costs of higher education elicits heated discourse among the public and stakeholders. In reality, the issue of costs has created an unsurpassable hindrance for many learners residing in poverty-stricken regions and from low-income households. Specialists affirm that the embezzlement of public funds has contributed to most problems in education (Agasisti & Johnes, 2015).

The national and state funds are misused while the quality of education remains exceedingly low, especially in public schools when compared to their private counterparts. In this regard, students completing public secondary schools have very few opportunities to enroll and succeed in institutions of higher learning. Moreover, the costs of higher education are progressively rising thus making the payment of school fees an unaffordable burden for underprivileged families.

The rising cost of education is leading to the widening of social gaps hence the expulsion of learners from low-income families from higher education. Researchers have established that racial gaps also broaden and divest minority students, for instance, African Americans, of the opportunity to acquire diploma or degree certificates. Regardless of the existing programs for students from minority groups and low-income families, they are ineffective and most of such learners continue to suffer and drop out of school for failure to cope with the rising cost of education. Furthermore, cultural backgrounds coupled with the escalating costs also influence the accessibility of higher education (Blanchard & Willmann, 2016).

Some parents and students are not willing to pay the high fees as required in higher education, irrespective of their ability to afford it, due to their cultural beliefs. Nevertheless, what reawakens the effects of cultural factors are the rising costs of education. This is exacerbated by the high cost of living. Under such circumstances, a huge number of students from low-income families get severely affected.

Health benefits and the increasing utility cost that learning institutions are charged contribute to the rise in the expenditure on education. To attract a high number of students, some schools assure learners and their parents of a compact plan. Under the arrangement, the students are required to pay an equal tuition fee for the four years of study. The problem is that students from middle- and low-income families do not receive adequate financial aid for education to a point of truly making a difference. About 60% of students are given financial aid in the form of grants or loans (Mitchell, Palacios, & Leachman, 2015). Nevertheless, since an increasingly high number of students are applying for such monetary aid, there is gradually less to be offered.

The decreasing level of financial aid leaves many learners with too little monetary assistance, in debt, or seeking help from every possible avenue. When the forthcoming help is inadequate, many students from low-income families are compelled to stay out of school, which affects their performance and career goals. With the increasing population, the federal grant program has risen to about $8 billion in the recent past and state aid has increased by approximately 78% in the last decade (Popescu & Ciurlau, 2017). With the government experiencing economic hardships from other sectors such as health, the amount of financial aid in education has started decreasing hence worsening the effects of the rising cost of education. This has sparked a public outcry on the lofty prices in colleges and universities.

It has been found that students from low-income and some from middle-income families cannot afford to pay for tuition fees charged in universities and colleges devoid of borrowing loans. The rate of student loan debt exceeds credit card liability in the United States. The extent of debt linked to the pursuit of higher education may make students question the value of their profession through most schools statically promise huge payroll checks for graduates.

However, if the rising cost of education is effectively addressed, the value of courses in universities and colleges still gives hope. Statements from the Bureau of Labor Statistics show that the average salary for graduates is $72,830 per year and about $36,000 for people with just a high school diploma (Popescu & Ciurlau, 2017). Such a doubled-up average annual wage could be attributed to the skills gained or instilled in the pursuit of higher education.

Increasing Tuition Costs

The costs of tuition have continued to rise above inflation mainly because the education financing structure is broken. The simple fact behind the wrecked financial system in the education sector is that there is insufficient enlightenment for students to give attention to the increasing costs in learning institutions since it is believed that they can always obtain a loan. It is easy for students to get federal loans while private loans are equally readily available (Popescu & Ciurlau, 2017).

Since universities and other learning institutions know this, the officials in their finance offices encourage learners to borrow as much money as possible, thousands of dollars, with just a few mouse clicks and selections on online websites. The majority of students choose the amount and press on the agreeing button devoid of the realization of what they have just accepted. Because institutions of higher education feel that students can borrow a huge amount of money, they have no choice but to pay for any set figure, and there is no person in the education system to center on controlling the rising costs, they charge exorbitant prices. Therefore, universities and colleges are continually increasing the cost of education each year, and parents pay or students borrow loans, which they later struggle to pay back.

In the past couple of decades, a student in an institution of higher learning could pay for tuition by working part-time in the course of the study. This was provided for in the work-study program but no longer exists in most regions. In 2017, the average tuition fee in private and public universities and colleges in the US increased by 3% to 3.6%; a time when inflation stood at 2% (Lucca, Nadauld, & Shen, 2018).

The cost of education in universities and colleges has excessively increased and shows minimal or no indications of decreasing shortly. This has led to students from low-income families seeking loans to pay for their education. The Institute for Higher Education Policy established that more than 20% of college diplomas and degree programs at the universities are unaffordable for both low- and middle-income families without student loans. Attributable to the ever-rising cost of education, student loan debt continues to rise beyond 1.5 trillion dollars.

A technological triangle, an extensive economic pressure that influences costs in a given sector, is causing a rise in tuition charged in higher education. The main causal factor in the technological triangle is the increasing demand for economic growth globally (Lucca et al., 2018). The demand for technical expertise influences the methods used in the incorporation of new shifts in the system thus influencing a significant rise in tuition fees as universities and colleges seek to adopt technology and other variations in learning. Therefore, tuition fee has to increase continually in all institutions of higher learning to cater for the cost of training manpower and buying of adequate machines and equipment to facilitate learning.

Studies explore how variations in the wage structure, the need for economic expansion in the US, cost pressure in colleges and universities, and the intricacy of the financial aid strategy has reduced accessibility to institutions of higher learning. Higher education is increasingly becoming unreachable to the American public as institutions take advantage of the rising demand for technological experts to increase tuition fees unjustifiably.

Most universities and colleges operate as independent entities where there are no restrictions for money they should charge as tuition. Therefore, schools do not bother about the increasing tuition fee since the number of enrolling students from high-income families is also on the rise (Lucca et al., 2018). The combination of such factors, administration independence, and analysis of the education system lead to the ever-increasing cost of education.

The cost of higher education in the US and globally has been gradually rising since the 1980s. In line with reports from the National Center for Education Statistics, the standard cost for the 2015/2016 academic year was above 19,000 US dollars for a public university and about $41,000 for a private university (Lucca et al., 2018). This cost comprises tuition fees and accommodation charges.

The average cost of education for 4-year programs in universities and colleges is approximately 100,000 US dollars. This comes to about $25,000 each year. The comparable cost for a similar 4-year course in 1989 was $26,000. Adjusting for inflation the cost becomes approximately $52,000. This shows that comparing the cost of a 4-year program in 1989 and 2016, the unjustifiable charges, after factoring in inflation, have almost doubled the price. In the course of that time, the average yearly increase rate for the cost of education was about 3% every year.

Dealing with the Problem

Continued lack of access to higher education for talented learners from low-income families and minority groups is hazardous for the future development of the United States and other affected countries. The broadening gap involving the students from high-income and low-income families, as well as majority and minority groups, will result in dangerous social and racial conflicts in the US (Goldrick-Rab, Kelchen, Harris, & Benson, 2016).

As a solution to the concern of many bright students from low-income families and minority groups failing to continue with education or complete higher education, specialists affirm that the government should get involved and seek assistance from stakeholders and the public. For instance, a kitty could be established in a bid to offer learners the chance to proceed with learning based on their academic performance, potential, and skills instead of monetary grounds, social status, race, or parental income.

The government should create successful state and national programs that can offer all learners equal opportunities to access college education and enable them to acquire high-paying jobs to achieve their full potential. On the issue of misappropriation of funds, the government should enact stringent measures of dealing with the culprits and regular monitoring and auditing should be carried out. Additionally, communities should be directly involved in the selection of the needy students and management of funds (Goldrick-Rab et al., 2016). The local community members understand the impact of the rising cost of education better than government officials.

For instance, members of the community can be involved in the selection of the students who require aid and be given a chance to propose the amount of money that each learner should be given. Consequently, the redistribution of public funds ought to be undertaken at the local level as a way of offering learners in need adequate monetary aid to address the problem of the rising cost of education that threatens to shut them out.

In the past decade, the average cost of higher education across the US has been mounting faster than inflation. The standard amount of money paid as tuition at a public college for one year is roughly 9,000 dollars. This shows that tuition has become overly expensive and is likely to continue increasing until major changes take place. Nevertheless, the easiest way of dealing with the growing costs is for the government to align incentives for both students and schools (Lucca et al., 2018). This could best be realized by enforcing a tuition cap and setting a limit on the amount of money that a learner can borrow.

The implementation of a dual-sided approach to manage tuition fees may provide a lasting solution to the issue of the rising cost of education. Such an approach should center on putting a limit on the amount of money that students can borrow and capping tuition which schools charge. The limit on a students borrowing should apply to all forms of loans and the mandated cap on school fees chargeable should cut across all learning institutions.

While combining the dual approach, the amount of tuition should be fixed at about 25% of the learners loan limit. For instance, if the maximum possible borrowing for students is set at 57,000 dollars, no school should be allowed to charge above $14, 250 (Goldrick-Rab et al., 2016). This will enable each student to complete the four-year degree course even without any other external assistance apart from the loan. Other plans such as loan forgiveness programs should be set at the borrowing limit. In this manner, learners going into universities and colleges will understand that they qualify for forgiveness anchored on the profession in which they pursue. Such practices will eliminate ambiguity in the sector and guarantee equity, access, and quality in the education system.

The objective of capping tuition fees is not to ensure artificially reduced costs in the education sector but to simplify the educational funding progression for both learners and schools. Capping tuition fees can assist in successfully curbing the increasing prices charged by learning institutions since students loans have to be incentivized to remain below the established limit. Moreover, universities and colleges have to be encouraged to settle below the tuition ceiling on the condition that they desire to keep on obtaining federal financing. For most public institutions, that cannot be a problem because the present average cost is well under the restriction (Popescu & Ciurlau, 2017).

Although capping might make it challenging for for-profit learning institutions, going by the latest inquiry and allegation concerning such schools, setting a restriction beyond which fees cannot be charged will be an effective manner of protecting students.

The approach of limiting students loans and restricting the fee charged will be unsuccessful devoid of educating the learners. The ultimate support of this policy requires the inclusion of compulsory education of borrowers before the college or university signing any financial documents (Pei & Friedel, 2017). This strategy should use more than just an online selection and require filling out documents and forms, akin to credit card statements.

For example, the borrower is required to understand what capping is, the amount of money expected in the form of loans, and an estimate of their future monthly salary. Providing timely education, over and above modifications of limiting loans and tuition fees, will ensure that costs stop increasing and make universities and colleges affordable even to students from low-income families.

Conclusion

The increasing cost of higher education in the United States and globally cannot be attributed to a single reason. The existence of cultural shifts, a constant decrease of federal and state backing, technological advancements, and economic challenges have contributed to the rising costs in institutions of higher learning. The cost of education is continually increasing at a time that revenue streams are going down. Since the problem has been sufficiently understood, a careful evaluation of the causal factors by all stakeholders can help in proceeding toward likely solutions.

A kitty could be set up in an attempt to offer learners the chance to carry on with higher education based on their academic performance, capability, and skills rather than the monetary basis, social position, ethnic background, or parental income. To deal with misuse of funds, the government should implement tough measures of punishing the perpetrators and regularly monitor and audit school budgets. Another effective approach entails putting a restriction on the amount of money that learners can borrow and capping tuition fees which learning institutions charge.

References

Agasisti, T., & Johnes, G. (2015). Efficiency, costs, rankings and heterogeneity: The case of US higher education. Studies in Higher Education, 40(1), 60-82.

Blanchard, E., & Willmann, G. (2016). Trade, education, and the shrinking middle class. Journal of International Economics, 99, 263-278.

Eaton, C., Habinek, J., Goldstein, A., Dioun, C., Godoy, D. G., & Osley-Thomas, R. (2016). The financialization of US higher education. Socio-Economic Review, 14(3), 507-535.

Goldrick-Rab, S., Kelchen, R., Harris, D. N., & Benson, J. (2016). Reducing income inequality in educational attainment: Experimental evidence on the impact of financial aid on college completion. American Journal of Sociology, 121(6), 1762-1817.

Lucca, D. O., Nadauld, T., & Shen, K. (2018). Credit supply and the rise in college tuition: Evidence from the expansion in federal student aid programs. The Review of Financial Studies, 32(2), 423-466.

Mitchell, M., Palacios, V., & Leachman, M. (2015). States are still funding higher education below pre-recession levels. Journal of Collective Bargaining in the Academy, (10), 71-76.

Pei, S., & Friedel, J. (2017). The rising cost of being foreign. Journal of Comparative & International Higher Education, 9(1), 56-57.

Popescu, G. H., & Ciurlau, F. C. (2017). The skyrocketing costs of US higher education and the student debt crisis. Psychosociological Issues in Human Resource Management, 5(1), 242-247.