Nowadays, people face serious problems in trying to find jobs. Many organizations look for people with higher education and experience. However, not all candidates can meet such requirements, and one of the reasons for this problem is the inability to get a college education for free. Despite their intentions to work and develop their skills, many people cannot pay for their education because of low-income levels, poor living conditions, and problematic families. Therefore, to support the idea of equal employment and payment, I believe that state college should be free for people and covered by the US government.
There are many positive aspects supporting the idea that a college education has to be free for Americans. Emotional support is important for people. In case students may contribute to their personal interests and skills and are not challenged by financial issues, they can become true experts in the chosen spheres and demonstrate high productivity and successful results. It is sad to look at a student who has to choose an economic college instead of developing their architectural skills at a specialized college just because of the lack of money.
Governmental funding results in certain improvements in the learning process. Instead of dealing with available funds and opportunities, students can get a chance to focus on their education and receiving high grades. Finally, if more students can study in college for free, there will be a need for new teachers and educational facilities. More new working places can be offered to people, and the rate of employment can be considerably decreased in the country. I believe that colleges should be the places where students have to learn how to live and develop their abilities, but not where they have to think about money or how to make appropriate financial decisions.
However, some people choose another position and say that it wrong to support the idea of free college education funded by the government. For example, there are such groups of people who do not believe in the importance of education in their lives. They have already learned how to read, write, and count, and they are ready to work and continue their family business. As soon as college education becomes funded by the government, it may be obligatory in the country. I believe that not all people are ready to accept such an obligation.
Even such pros as the possibility to hire more teachers can be regarded as a negative aspect because not all teachers agree to work and have low salaries. As soon as they do not get approvals and support, they may leave colleges, and students who like the idea of a free college education may have no educators. The problem of teacher shortage is hard to solve in such a country as the United States. Finally, there are many other spheres that can be improved by governmental funding, including healthcare, medicine, or science. If students want to study and find education obligatory in their lives, they can use multiple loans and grants that have already been introduced by many colleges. Though not all students can afford such help, a chance is available to many candidates.
In general, despite the existing controversies and doubts, I want to believe that the US government can promote free education for college students. Such a decision can promote numerous improvements in the workplace and support people despite their incomes, race, and status. There are many spheres where money plays a central role, and college education should not be spoiled by financial concerns. This field is to motivate, support, and inspire. Such values have to be free for American people.
College education is important because it enables one to develop a career path. The issue has prompted a debate about making one year college education a requirement for every American. This paper will focus on two opposing arguments on whether every American should have one year of college education.
Every American should have a one year college education in order to participate in rebuilding the economy of the country. The industrial sector in American requires people with middle level skills. The kinds of skills required in the industries are beyond those acquired in high school.
Anyone willing to be successful and work in the industrial sector must get a college education because one gets more skills that enable one to work competitively in the job sector. Moreover, going to college opens up possibilities for an individual. People who attend college “gain academic, technical and critical thinking skills “ ((St. Clair 1). Some may actually end up achieving a certificate and eventually get jobs that have potential for growth.
The possibility of acquiring a bachelor’s degree increases with college attendance and an individual has a better chance of building a successful career path with higher wages than those who do not attend college. On other hand, making one year college education a requirement for all Americans will give a chance even to adults who skipped college for one reason or another. These Americans will get a chance to build a career path (St. Clair 1).
Conversely, not all Americans should be required to get a one year college education because it is not really necessary. Mandating everyone to have it would not be practicable because some people have no desire to attend college in the first place. Coercing such individuals into colleges would only amount to a waste of resources because one cannot learn if they are not willing. In addition, the government would be forced to control college admissions hence deny institutions autonomy.
Not, only would this scenario lead to loss of academic freedom, but also increase the education budget. Requiring every American to attend a one year college education would work in the reverse because colleges would be crowded and thus not able to offer quality education to those who join out of their own free will. Instead of raising the level of education, this requirement would undermine education tremendously (Linker 1).
Professor St. Clair brings forth strong arguments why every American should have a college degree. She shows how a college degree can help an individual not only in the short term by getting a job, but also in the long term by helping one to develop a successful career path. According to her a college education is the key to a person’s career path and success. On the contrary, Professor Linker brings forward reasons against making one year college education mandatory but fails to show how individuals who not attend it fair in their career path.
The arguments would have been stronger if Linker would have included stories of successful people with no one year college education. He should also have expounded how students willing to be in college are hindered from succeeding by those in college against their will. St. Clair should have also mentioned that not all people are gifted in education because there are successful people out there without a college degree. She also fails to address the issue of financing mandatory one year college education.
Finally, a college education is important and every American should have one year of college education. St. Clair makes compelling points for supporting one year education. The outcomes of the one year college education are great and have put some people on a solid career path.
The education can give adults a chance to curve out a career path. Education is really a key that opens up opportunities because societies with high levels of education are successful and the way to make a society successful especially on the economic front is to educate the people so that they can participate in the economic activities.
However, Linker does not convince with his arguments against one year education because some people may end up liking education once they go into the one year college program as they may realize the opportunities that lie ahead. Some people do not know how to make the right choices and must be guided in this case mandated to go to the one year college education program.
Without a one year college education chances of succeeding in a career path diminish considerably. Thus making every American have a college education would be step in the right direction.
Works Cited
Linker, Dan. Should every American have a one year college education?
St. Clair, Serena Ota. Should every American have a one year college education?
One of the educational tests reviewed in Mental Measurements Yearbook is called “Classroom Assessment Scoring System Toddler.” This test includes several elements to assess the classroom environment based on observational tools. The acronym officially accepted for the specified test is as follows: CLASS Toddler (“Classroom Assessment Scoring System Toddler,” n.d.). According to the information provided by the Mental Measurements Yearbook, the publisher of the text under consideration is Teachstone Training, LLC that released it in 2012. Among the authors of CLASS Toddler, it is possible to enumerate La Paro, Hamre, and Pianta. By the very definition, the selected test targets toddlers aged between 15 and 36 months. The collection of standardized data regarding the quality of the learning environment prepared for young children is the intended purpose of this test.
As for the test category, one should note that general aptitude is the most appropriate description in this case. In particular, this test aims at determining the effectiveness of interactions between a teacher and a learner, focusing on strengths, weaknesses, and opportunities, thus ensuring continuous enhancement in the process of education. The test components involve the following items: manuals, forms, booklets, observation sheets, as well as a scoring summary sheet. The twentieth mental measurements yearbook by Carlson, Geisinger, and Jonson (2017) provides a review of the test. Summarizing the above review, one should emphasize that CLASS Toddler targets younger children and measurement of their communication with teachers by providing accurate descriptions of expected interaction between them.
More to the point, it offers tips for teachers, focusing on communication strategies, teaching techniques, and potential solutions for issues that may occur in the process of testing. The publisher’s website for this test. According to the mentioned website, the key distinguishing features of this test are detailed descriptions and various components that ensure proper understanding and measurement of the target audience. Even if comparable tests are not listed on the website, it is essential to note the collaboration with the International Association for Continuing Education and Training (IACET) that controls a rigorous accreditation process and ensures that the test meets all quality expectations.
College Major Interest Inventory
Developed by Whetstone and Taylor, the educational test called “College Major Interest Inventory” helps to determine the best match of majors that are of interest to a particular student. CMII acronym is used for this test as an official identifier in various sources. Consulting Psychologists Press, Inc. should be noted as the publisher of the specified test that was initially presented in 1990 (“College Major Interest Inventory,” n.d.). The intended audience is college students, who need assistance in selecting majors for their further education. The purpose of CMII can be described as follows: to determine academic majors that properly fit students’ interests and associated patterns.
This test is called to measure the general aptitude of students, the category which tries to cover their overall performance, preferences, and educational views. Among the test components, there are manuals, forms, and quizzes. The twelfth mental measurements yearbook edited by Conoley and Impara and published in 1990 involves the review of the mentioned test. To summarize the review in the above book, one should state that the College Major Interest Inventory test is useful to help college students in choosing academic majors based on their interest by answering quiz questions. There is no information regarding the publisher’s website for the described test. No comparison tests are noted in the review of this test. It is possible to suggest that CMII proved to be effective for college students as it was published more than 20 years ago and being applied by plenty of colleges.
Evaluation
In my point of view, Classroom Assessment Scoring System Toddler is a rather significant test for understanding how effective the interaction between a toddler and a teacher is. Also, by applying it in practice, one may accurately determine the areas that need enhancement or adjustment with regards to the learning environment and a particular child. The fact that this test’s publisher provides additional information on the website also contributes to its reliability and successful application. Therefore, I consider that this test should be widely used for academic purposes as a basis for child development. I consider that information presented on the website is valuable both for educators and parents, who may easily access it and monitor its application.
Considering the College Major Interest Inventory test, I would like to emphasize that it seems to be quite relevant since college students essentially need some assistance in making a proper choice. Some majors may seem unnecessary for them, while the test may demonstrate that they match students’ interests. Such a test promotes a concise approach to academic decisions related to the selection of majors. At the same time, since the test was published in 1990, I believe that it needs some adjustment and additional quizzes. It would also be better if the website provided some important information on the current application of the test along with its advantages.
College education in the United States is undoubtedly very expensive. As of today, majority of the Americans find college education out of reach considering the cost of living and the general economic status. There are concerns that tuition fee for one year at college is making it difficult for parents and college students to save enough money. Lamar Alexander argues the United States risks its competitive advantage over other countries in terms of research and wealth creation (27).
In the recent times, United States universities have been ranked among the top most competitive universities in the world (Alexander 28). Another situation facing college education in the United States universities is lack of continuous innovation. Pundits like Bollinger, Crow, Hansen and Zemsky argue that universities in the United States are no longer improving in terms of flexible learning processes (30). The purpose of education in promoting entrepreneurship in a country with great opportunities is slowly diminishing.
Currently, the entrepreneurship phenomenon that is an integral element in wealth creation is being replaced by college education. In this regard, the duration required to complete education is not consistent with the expectations of a college graduate. Another problem associated with college education in the United States is that a majority of students do not graduate with a diploma after undergoing four years of education. From this perspective, the purpose of college education has been questioned.
A need to reduce the cost of college education in the country is necessary. Reduction of college education cost can be achieved by reducing college years from 4 to 3 years. Introducing flexible learning processes in college as a form of continuous improvement and innovations is now inevitable. The introduction of online education can also be integral in reducing the cost of college education. In addition, other alternatives apart from college education can be promoted in the form of vocational training and entrepreneurship.
Cost of college education
According to Lamar Alexander, “the current cost of college education in the United States costs more than $43,000 in four years compared to three year” (29). From this perspective, this amount could be saved if the duration is reduced by 1 year. Alexander likens the cost of college education to the current cost of fuel.
Alexander compares college education with three automobile companies like General Motors, Ford and Chrysler. In his comparison, Alexander reckons how the companies lost their competitive advantage to Japanese automobile companies who were more efficient and reliable in terms of cost. In this context, in order to accrue cost efficiency and reliability, college years have to be reduced.
James Altucher is not amused by the high cost of college education. The author remarks how one can transform the college tuition fees into something worthwhile. Altucher argues from experience by advocating for better use of money than for college education (Altucher 1A). From this perspective, the aspect of entrepreneurship and travelling becomes an important element to consider for young people.
Jacques Steinberg agrees that the high cost of college education is inconsistent with the current outcomes from the same. According to him, “college education is now an overrated concept in the United States” (Steinberg 1A). In this regard, many of the college graduates do not attain required college grades or are rendered unemployed upon school completion. Current statistics show that at least 80% of the college students do not attain a diploma or a degree after paying hefty tuition fees.
Lack of flexibility
Bollinger, Crow, Hansen and Zemsky agree that American college education lacks innovation (31). There is a concern that lack of flexibility on how education is conducted affects the outcomes of the same as evidenced in jobless college graduates. Lack of effective solutions for socio-economic problems in the American society can be attributed to ineffective college education system.
Bollinger, Crow, Hansen and Zemsky points argue that the existing fixed knowledge base causes inflexibility in education (30). From this perspective, a need to expand the knowledge base through other learning alternatives becomes imminent. The current college education is complicated and requires simplicity. This simplicity can be in form of simpler and faster means to achieve a college education goal.
The current semester structure in one academic year shows how the education system is rigid at the moment. Nevertheless, ignoring economic constraints that affect college education is ill-advised. College institutions and education policy makers need to understand that the prevalence in college drop-outs is due to increasing economic problems. Perhaps, reducing the number of college years and compressing semesters would be a good initiative in controlling the rate of college drop-outs.
Lack of education alternatives like online-education has inhibited the effectiveness of college education in the United States. In fact, this explains why American universities are no longer competitive than European universities that offer online programs. As indicated earlier, current problems facing college education in the United States can be attributed to lack of innovation.
The conventional belief that only college education can guarantee an individual’s eligibility to attain a job is ill-advised. Failure to promote vocational training and mastery of talents has raised questions about the importance of college education. James Altucher claims there are alternatives that can be focused even more than college education. Altucher points out that the lack of flexibility has ignored the potential of art, writing and talents in wealth creation (Altucher 1A).
Solution
Lamar Alexander’s 3 year solution is effective in reducing the exorbitant cost of education. Alexander’s experience in the University of Tennessee and George Washington University shows that some learning facilities still remain closed and idle during summer holidays.
Alexander argues that summer holidays offer the opportunity to deliver learning services to willing part-time students (27). This means that college institutions will be able to optimize on their institutions and accrue enough funds to accommodate more students and consequently reducing the cost of education.
Moreover, establishing a 3 year college diplomas, students will be saving 25 % of the total regular education cost (28). From this perspective, a student will have to enroll for part-time education during the summer and pay an extra amount. However, operating a college facility all year round means that students will have no time to rest and accrue intellectual experience.
Flexibility and college education can now be achieved through online programs. In addition, scheduling programs by including summer holiday as part of learning time can reduce time and cost of college education. Online learning is integral in improving learning behaviors among college students. This promotes research-oriented learning that is critical for college education and competitiveness.
In conclusion, persistence of the current college education can be avoided by advocating for other learning alternatives. The alternatives would be crucial in reducing education cost and providing the necessary flexibility required in education. The conventional belief that college education creates employment and wealth is now surpassed by opportunities in art, talents and entrepreneurship.
Corporate apprenticeships, vocational and career training are now ranked as the most promising and sought out alternatives that create jobs across America. Reducing college education to 3 years is now critical in providing colleges with the required competitive advantage.
Works Cited
Altucher, James. “Skip the Diploma: 8 Alternatives to College.” MSNBC 29 March. 2011: 1A. Print.
Bollinger, Lee, Crow, Michael, Hansen, T. Elaine and Zemsky, Robert. “What’s College for Anyway?: A Symposium.” Newsweek 26 Oct. 2009: 30-33. Print.
Alexander, Lamar. “The Three Year Solution: How the Reinventions of Higher Education Benefits Parents, Students, and Schools.” Newsweek 26 Oct. 2009: 26-29. Print.
Steinberg, Jacques. “Plan B: Skip College.” The New York Times 15 May. 2010: 1A Print.
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 master’s degree earned $70, 000 more than their counterparts with less than a high-school diploma. The disparity is also reflected on holders of a bachelor’s 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 costs pertains to the charge that a student is obliged to compensate for enrolling and going to public or private colleges.
Returns generated by tuition costs are utilized in making up for various operating outlays of the institutions which are not covered by tax payers, in addition to most expenditure related to education and further relevant expenses.
College Tuition Cost Inflation
At the end of the 20th century the nation witnessed a rise in college tuition costs at a faster rate than the rate of inflation. The reasons for this were:
Escalated costs of Education and relevant overheads;
Abridged need-based grants financed through tax payer subvention;
This resulted in:
Higher education costs;
Dropping out of many students, in particular African-American and Hispanic students;
Controversies over equal openings for all in the U.S. education system;
Trends in Tuition Inflation
Short term solutions are out of sight as this has become a prolonged phenomenon dating at least 25 years back.
Between 2002 and 2003 Tuition underwent:
A 24 percent hike in the state of Massachusetts;
A 20 percent raise in the states of Texas, Missouri and Iowa;
Comparable figures in all other states;
This enforced a set back in meeting the demands for higher level learning in the nation.
Tuition and Student Enrollment
Student enrollment is critical for the institutions.
Student enrolments directly influence:
Revenues earned;
Degree of support from governments;
Stability of the institution;
Drawing and retaining students became a priority for institution authorities during the 70’s till the 90’s.
Revenues from tuition do not suffice for the functioning overheads of an institution.
To cover up their total expenditures, they require subsidies from other avenues such as:
Government agencies;
Alumni;
Business corporations;
Friends.
How the upward trend began
Tuition costs were relatively unwavering during the 1970’s for undergraduate programs.
The 1980’s witnessed an alteration in the circumstances with costs exhibiting an upward trend.
During last ten years the tuition and other educational charges have demonstrated an uphill escalation.
Apprehension about the competence of elite institutes in providing educational scope for the lower and middle income category have been rising.
Impact on Education Environment
Going to prestigious colleges for higher learning, a trend observed in the 60’s, became less fashionable.
Trends observed during the onset of the 21st century:
Cheaper two year programs were chosen by numerous students;
Online learning gained popularity.
However, positives of this system came out as:
Better quality standards and common on-campus experiences;
Enhanced physical amenities in the form of air-conditioning, contemporary recreational conveniences;
Superior student representation in Unions;
Improved communication framework used by students and professors by means of computer technology.
Tuition and income inflation compared
During late 50’s and early 60’s annual tuition charges accounted for 15.6% of average income per family which stood at 53.3% in 2003.
Effects:
Growth of scholarship assistance;
Fall in number of students paying entire tuition charges;
However, scholarships do not cover non-tuition charges such as food and lodging which raises the cost of education overall.
Variations in tuition inflation
Fluctuations in tuition inflation rate:
During the 80’s and early 90’s inflation rate was recorded at 5%.
A fall to about 2% was observed from 1995 to 2001.
An uphill climb was exhibited subsequently when inflation rates stood at an astonishing 28% from 2001-2004.
Reasons:
Higher charges of private colleges;
Steep tuition costs at research oriented colleges to provide for higher operating costs;
Increased trends of joining two year programs during the late 90’s explains the fall in inflation rate during that period.
Causes for Tuition Inflation
Rise in the number of college going people.
Increased overheads in university colleges.
Higher Standard of Living index.
Demand for further education.
Abridged governmental support.
Enhanced student endowments.
Rise in the number of college going people:
Over a long time span number of 18 to 24 year old population has increased excepting for the 70’s and 80’s when there was a sharp fall in that number. This forced universities to reorganize their budgets. However, student enrollment did not cease and thus led to tuition inflation.
Increased overheads in university colleges:
The pressure to provide better amenities, technological support and staff reimbursements escalate the college budgets which are transformed into increased tuition charges.
Rise in the number of college going people:
Over a long time span number of 18 to 24 year old population has increased excepting for the 70’s and 80’s when there was a sharp fall in that number. This forced universities to reorganize their budgets. However, student enrollment did not cease and thus led to tuition inflation.
Increased overheads in university colleges:
The pressure to provide better amenities, technological support and staff reimbursements escalate the college budgets which are transformed into increased tuition charges.
Abridged governmental support:
Need based support from governmental organizations due to increased health care outlays and competition of colleges amongst each other raise the educational charges as well.
Enhanced student endowments:
In 2000, roughly 58% of all full-time undergraduates were recipients of some type of assistance. Tax cuts to provide for tuition were granted. Few states, even allowed students to acquire pre-paid loans enough to compensate for semester tuition entirely. Such policies enabled authorities to raise their tuition fees.
Conclusion
The prolonged nature of tuition inflation has made the issue a major cause for concern and controversies among the American populace.
Tuition inflation has been on a continuous race with the economic inflation of the nation for over three decades.
The intuitive assumption that enrollment rate is effected in a negative manner by inflated tuition costs has also come under the scanner. No direct correlation can be observed between enrollment rate and tuition inflation as it is on the rise when inflation rates drop but at the same time it has exhibited upward inclination even when inflation rates jump. This has made it a controversial issue.
The blame game continues to unfold amongst various congressional members, campus leaders, college authorities and the state government on education policies.
Tuition costs depend on conciliation amongst various parties each of which have their own specific interests. Thus, no entity can be solely blamed for the present adverse situations.
The cost of college education in the United States has been on the rise in the past two decades. Many students are finding it hard to graduate because of financial constraints, even though the government offers financial support. Many learners avoid the trap of leaving school with huge debts that might take them many years to clear. This issue has been debated in various sectors, with proponents and opponents presenting different arguments for either supporting or opposing it. Proponents believe that free education will strengthen the labor market, grow the economy, and increase equality in society. On the contrary, opponents argue that it will devalue the college degree and overburden the taxpayers, as well as the federal and state governments. Countries that offer free tertiary education report both positive and negative impacts. Arguments from both sides originate from the results of surveys conducted on the positive and negative effects of free college education in countries such as Germany, Sweden, Denmark, Finland, and Norway. College education should be free because it will widen the workforce, boost the economy, decrease inequality, and allow students to focus more on their careers.
Why College Education Should Free
Widening of the Workforce
Providing free education for everyone in America will widen the workforce by increasing the number of qualified people in the labor market. Technological advancement has introduced the concept of automation in many jobs that involve simple tasks. However, there is a need for more qualified individuals with analytical and creative thinking skills to do the work that machines cannot do (Winograd and Lubin). A free college education would create a large pool of graduates with technical skills; this would broaden the labor force and increase its agility. Moreover, availability of qualified candidates would make it easier for industries to recruit, hire, train, and retain highly-qualified individuals with a wide range of capabilities (Kromydas 4). The majority of jobs in contemporary society require advanced technical skills that can only be acquired in college (Goger). In that regard, free college education would create a better-educated workforce that would fill the numerous positions that are available in the various economic sectors.
Economic Boost
Another reason why college education should be free is the role it would play in boosting the economy. Government statistics have shown that students graduate with an average debt of $31,172 that takes several years to repay fully (Winograd and Lubin). Moreover, the interest that accrues on their education loans makes it harder for them to focus on other life aspects such as starting a family or buying a house. Free education would allow students to graduate without debt, and therefore, enhance their readiness to earn, save, and invest (Winograd and Lubin). The economy would benefit immensely if the money that people use to repay their student debts went toward investments or starting businesses. In addition, instead of paying for their children’s college education, parents could use that money to invest in their retirement or the stock market. Either way, college for all would provide a financial incentive that would save a lot of money. Habits such as consumer spending and investing are key in the stimulation of economic growth (Winograd and Lubin). Many students are afraid of leaving school with huge debts, and so, they avoid going to college altogether. Decreased graduation rates lower the number of professionals available to fill the vacancies that are available in various industries.
Increased Equality
Inequality in the education sector is a pervasive challenge that could be solved by the introduction of free college education for all. Students from low-income families find it difficult to afford tertiary education because it is expensive (Financial Stress). In that regard, equal opportunities are unavailable for young people to pursue careers of their choice. There are many bright individuals who fail to make their contribution to society because of the lack of money to go to school. A lack of education is associated with low wages and a below-average lifestyle (Kromydas 6). States that have free college tuition programs record positive outcomes: inequality has declined significantly and the rates of graduation have increased (Winograd and Lubin). The Tennessee Promise scholarship program increased college enrolment by 24.7%; the admission of African American and Hispanic students rose by 5% and 1% respectively (Winograd and Lubin). The graduation rate in the program was 52.6%, while that of students who finance their education was 38.9% (Winograd and Lubin). The rates of graduation among students who attend college on scholarship are higher than those of students who pay for it.
Increased Focus on Studies and Careers
Proponents of free college education argue that it is necessary because it will allow students to focus on their education and careers, rather than looking for tuition money. Some of the main causes of stress among college students include the high cost of education, the means of repaying their loans, challenging academic work, relationships, and securing employment after school (Financial Stress). Research has shown that financial constraints cause worry, anxiety, and even depression among students. The sustained stress of thinking about how to pay for tuition and the burgeoning debts after graduation diverts their focus from their education to the search for money (Financial Stress). These challenges crowd their brain’s ability to focus on coursework and their long-term professional goals. As a result, the rates of graduation decline immensely as many of the students drop out for lack of money.
A 2015 study conducted by the Ohio State University on student wellness revealed that approximately 70% of students experience stress because of the poor state of their finances (Winograd and Lubin). Anxiety originates from thinking about ways to pay for their tuition and monthly expenses. Moreover, 32% of the students interviewed stated that at certain times, they had to abdicate their studies so that they could look for money to pay their debts (Winograd and Lubin). These challenges could be mitigated by a free college education for all.
Opposing Arguments
Opponents of free college education argue that it is impracticable because it would devalue college education and overburden the taxpayers, as well as the state and federal governments. They have criticized the proponents for presenting arguments that though valid, have little basis in reality. For example, they support it and fail to give workable recommendations on how to get the money for the program without overburdening the state and federal governments. It would be inappropriate to increase taxes so as to earn money to fund a free education program. Moreover, they ignore how it would affect the value of a college degree.
Increased Pressure on Governments and Taxpayers
One of the main arguments against free college for all is the financial pressure it would place on the federal and state governments, and taxpayers. Such a program would require the government to find extra money to finance it, taking into consideration the likely increase in enrolment. Free college education means that Americans would be required to pay more taxes for the government to get enough money to implement and sustain the program (DiMartino 261). Higher education is not a universal right but a private pursuit that is usually done in order to get an economic return (McCowan, 111). Therefore, the government does not a moral obligation to make it free for everyone. The uncertainty of who will be affected by the increases in tax is a source of discomfort and opposition among Americans who think that the idea is not viable (Goger). The most realistic option would be increasing and creating new taxes, thus burdening the taxpayers who are already paying taxes that are considered relatively high in comparison with other developed economies.
Devaluation of the College Degree
The value of a college degree would decline significantly if education was made free for all. Currently, many people rate a degree highly mainly because of the dedication and struggle involved in its attainment. The stress of financing one’s education through loans and taking multiple jobs makes it an invaluable pursuit (Goger). Free education may erode its quality because students would not feel then need to work hard as the government would pay for their tuition. Moreover, the majority of them would not be motivated to graduate quickly because of the lack of an urgency to reduce debt. Therefore, laziness and indifference to education would increase because of the elimination of the financial pressure of mounting student debt (Goger). This renders the idea of free college education for all a bad idea that should not be implemented. Moreover, free education would not solve the inequality that exists in the education system because of social and cultural factors (DiMartino 274). In that regard, free education would be beneficial to a small percentage of students who cannot pursue higher education because of financial constraints. This would exclude young people who do not go to college because of social and cultural factors.
Rebuttal
The arguments that free education might devalue a college degree and put pressure on governments and taxpayers is highly flawed. First, free education would increase competition in the labor market because a higher number of graduates would compel organizations to raise their hiring and recruitment standards (Goger). Therefore, students would be more motivated than before to attain excellence in their education in order to increase the chances of pursing the careers of their choice. Moreover, there are many people who pursue alternative careers because of the lack of money to pay for tertiary education. It is highly unlikely that the program would devalue a college degree. This phenomenon has not been observed in countries that offer free college education, such as Norway, Finland, and Sweden.
Opponents also argue that free education would put pressure on state and federal governments, and taxpayers. This argument is based on the assumption that the only way for the federal government to finance the program is through raising taxes. However, there are other alternatives that can be applied.
It is estimated that even without this family income limitation, eliminating tuition for four years at all public colleges and universities for all students would cost taxpayers $79 billion a year, according to U.S. Department of Education data. Consider, however, that the federal government spent $91 billion in 2016 on policies that subsidized college attendance. At least some of that could be used to help make public higher education institutions tuition-free in partnership with the states. (Winograd and Lubin)
The government could also reevaluate its spending in various sectors in favor of free education and enact more stringent policies that seal the loopholes that wealthy individuals and organizations use to avoid paying taxes.
Utopia and Free College Education
Thomas More taught that in a utopian society, governments focus all resources on the provision of services that promote the safety and welfare of its citizens. Such civilizations are characterized by equality as everyone has access to opportunities for personal and professional advancement, and they are treated with dignity (More). Free college education can be viewed as one of the ways that the US can achieve a utopian society: it will promote public interests, accord people dignity, encourage individual development, and support the improvement of people’s welfare (McCowan 115). It would provide a way for people to live with dignity by eradicating ignorance, pursuing careers of their choice, and serving society.
Conclusion
College education should be free because it will widen the workforce, boost the economy, decrease inequality, and allow students to focus more on their careers. There are several downsides though: there is a possibility of devaluing the college degree and placing financial pressure on taxpayers and the state and federal governments. However, the impact on the education system, the economy, people’s lives, and the society at large outweigh the shortcomings. This conclusion has limitations; first, it is based on the assumption that skills can only be taught in college. Secondly, it disregards the importance of encouraging young people to venture into entrepreneurship as an alternative to formal education. Many successful entrepreneurs have reiterated on several occasions that they do not usually consider academic qualifications when hiring. Their main focus is on the individual’s creativity, thinking capability, and the potential to solve complex problems. It is important for Congress to support the provision of free college education by enacting laws that support it. Otherwise, the American economy might not be able to compete effectively with other developed nations that offer free education and that have a highly-qualified and academically diverse workforce.
Good college education can really take you far in life. At the same time, however, some people are incredibly book smart but are clueless when they deal with the real world. Others are street smart but can’t handle anything other than what they’re accustomed to. (Donald J. Trump –Chairman of Trump university)
First College education
Prepare for job requirements in a constantly changing marketplace in the 20th century, a high school diploma was usually enough to assure American employers that job applicants could handle most basic functions. Most large companies operated their own internal training and development programs for recent high school graduates. A lot of Americans enjoyed successful careers, usually working for the same companies their entire lives.
Recent changes in the global job market have put an end to those traditions. Very few people experience the stability of working for only one or two employers throughout their careers. In fact, most workers entering their first job today will change career paths at least seven times before they reach retirement age.
With workers jumping ship more frequently, few companies can afford to invest heavily in employee development. Therefore, more employers rely on job seekers to develop their own skills in advance of joining a company. As a result, the demand for workers with college degrees has skyrocketed over the past few decades.
Getting the Career Training You Need
As you pursue more specific career opportunities, the requirements for entry-level positions become more complex. Many trade and technical fields require new workers to earn an associate’s degree before applying for a position. These two-year degree programs provide job seekers with critical skills in areas like nursing, technology, or business.
Some jobs that require more interaction with customers and clients require bachelor’s degrees. Many hiring officers like to recruit recent graduates of bachelor’s degree programs since they possess the specific skills to perform detailed tasks and the broad cultural knowledge to relate to clients and colleagues. If you’re ready to climb the career ladder ASAP, an accelerated bachelor’s degree program can help you get those credentials faster.
Second Work Experience
A full-time job can prepare you for real-world challenges.
Of course, not everyone can afford to invest in a full-time, traditional degree program right after high school. Lacking a college degree does not have to restrict your career choices. Many professionals start their careers in retail sales, customer service, or other positions that offer on-the-job training.
Although a college degree program builds critical skills, few colleges and universities can fully prepare students for real-world challenges. Despite the substantial pressure to make good grades and to complete assignments on time, few college experiences can match the demands of a regular, full-time job.
In some cases, students who don’t do well in high school can find real satisfaction in the workforce. Without the tedium of the classroom, these individuals can find the environments that inspire them to succeed on their own terms. Despite the prevalence of MBA graduates in the workforce, many successful entrepreneurs and business leaders have achieved success with little more than a high school diploma.
Now there are University programs that combine work-study, internships, and apprenticeships.
Since both strategies carry potential rewards, many colleges and universities have started to emphasize work experience as an important element of their degree programs. Depending on your college major, you might find yourself required to get professional experience while still attending classes. Each type of placement offers different benefits, and all of them help students establish strong reputations for success early in their careers.
Internships
Because classroom work can only prepare you for part of the challenge of a new career, internships can help you round out your work experience and make you a highly attractive candidate for jobs after graduation. More and more industries have opened up internship programs over the last few decades. Depending on the type of company you intern with, you could gain valuable insight into the ways that professionals turn theory into practice.
Most internships are unpaid positions at professional companies. Instead of receiving a salary, interns trade their time for the opportunity to earn college credit. In most cases, interns must keep a detailed journal of their work experiences. Usually, an intern must also prepare a final report or a presentation that demonstrates the skills s/he has developed during his or her placement.
Interns work side-by-side with professionals on real projects and products. An increasing number of hiring officers prefer to hire job seekers who have completed internships in their industry. This way, they can guarantee that new hires are familiar with the business environment.
Work-Study Programs
Each year, the federal government provides significant financial aid awards to students in the form of work-study grants. Originally, these awards funded part-time jobs on college campuses, so deserving students were guaranteed a stable job to help pay for education expenses.
Over the past few years, many students have taken advantage of relaxed guidelines for work-study placements to earn jobs in a variety of career-oriented positions. Instead of working in campus dining halls, many students use work-study positions to gain hands-on experience in social service agencies, non-profit organizations and performing arts troupes. In addition to jobs offered by a student’s institution, many students can find work-study openings at government agencies and non-profit groups within a mandated distance from campus.
Co-operative Work Placements
In high-growth fields, such as nursing and technology, employers need as much help as they can get. Therefore, a growing number of colleges and universities offer cooperative work placements to help students gain paid work experience while still completing their degree programs.
Students in co-operative work placements can often start earning competitive hourly wages and seniority within a company. By recruiting students from prestigious schools, companies can guarantee a flow of qualified, eager, new employees. Meanwhile, students can eliminate the stress and the uncertainty of the post-graduation job hunt.
Apprenticeships
In a number of specialized professions, students must complete an apprenticeship under the direction of a skilled supervisor before they can earn a license or a certification in their field. Traditionally, most apprenticeships begin immediately after a student earns their degree. More recently, colleges and universities have offered extended degree programs that encourage students to begin their apprenticeships while completing their final few years of study.
Employers rely on these supervised work experiences as an opportunity to bridge the gap between formal learning and informal skill-building. Moving beyond mere tradition, apprenticeships offer students the chance to really understand the demands of a profession before moving on to their first full-time jobs.
New educational technology has revolutionized the way that students get their college degrees. Instead of choosing to pursue school or work, a growing number of adult professionals can enjoy both, without having to sacrifice personal and family commitments. Over 3.2 million students enrolled in online degree programs in 2006.
Today’s job market rewards workers who demonstrate the ability to work independently and manage their own time. Students who take college courses online while working full time can customize their degree programs and avoid taking pay cuts or missing time with family. A growing number of employers are also offering tuition reimbursement for online degree programs, which allow employees to keep working full-time.
References
Donald J. Trump –Chairman of Trump University(real-world experience).
The World’s Premier Online Directory of Education.
The amount of time that is spent in learning does not influence performance outcomes of learners. Learning about effective study method can be one of the best ways to achieve one’s objectives (Pelham & Blanton, 2012). It is advisable that one should learn to manage, organize and prioritize activities in order to improve on study habits. It is expected that students should dedicate particular time and place for studying. Learning styles are necessary for high-quality performance outcomes (Pelham & Blanton, 2012).
Individual student determines the method of learning, and the choice could be driven by intrapersonal and interpersonal factors (Credé & Kuncel, 2008). Some students prefer studying alone while others prefer working in groups. While both methods of learning are vital, it is critical for learners to participate in class work during lectures because this will reinforce the individual efforts (Credé & Kuncel, 2008).
Learning in a cool environment where noise is minimal promotes understanding in students. The process of learning is reinforced by successful study habits and other factors, such as availability of learning environment and the readiness of the learner.
Argument for conducting research and explicit hypotheses
Many institutions in many countries across the world focus on increasing performance outcomes. Equipping learners with necessary knowledge, which entails teaching them how to prepare themselves adequately and effective study methods are among the important roles instructors are entrusted with (Credé & Kuncel, 2008). Many students in colleges and other institutions of learning have encountered challenges with regard to studying, especially when tests are about to begin.
Some learners study without objectives, while others do it without noting down any main idea. As a result, they end up failing in their exams. Many researchers have argued that there exist theoretical and scientific proof that performance outcomes are influenced by repetitive multi-functions of capabilities and motivation, which are mediated by study habits (Credé & Kuncel, 2008). It is evident that a learner with ability who is not motivated might not perform as expected.
The scholars argue that students with who are highly motivated and with high potentials produce excellent results (Credé & Kuncel, 2008). Despite the fact that the environment and students’ ability are key determinants of academic results, there is a need for students to develop and utilize effective study habits. In this view, it is necessary to conduct research to find out whether there are effects of successful study habits on academic performance outcomes. The study focuses on justifying the following hypotheses:
Learning styles do not have a significant difference in determining study habits and influence on academic performance.
Outside activities do not have a major difference in determining study habits as an influence on academic performance
Discussion of eight articles
In a study conducted by Vermeulen and Schmidt (2008) to investigate the effects of learners’ involvement and effectiveness of instruction on academic outcomes, the researchers found that learning environment is crucial to increased academic outcomes. In addition, the study revealed that learners’ engagement in extra-curriculum activities influenced them positively.
The researchers contended that the environment in which students study and their participation in other activities are critical determinants of their success in career and employment (Vermeulen & Schmidt, 2008). They argued that other activities are important in the development of skills and leadership roles.
However, Nonis and Hudson (2010) oppose this study and argue that study habits are critical to moderating the relationship between study time and learners’ academic outcomes positively. In their analysis of business students, they indicated that study habits had positive effects on performance results (Nonis & Hudson, 2010). In another study that they conducted, the findings showed negative results.
Many students participate in different activities beside school, which have influence on academic outcomes Nonis & Hudson (2010). Scholars, such as Hunt (2005) have indicated that there is a positive relationship between extracurricular activities and students’ performance outcomes.
Despite the fact that many learners participate in extracurricular activities because they are provided with additional rewards, it is evident that other roles help them to promote self-esteem that results in increased performance outcomes (Hunt, 2005). Lau, Hsu, Acosta and Hsu (2014) conducted a research to investigate whether there is a relationship between activities outside the school that learners engage in and performance outcomes conducted.
The researchers concluded that having many roles was effective due to the benefits and costs associated with them. Some students demonstrated positive effects, while others did not show any effect (Lau et al., 2014). However, it is notable that some responsibilities do not have benefits, demoralizing learners.
Shiah, Huang, Chang, Chang and Yeh (2013) state that students who engage in other activities in order to evaluate their communication, leadership, imagination, and self- promotion skills, which are useful for employment benefit after they complete their studies. Creativity skills were acquired from music clubs and helped learners after school.
Moreover, they argued that participation in other activities besides school assist students in developing qualities that are consistent with academic values, increasing their outcomes (Shiah et al., 2013). However, it has been found that many students who use their time with friends doing nothing have been impacted negatively (Dumais, 2008). In addition, they develop cultures that do not conform to those of adults because they usually concentrate on gaining popularity rather than improving academic performance outcomes (Dumais, 2008).
In most cases, students who use their unstructured time watching television, movies, and playing with friends demonstrated negative academic results. This is the case, especially in subjects that show negative transfer of learning, such as maths (Dumais, 2008). In most cases, learners ignore their past poor performance and start procrastinating.
As a result, they perform poorly in academics. It is critical to underscore that many of them withdraw from colleges due to procrastination (Dumais, 2008). Sometimes, they begin to revise for tests a day before its period, and others read the same day they are doing the test, making them study throughout the night.
In a survey conducted by Pychyl, Morin, and Salmon (2001), results indicated that many of students start preparing eight days before the test period. It has been found that most learners prefer handling urgent matters and do not revise for examinations until their period is near (Pychyl et al., 2001).
The fact that they start preparing late does not mean others outperforme them. In fact, their performance was better than those who prepared in advance (Pychyl et al. 2001). However, according to Pychyl and colleagues (2001), although prior preparation is significant they argue that factors, such as a learning environment, the learning process, the learner, motivation, and socioeconomic are critical determinants of performance outcomes.
In a study conducted by Lovely (2012) to find out cohort and differences in gender involvement in extracurricular activities, she concluded that there were a few differences with regard to activities and scores. The score the researcher used was on a math test. The scholar revealed that the extracurricular activities were important in achieving maths and met college expectations (Lovely, 2012).
In addition, Benfer and Shanahan (2013) conducted a research on how to recognize different learning styles and create a strategy that supports skill development using millennial generation. The researchers explored law students’ characteristics, including their self-concept (Benfer & Shanahan, 2013). In this study, the scholars demonstrated that, if well supported and reinforced, millennial generation can produce excellent legal professionals who are competent.
Method
The study used a survey method to collect data from first and second year psychology and sociology college students, whereby they were labelled with confidential numbers. A sample of 205 participants was selected from the population using convenient sampling. Questionnaires were administered by their teachers who requested them to participate voluntarily. In addition, the study focused on learning styles, instruments and techniques that were used.
Information in relation to activities outside the school, when they study, when they finish learning, and what time they preferred to learn in and/or outside class was inquired. With regard to ethical issues, data were collected with the consent of learners.
They were informed of the reasons for filling in the questionnaires and that their participation was voluntary. Confidentiality was observed, and no information was released to any individual. Moreover, no participant was coerced, and they were not rewarded because it was voluntary. The instructor kept the results for seven years.
Interaction discussion of the results
Increased performance outcomes are dependent on various factors, but not successful study habits only. The study demonstrated that there are no effects of efficient study methods on education productivity.
However, Nonis and Hudson (2010) disputed this fact in one of their studies where they argued that study habits mediate between the amounts of time spent and academic outcomes. The study also found that outside school activities have a positive impact on educational results and career development, but do not have any adverse effect on study habits (Nonis & Hudson, 2010).
This study is in line with Benfer and Shanahan, (2013) who argued that instructors’ roles are essential in improving learning outcomes. Critical factors that researchers identified as having a lot of impacts are the learning environment, the learning process, the readiness of learners, socioeconomic status, and motivation.
Vermeulen and Schmidt (2008) support these findings and argue that the environment is crucial for increased education productivity. The socioeconomic factors influence the availability of learning resources, and how learners would be exposed in relation to the use of the modern methods of learning (Vermeulen & Schmidt, 2008).
Regarding the learning environment, one that is cool, free from noise and distractions, such insecurity is conducive for learning. Learners should be ready and willing to learn and should feel obliged to learn. It is also correct that students waste their time watching televisions, which affect their performance outcomes negatively, especially in mathematics. In addition, many students tend to procrastinate, leading to inadequate preparation for tests.
Lovely (2012) states that some learners withdraw from college in order to attend to more urgent matters. It is critical to point out that sometimes they find it difficult to catch up with others, leading to a decline in their performance outcomes. Some students do not report back to colleges, even after they completed attending to urgent matters (Lovely, 2012).
This is also the case in this study’s findings. The first and second hypotheses are confirmed by the fact that there is a positive relationship between outside activities and performance outcomes, and extra-curriculum activities have no impact on study habits. In fact, the researchers advocate extracurricular activities due to the fact that they are crucial in the development of values and leadership skills.
According to Hunt (2005), those who participate in extracurricular activities enhance communication and social skills. Arguably, those with leadership experience are considered in career opportunities. It is suggested by Benfer and Shanahan (2013) that the learners’ characteristics should be considered before teaching them.
Thus, instructors are advised to consider individual differences in learning before they start teaching. This would be done by preparing materials and using appropriate methods of teaching. Teaching aids that are suitable for learners with special needs should be developed.
The role played by instructors should be emphasized because they are involved in identifying and understanding students with individual differences (Benfer & Shanahan, 2013). In addition, they are entrusted with the responsibilities of equipping learners with the best study skills that are essential for improving their performance.
Limitations of the study
First, the study did not use a bigger sample population. Second, the study did not use a variety of data collection methods.
Suggestions for future studies
It is important to point out that this study should form the basis for further research, which should focus on improving the results.
The studies should utilize bigger sample population in order to get adequate information with regard to successful study habits.
They should use many data collection methods in order to compare the results and examine if there is the effect of study habits on academic performance outcomes.
References
Benfer, E. A., & Shanahan, C. F. (2013). Educating the Invincibles: Strategies for Teaching the Millennial Generation in Law School. Clinical L. Rev., 20, 1-267.
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453.
Dumais, S. A. (2008). Cohort and gender differences in extracurricular participation: The relationship between activities, math achievement, and college expectations. Sociological Spectrum, 29(1), 72-100.
Hunt, H. D. (2005). The effect of extracurricular activities in the educational process: influence on academic outcomes?. Sociological Spectrum, 25(4), 417-445.
Lau, H. H., Hsu, H. Y., Acosta, S., & Hsu, T. L. (2014). Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools. Educational Studies, 40(1), 26-47.
Lovely, S. (2012). Boomers and Millennials–Vive La Difference: How to Mesh Generational Styles in a Learning Community. Journal of Staff Development, 33(5), 56-59.
Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business, 85(4), 229-238.
Pelham, B., & Blanton, H. (2012). Conducting research in psychology: Measuring the weight of smoke. Belmont, CA: Cengage Learning.
Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2001). Procrastination and the planning fallacy: An examination of the study habits of university students. Journal of Social Behavior and Personality, 15(5), 135-150.
Shiah, Y. J., Huang, Y., Chang, F., Chang, C. F., & Yeh, L. C. (2013). School-based extracurricular activities, personality, self-concept, and college career development skills in Chinese society. Educational Psychology, 33(2), 135-154.
Vermeulen, L., & Schmidt, H. G. (2008). Learning environment, learning the process, academic outcomes and career success of university graduates. Studies in Higher Education, 33(4), 431-451.
A college is an institution that provides specialized education. It can either be an independent institution or part of a larger institution. This paper seeks to argue on whether college education is appropriate as it is or if it should be made mandatory for every one. The paper will look into factors and benefits of higher education as well as the constraints that are associated with it and draw a conclusion at the end.
Benefits of college education
One of the benefits of having college education is that it increases an individual’s knowledge about his or her environment. Whether in psychological or physical terms, the increased knowledge will be applicable in the life of the learner in one way or another. Apart from the knowledge that an individual acquires in college, there is a significant association in the amount that employers are willing to pay their employees as wages and the level of education that those employees attained.
This is based on the level of specialization of operations in every sector and industry with lucrative positions been set aside for individuals with proper knowledge and skills in those areas. Those with basic education are thus overlooked and offered low profile jobs with low pays. This leads to low earnings with subsequent poor living standards for these lowly paid individuals.
College education is associated with increased level of skills. Such skills are directly or indirectly taught besides the normal curriculum and are essential in interpersonal relations and even control and resolution of conflicts among individuals. This leads to promotion of peaceful coexistence among people.
College is also beneficial to individuals as it enable attendants to meet new people and thus expand their social ties. This promotes cohesion and understanding among individuals from different regions, a tool for peace between different people in terms of race or beliefs. Having individuals go through college education is thus a tool towards empowering them as well as a tool to developing integration in a society.
Higher level of education is associated with reduced level of unemployment and higher income among individuals. This is a direct benefit of education to the learned category as well as increased revenue collection in terms of government tax. Higher levels of education standards are at the same time associated with reduced chances of involvement in drugs and higher participation of individuals in social issues.
Dangers of college education
Even though college education is identified to be beneficial to the individuals who attain such qualifications as well as to the society in general, there are some dangers that are associated with attending college. Issues such as peer influence into drug abuse as well as overconsumption of such drugs have been realized in colleges. Habits such as using of drugs have adverse effects on the consumers: poor academic achievements and health complications among others.
Discussion and conclusion
Attainment of college or higher education and failure to attend such academic levels are mutually independent. An individual who fails to attend such academic levels will thus fail to enjoy its benefits as well as face the disadvantages of missing college education. College education makes a significant contribution towards nurturing a person to fit well in the society. It is thus more beneficial to attend college education. It should therefore be made mandatory.
