Impact of free education
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The college costs are increasing more rapidly than the inflation of the U.S., which makes most of the students face financial constraints when it comes to the issue of attending the colleges. Since education is believed to be an essential part of the children’s development, many reasons support it being made free. There has been a great progression in technology, which makes it possible and easier for most people to be engaged in the process of learning. Charging to learn in a given university is considered to increase the opportunity inequality as most of the children whose parents earn low income tend to be deterred from attending the college (Barman, 2019). Therefore the reasons discussed to support the issue of making the universities or colleges to be free.
The first reason involves the positive externalities of higher education. Generally, training in the university offers some obvious benefits to society as a whole. Higher education is believed to have led to more educated and also the productive workforce. Most of the countries which possess a higher university education rate is considered to generally have higher levels of productivity growth and innovation (Barman, 2019). Thus, there is a need by the government to subsidize higher education so long as every person may acquire higher learning.
Another reason is the increased specialization of work. The global economy is considered to have made most countries, such as the U.K., more specialized in higher value-added products or even more top technology services. This creates a state to enjoy the monopoly power of majoring in the production of a single product. Another reason is understood to be equality. There is a powerful argument that explains why most of the closed schools feel so free to ensure that there is the opportunity of balance within the point of discussion. In the sector of education, it is believed that most people usually underestimate the benefits that are generally associated with the industry of education. This makes most of them to undervalue the higher education and sees no benefits brought about by the sector. However, people may have such undermining because of the associated costs that are usually related to higher learning (Gayardon, 2019). In case the government chips in to assist in the promotion of free higher education, it gives some encouragement to most people to become so active in studies.
However, most of the students are believed to have dropped out of higher education with some deferring from the studies for a particular period, for instance, like a year. What makes the students drop out of the school is their failure to have enough or the required capital to pay for their studies’ expenses. However, with free education, I think most of the students will remain within the school and continue to learn. Therefore, with higher skills and improved knowledge, people can access high-skilled jobs, enabling most of them to join the workforce, thus lessening the gap of wealth between the middle, upper, and lower class. Free education will make most universities provide the young generations with some opportunities to ensure that they grow in other ways rather than academics. This helps to broaden their minds giving them the skills required or needed to succeed in this life. Universities are believed to teach people to have some critical thinking, thus helping most of the students to be able to make some informed decisions (Gayardon, 2019). Therefore, the introduction of free education will enable most of the young generation to solve tasks or problems in an efficient way that deals with the functions of both in society and at work.
In conclusion, the provision of free education is considered to be so essential as it would be able to benefit everyone, not only the students who enjoy the opportunity but the community as a whole. Therefore it is good for the government to ensure that it provides the necessary free education to the students to improve the well-being of the nation.
References
Barman, L., McGrath, C., & Stöhr, C. (2019). Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses (MOOCs) and the Responsible University: History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities. In The Responsible University (pp. 117-143). Palgrave Macmillan, Cham.
De Gayardon, A. (2019). There is no such thing as free higher education: a global perspective on the (many) realities of open systems. Higher Education Policy, 32(3), 485-505.