Education should be free for everyone.
Education is key to social decisions impacting the human race. Imposing a fee on this essential item ignores talents from the less fortunate as well as enhances public ignorance. By making it free, all persons from across the societal divide access itquickly; hence it should be costless from elementary level to the postgraduate level (Tooley 456), as it is in the power of educated minds that law-abiding nation is sustained (Robin et al., 8).
One of the results that drive the need to make education free to all persons is the impact it has on the social justice of both genders, which is a right to be schooled. Our pre-colonial common trends hindered the feminine gender from being schooled, terming it as un-necessary cost. ‘They belong in the Kitchen and house chores,’ was the common phrase embraced by every elder of various clans. By failure to impose any cost on education, every gender is given equal opportunity to be educated as argued by Katrina on her talk on the state of the right to education worldwide (Katarina, 5)
Secondly, the lack of levies on education makes it easily accessible. Whether poor or rich, both parties can access education. It withers the element of ignorance in a society brought about by poverty. Ignorance results in deficient social decisions such as mob justice on street goons, instead of a law-abiding phenomenon as put forth by Robin et al. on the research of Mob justice in modern Uganda (Robin 46), hence the need for free education to enhance positive social decisions.
While lack of levies on education merits most, some critics claim that it leads to negative critical thinking, E.g., cyber-crime, which is due to increased knowledge without employment. Extensively, their factions are real as un-employment wreaks havoc in most economies, as argued by Malakwen et al. (Malakwen, 24). Since the merits of free education outweigh the demerits, free education policy adoption is not debatable. An educated society impacts a state social thinking more as opposed to a none educated one (Robin et al., 5).
In conclusion, for a society to mature socially and possess the ability to make firm positive and socially productive decisions, education should be made accessible. The ability of every person to access education, whether poor or rich, is no longer entangled on the debate as to whether it should be made free or not. In order to have all genders-equality on education irrespective of our cultures, education should be made free. It indeed propels a society to a mature destination if civilization (Robin et al., 5)
Tomaševski, Katarina. “The State of the Right to Education Worldwide: Free or Fee?:: 2006 Global Report.” Power, Pedagogy, and Praxis. Brill Sense, 2008. 19-53.
Glad, Robin, Åsa Strömberg, and Anton Westerlund. “MOB JUSTICE–A qualitative research regarding vigilante justice in modern Uganda.” (2010).
Malakwane, Clifford Tshepang. Economic and social effects of unemployment in South Africa: Prospects for the future. Diss. Tshwane University of Technology, 2012.
Tooley, James, Pauline Dixon, and James Stanfield. “Impact of free primary education in Kenya: A case study of private schools in Kibera.” Educational Management Administration & Leadership 36.4 (2008): 449-469.