Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
This can be achieved by creating more open universities, adult education centers and informal learning venues. Companies can be encouraged to provide employees with the facility to upgrade skills in the spare time. It can lead to a degree, but other than the necessity of the individual's employment or his or her personal interests, compulsory higher education is liable to fail. This is also because the funding problems will always persist. One of the general arguments is for the liberal education for all youth in such a manner that they become more effective in the modern industrial setting and the education must be practical and must suit the vocational calling of the student. This it is argued that it would provide for a better workforce eliminating the 'low-skilled, unemployed young people.' (Skilbeck; Connell; Lowe; Tait, 228)
In the market-based societies like UK and USA the need to create a skilled workforce makes the contemplation of compulsory college education a very important consideration. So if a student goes for work after school and does not enter college, will that bring about a loss for the nation? While there is a need for high degree of skill and specialization does it warrant a compulsory college education? One important consideration is funding. Even without making it compulsory, colleges and universities are in dire need of funds and one source is the willing learner who pays the high fees. Even then it is reported that in the UK for example most universities are under funded, and the students are not affluent and the higher...
(Barr; Crawford, 269)
Lastly not all graduates are effective, and not all school dropouts suffer. For example Bill Gates and Steve Jobs did not attend universities but their contributions to society are unmatched. On the other hand millions of university educated persons are now unemployed. The education must be free, in the sense there is no compulsion or restrictions in learning and low priced and must be useful to a person if pursued life long. This can be achieved only by an informal education system like adult education and open universities rather than colleges.
Conclusion:
The effectiveness of higher education is no doubt proved. It cannot be mandatory because it will result in injustice to the weaker sections of society. Continuing education must be based on the vocation of the individual and more than a college curriculum an informal setting which benefits employees and workers in different settings is important. Therefore making college compulsory is not warranted.
References
Barr, Nicholas; Crawford, Iain. Financing Higher Education: Answers from the UK.
Routledge: London, 2005.
Gray, David Edward; Griffin, Colin. Post-compulsory education and the new millennium.
Jessica Kingsley Publishers, 2000.
University of Phoenix Lawsuit University of Phoenix/EEOC Lawsuit In 2006, the Equal Employment Opportunity Council (EEOC) sued the University of Phoenix, alleging that enrollment counselors who were non-Mormon were discriminated against. The federal lawsuit states that employees who were not Mormon (members of the Church of Jesus Christ of Latter-Day Saints) were not treated favorably when it came to reprimands, tuition waivers, and leads on new students (Gilbertson, 2006). There are 4400
Federal admission issues Before one can even consider the issue of whether or not illegal immigrants should be eligible for financial aid, one must first investigate whether or not these students are even permitted to attend American institutes of higher education. Like the other questions addressed in this paper, there is no clear answer to this question. At this time, there is no federal law prohibiting illegal immigrants from attending institutes
University Students Engaged in Paid Employment APA- 6th Edition For various reasons, there has been an increase in employment in university students. One reason for this shift is a change in the demographics of university students. No longer are university students primarily composed of young adults who transition immediately from primary education to the university setting. Instead, many university students are non-traditional students. Many of them are older, have families, and have
According to Flowers (2002), the first vector concerning "developing competence" can assume three individual forms: (a) intellectual, (b) physical, and - interpersonal. The second vector, "managing emotions," is the stage at which college students first begin to become aware of their emotions and attempt to regulate their emotions to produce maximum behavioral outcomes; the third vector, "moving through autonomy toward interdependence," involves students seeking to become more self-directed, and self-sufficient,
College Algebra Individual Project Solve the following algebraically. Trial and error is not an appropriate method of solution. You must show all your work. Solve algebraically and check your potential solutions: x = -4 does not satisfy the equality. So the answer is only x = 5 Show the steps that you would take to solve the following algebraically: Show your work here: c) What potential solution did you obtain? Explain why this is not a solution. This
The ten major differences between the Medieval/Renaissance University and matriculation into college, in fact, were: gender, availability, language, curriculum focus, study/work expectation, finances, instruction/tutorial, testing/exams, overall function in society, and post-graduation expectations. These are outlined in Table 1. Issue Medieval/Renaissance Modern Gender Roles Males only, students and faculty Male dominated until late 19th, early 20th century Educational Availability For only the very wealthy or those with a patron or scholarship Post-World War II available to the masses Languages Most courses taught