IsEducation a Right or Privilege?
Ithas always been argued that children who go to schools that provideeducation for free are always lucky. Individuals who argue this wayat all times have the notion that education is a privilege and not aright. The media houses have covered several stories on high schoolsand other tertiary institutions in cities that are characterized byreckless spending, violence within the school environment and thefailure to attain good grades in the exams. In general, severalindividuals are not at ease when the public taxes are spent on theeducation systems that have terribly failed right before their eyes.Others have gone to the extent of arguing that it is not logical forthem to pay for the services within the education system that theyhave never used. I believe that an environment which offers equaleducation opportunities for every child is just providing theessential right and not a privilege. Some of the children have grownin abject poverty without the basic needs for survival which arereadily available to other students in the same country. Several ofthem are worried about what they will put on during school days, whatto eat, and whether they are destined to attain worth education. Insuch cases, knowledge comes in handy. It does not only act as anequalizing factor to narrow the gap between the poor and the rich butalso to nurture them into all-rounded adults. Equal educationopportunities give children a fair chance to contribute to theactivities of the society entirely. Basedon the above underpinning evidence, it is justifiable to argue thateducation is an ideal right and not a privilege and everyone shouldaccess it in an easy manner.
Educationis a Human Right
Forthe last forty years, the school sector, in the United States ofAmerica, has undergone a radical transformation to take the commodityessence. The principles employed have been fine-tuned to offerservice to wealthy capitalists and prevention of universities tobecome centers for transforming the society (Aubry, 2016). In fact,the system comes up with contemporary indentured employees throughthe creation of burden debts. It is unfortunate that the governmentand other stakeholders have embraced the commodity picture in theprovision of education rather than as a right. This move has resultedto the entanglement of learning with massive finances. Indeed, theissue has become a hot button in the modern America. For instance,the school systems within California have hiked the tuition fee whichresulted in protests from the students declaring that they will beshutting the schools down. President Barrack Obama also received abacklash from members, from both parties, after he proposed that hewill initiate a move to make the college education free for two yearsin what he termed as the Presidential College promise (Nicholson,2016). To students, the impacts of the ever rising costs to attainquality education can be seen from the individuals that are afraid offacing severe debt burden after graduating. This mentality is becausethey cannot raise enough cash to pay the college fees and getadmitted into the colleges of their dreams even after receivingletters of acceptance.
Asmany people continue to wallow in the discussion as to whethereducation, particularly the college one is a right or a privilege,the answer lies among the college students. As it stands, the costsof acquiring and sustain the college education have caused theeducation to be a privilege in a country where it should be morallyand for the foreseeable future a right (Dorsi 2016). Investigationscarried out in the sector have clearly shown that there is the needfor the country to fully invest in the education of its students andas a future investment for the society’s workforce and itsdevelopment in general. There is a direct negative relationshipbetween the rise in tuition fees and the stagnated minimum wageswithin the governmental structures. In the previous thirty years, astudent only needed to work for 182 hours at the minimum salary tomeet the annual in-state education fee within a four-year University.The situation became worse in 2013 as students could be forced towork even for 991 hours so as to meet the tuition costs as per theeducation statistics carried out across the nation (Nicholson, 2016).The statistics also found out that the standard price needed by thestudents to get admission and go on with studies in a four-yearuniversity summed up to around 2900 dollars annually between 2013 and2014.
Asper the data, it is clear that many students faced certain massivedebts and increased capital stress in life unless if they werefortunate to have to come from a financially stable background thatcan pay directly from their pockets. They cannot concentrate on theirstudies since they are ever worried about how they will pay for it.Today, it is very rare to find a student just walking their way intothe University. This change is because tuition fee has multiplied forover twelve times making it more expensive that the last generationsystem. Students who initially had dreams to join tertiaryinstitutions but cannot cater for the fees have been disadvantaged attimes to the extent that they are the force to enter the workforcedirectly or opt for options that are less expensive like thecommunity institutions. As a country, we need to deliberate and airout our right feeling on the aspect of financial pressure subjectedon the learners (Raji et al., 2016). Instead of looking at thecontemporary situation as a select only as a privilege basing oneconomics, it is time for Americans to focus on the issue from amoral ground since the trend is directly against the American dreamideology. It is a fact that several students work tirelessly in highschool, realize quality grades, and test marks but are unable toafford the four-year university expenses. Practically, a largerpercentage of students who graduated from tertiary institutions werefrom affluent families when compared to those from the low-incomefamilies.
Unfortunately,those who still believe that education is a privilege argue thatthose who come from the poor background can opt for loans or evenenroll in postsecondary institutions that are not expensive. But howfair is it for it to remain a privilege even when the child from alow-income family gets a small opportunity than the same person whomthey attained the same grades and happens to have been raised inwealthy households (Aubry, 2016). Adverse impacts of high educationcosts which make it a privilege has resulted in increasedincarceration rates, reduction in technological advances, reducedworkforce, and professional growth. Learning in the United States ofAmerica at such is treated as a privilege when in the real sense itought to be a right. A hardworking student has a right to obtaineducation up to the highest level regardless of their financialstatus.
Impactsof Education as Right
Mostcountries have adopted training programs in which the state catersfor learning from age four up to 18 years. However, this approach isnot only flawed, but it hurts the society in general. Education actsas the cornerstone of any stable society. When citizens are informed,they can be able to make sound resolutions, maintain a freeenvironment and the country’s political outlook. Besides, it isonly through increasing the accessibility of education that thesociety will be able to save capital. For instance, a lot of cash isspent in maintaining a teen parent and inmates within the prison. Atthe same measure, the country loses finances when individuals dropout from school and or opt to join less expensive schools, plus thepotential revenue that the person could have generated in hislifetime (Raji et al., 2016).
Fromthe discussion, it is evident that education, as a privilege, hasnumerous negative effects. If the society is after cold hard money,then recognizing education as a right, and making it accessible willbe the direct route to huge profits. Many youths will also considerjoining universities and colleges. For countries that boast of highlevels of equality, it is not fair for the education system to favorstudents from affluent families. Every individual should be given anequal chance to acquire education irrespective of the amount of moneythey are having in their pockets. Undeniably, education is a rightand not a privilege.
Aubry,S. (2016). Towards a human rights framework to advance the debate onthe role of private actors in education. OxfordReview of Education,42(5),612-628.
Dorsi,D. (2016). Literacy through a Foreign Language and Children`s Rightsto Education: An Examination of America’s Medium of InstructionPolicy. NordicJournal of African Studies,25(1),92-106.
Nicholson,C. (2016). Changing face of the community college. UniversityBusiness,19(5),41-44.
Raji,M., & Zualkernan, I. (2016). A Decision Tool for Selecting aSustainable Learning Technology Intervention. Journalof Educational Technology & Society,19(3),306-320.