Social Research Assignment on Higher Fees of University- A Matter of Crisis for Students
Question
Task:
Social Research Assignment: Write an argumentative essay concerning the higher fees of university which is a matter of crisis for students.
Answer
Introduction
Education system comprised with elevated fees structure is the current premise of this social research assignment. Making a perfect choice adhering to educational career is becoming increasingly dilemmatic and conflicting. Students from all economic backgrounds are argued to be given equal opportunity to shine with a rising educational career prospect. For making such a functional domain possible, the educationalists, Ministry of Education, community interest groups and Researchers along with education managers are necessary to collectively orient (Ritzen 3). It is likely that given an unbiased and equal indiscriminate chance the students shall get the means to create better prospects in life and change their economic status. However, it is the cost structure for applying to the reputed and renowned institutes of education that are creating impeding impacts in front of the students. With each passing year this rise in the fees structure for all educational courses and competent educational system are being highly noticed. It is creating elevated challenging outcomes for the students who belong from the not so affluent societal blocks. However, there are critical viewpoints put forth through this issue by the average earning class and the affluent economic strata that are ready and prepared to comply with such a structure. This contradiction of perception posing a social argumentative picture regarding educational fees structure rise is presented through this essay.
Discussion
Education is a social right practiced across all nations of the world to empower, enlighten and ensure the light of knowledge to reach all. It is such a premise that needs to operate irrespective of social, cultural, economic or ethnic background. Educational institutes, schools, colleges and universities require being empathetic and sensitive to take all these attributes of equality opportunity and accessibility under consideration (Bawa 255). It is strongly needed to be critical of the fact that economic discrepancy can result to be a constraint of barrier towards educational rights secured by any student population. It is extremely challenging to witness such a sorrowful scenario where one’s economic background leads to decide the educational rights that one shall be entitled to. It is necessary that such obligations should rest with the government of every nation and the community workers along with NGOs need to collaborate to ensure that sufficient educational equality is maintained in their regions. Students need to be ascertained with the assurance of arranging sufficient finds and scholarships to continue their education in preferred stream of learning to build up a promising career for them and bring pride to the nation (Cattaneo 790). It is arguably stated how the role of government as well as non-government organizations need to collaborate with educational systems to manage costs to render the poor and deprived students with the same equal opportunities to attain preliminary higher and professional education or training.
Every nation is subjected to various sorts of economic crisis situations. When some face turmoil through inflation, some face low market shares and drop in business or private sector insecurities. Such variances in economic constraints disable the uniformity in economic equilibrium among all classes to be maintained (Glater 55). The economic status of an affluent industrialist shall never be equal to that of a common vendor or small business dealer or a private sector employee. However, it is these economic discrepancy factors that add up to contribute in posing barriers in the path of securing equal opportunities for their next generation to attain education and knowledge. As this societal structure, economic cycle is inevitable and not possible to get altered, the extra efforts need to be generated from the university fund raiser groups, education ministers, government of the nations and NGOs or community interest groups. This integrated ascertainment shall strengthen the belief that uniformity in terms of educational opportunity shall be built.
Rising educational fees almost gets regarded as a norm under continued practice. With every year session end the colleges, universities and school institutes are engaging in the process of accelerating fees. From the application fees to annual charges all are subjected to chargeability that often becomes out of budgetary feasibility for all economic groups (Hartlep 18). This leads to a situation of insecurity and instability in attaining education among those who are striving for economic stability and the economically vulnerable groups. The intended audience particularly targeted through this reflective argument on a highly sensitive aspect of social practice includes the university authorities, College Board members, educationalists, government, education ministry department, NGOs. It is arguably stated that if all these authority and associate members collectively decide to formulate a positive way of imparting equal educational opportunities for those deprived clusters of society, it would be an ideal situation. It is therefore necessary to reflect back and make a highlight upon the fact that significant reconsideration is necessary towards the issue of fees structure elevation as an annual regime.
There are arguments stated against this perception of being lenient upon the economically backward section of the society. There are counterarguments proclaimed by mostly the upper middleclass and the affluent and upper classes of the society. As they heavily belong from the economically sound background they consider this acceleration in educational fees as no significant phenomenon. It seems that they are already prepared and have accepted this fees increment structure as a normative fashion on an annual basis (Allais 162). They have well absorbed the matter and have taken this approach with a regular routine to consider the elevated fees structure to be borne for educating their children. As their source of liquid flow is highly stability and rising upward in the economic curve it hardly matters if some extra money gets chargeable for the proper education of their children. They form the elite, and premium class of audience who can afford the luxury to keep their children’s education at a superior prior than that of the monetary expenditure created in that system.
It gives a picture of intense sorrow and disapproval that such a strong economic variance creating discrepancy among classes is enjoyed by the upper social classes. It brings immense grief to realize the fact that counterarguments are made to penalize the economically deprived classes of society. Such strong advocating practices of power and authority manifested through economic capabilities become huge questions for educational system uniformity. Such contradictory point of views projects the strong perception that as they are capable to bear the educational expenses they are entitled to enjoy such higher education by enrolling their children into reputed institutions (Johnson 14). The admission charges are considered by them as feasible enough with no extra burden upon their economic liability. The annual charges that they are entitled to pay with the purpose of complete session of tuition, class material and higher career building are highly subjected to economic potentials. The counterarguments made by such affluent and economically sound groups have accepted and agreed with the decorum of elevated education fees charged after every year. It makes up for the idea that such a social discrepancy is not taken into consideration by them and rather inclination is created to maintain the high standards of education without any compromise in charges.
Statistically speaking the annual admission fees attaining an elevated structure by every year with a significant 20% is regarded as huge barrier for idle and lower economic strata. On an average it accounts for 76% of all students to opt for higher education from reputed esteemed colleges and technologically niche institutes (Badat 72). However, it is only a mere 29 percent of the aspiring students who are finally getting the opportunity to attain higher education from the colleges and institutions of their choice. The economic incapability due to the high fees structures maintained across those institutions of education that are becoming the prime cause of barriers. This brings one to the understanding that the existing educational system practice is highly unreasonable and requires immediate remodeling to consider the fees elevation process taking the national economic equality condition under question.
Conclusion
From this essay the clear picture of the educational system fees elevation process is integrated. The reasons for arguments claimed in favor of economic irrelevance to be percolated within education system to easy all students to choose a career of their preference without worry of economic status needs to be established (Ghignoni 129). Significant dignitaries are necessary to reflect upon such a practice. It also simultaneously looks into the counterargument perspective posed by the affluent and economically strong population. It is through this argumentative reflection that conforming as well as opposing arguments are stated in favor and against the educational fees structure elevation issue. This brings to the idea that there is need for reconsideration of structure of education by complying with existing economic state of all strata of society.
References
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Badat, Saleem. "Deciphering the meanings, and explaining the South African higher education student protests of 2015–16." Pax Academica 1.1 (2016): 71-106. http://www.academia.edu/download/55623345/Hermeneutic_of_Liberation_Theology_and_Student_Protests_
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Bawa, Ahmed C. "South Africa's Higher Education System in Crisis… in a State in Crisis." Social Research: An International Quarterly 86.1 (2019): 253-277. https://muse.jhu.edu/article/725996/summary
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Ghignoni, Emanuela. "Family background and university dropouts during the crisis: the case of Italy." Higher Education 73.1 (2017): 127-151. https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s10734-016-0004-1&casa_token=v0s5ZaBCidQAAAAA:PUlKy9hgOHRY2kN4-MA8UfidrSpGwYEEgOPmKalFht46AfAdIQd57r2lyc7_uNr-dqCt27trtTkQmiHDGQ
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Hartlep, Nicholas D., Lucille LT Eckrich, and Brandon O. Hensley, eds. The Neoliberal Agenda and the Student Debt Crisis in US Higher Education: Indebted Collegians of the Neoliberal American University. Taylor & Francis, 2017. https://books.google.co.in/books?hl=en&lr=&id=yDklDwAAQBAJ&oi=fnd&pg=PP1&dq=HIGHER+FEES+OF+UNIVERSITY+A+MATTER+OF
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