With the economy fluctuating intensely in recent times, the fees for tuition and acquiring education has increased rapidly across the country. This has resulted in numerous households all over the nation to struggle money-wise and is forced to decide on whether to send the children to the university to pursue a proper education. Education is the best weapon for any person, and as such, education should be free for everyone. The policymakers and all stakeholders should consider making education free so that every person gets the opportunity to get educated. The current essay seeks to persuade why education should be free for everyone.
To begin with, free education helps to boost the economy. A majority of learners complete their education with an enormous sum of debt. For instance, in the USA, on average, the student owes a debt of 31172 USD (Barman, McGrath & Stöhr, 2019). Once the learners complete their learning with debt, the debt will likely increase due to the increasing interest. Consequently, it may take several years before a person can manage to get out of that debt which keeps on increasing. Meanwhile, it delays expending on assets such a good house. Contrariwise, if persons are able to earn a degree without debts, they may be able to quickly track their aptitude to earn, save and invest, which will assist in stimulating the economy. Besides, the panic of owing debts may cause learners to evade school totally. If debts were not reality, then the youths might feel more inspired join colleges.
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Moreover, free education results in an improved society. When persons are more learned, they are able to solve the issue in a better way, meaning that the society is able to develop at a more rapid rate. Furthermore, learned persons may better understand their society’s history as well as its present economic state. Thus, they may be more likely to join politics and develop their nation (Gutmann & Ben ‐ Porath, 2014). Moreover, once more individuals obtain a university education, the sum of employable individuals for jobs necessitating high skills rises. This implies that an additional number of persons would join the labor force, which may help to decrease the gap in wealth between the lower, middle and upper class. Therefore, education should be free for everyone.
Also, free education increases equality. Because affordability is a significant concern for most individuals as far as attending higher education is concerned, the opportunity hasn’t all the time been identical. Many smartest persons worldwide come from low-earning families. Nonetheless, this should not keep them from advancing their education. From an ethical viewpoint, it is unjust that persons with less money will miss more chances. Morally, opportunities must be open to every person (Sobel, 2012). Although it might be factual that the accessibility of an opportunity should not guarantee that an individual takes that opportunity, the opportunity must not be discounted as a default. Free education, particularly free college education, might uncover a sequence of opportunities which some individuals could otherwise be incapable of enjoying, and even when those chances are not assured, they must not be discounted by default, a scenario what occurs when certain individuals are unable to have university education due to financial problems.
The opponents of free education for everybody contend that technological advancement will lead to many automated jobs and that human labor will no longer be useful. However, this reasoning is mistaken since automation is not intended to substitute the whole labor force. Rather, the requirements of a majority of countries are switching to need more skillful workers, with individuals possessing great critical thinking skills and good analytical abilities (Gutmann & Ben ‐ Porath, 2014). These abilities are instilled and enhanced through university learning. If more individual would join the university for free, then the labor force would expand.
Moreover, the opponents of free education for everybody argue that some student would utilize free education as a means to get out of labor and to waste their lives. According to these proponents, learners up to the concluding year in Secondary School cannot get permanent jobs nor live self-reliantly on their salaries, and that is why their education must be free (Sobel, 2012). Nevertheless, when an individual is capable of getting permanent employment and living independently, they can get out of work and live in an education system. The opponents maintain that if all categories of education are costless for learners, then it is very easy for an individual to waste her/his life on worthless education. However, this reasoning is inferior. No sane person can hide in the education system with an aim of avoiding work. Most students genuinely pursue higher education aiming to get the best jobs in the market and make good money (Barman, McGrath & Stöhr, 2019). Therefore, higher education should be free for everyone.
In a nutshell, with a lot of reasons, the list may continue to support the notion of making the higher education free for every person. Notions like the enhanced economy, improved society as well as increased equality are only some of the numerous benefits of education without tuition fees. A highly educated population would be beneficial to the entire universe and results in the intensification of improvement of human life. A highly educated population can only be realized if higher education free for every person. Therefore, the government should fund the university education and make it free for everyone.
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.
Gutmann, A., & Ben ‐ Porath, S. (2014). Democratic education. The encyclopedia of political thought , 863-875.
Sobel, A. E. (2012). Should Everyone Go to College? Computer , (10), 82-83.
