Sources in Support of Free Education
Newfield, C. (2017). Let’s undo the great mistake- make university tuition free. The Guardian. Retrieved February 4, 2019 from https://www.theguardian.com/higher-education-network/2017/jul/14/lets-undo-the-great-mistake-make-university-tuition-free
In this article, Newfield calls for university education to be offered at no cost. He argues that since higher educational institutions serve a public good, little focus should be given to the financial elements of education and attention should be paid to enhancing access. Newfield is a part of the faculty of the University of California. His position lends him the authority to discuss matters related to education. The insights that he shares will aid the research by underscoring the need to provide tuition-free education. To support this call, the following quote will be included in the essay: “Universities provide public – not private – goods. If the social benefits outweigh the financial, it’s only fair we charge students accordingly” (par. 1)
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Weller, C. (2017). 5 people from around the world share what it's like to get free college education. Business Insider. Retrieved February 4, 2019 from https://www.businessinsider.com/free-college-education-what-its-like-2017-10?IR=T
Sharing the views of individuals who have benefited from free education initiatives implemented in different countries, Weller highlights the pros and disadvantages of free education. Among the benefits of free education is that it shields students against debt and access to high quality education. Weller does not present any credentials that qualify her to discuss how to pay for education. However, the fact that she bases her discussion on the first-hand experiences of people who have witnessed the impact of free education helps to build her credibility. Her article will enhance the research by including raw insights from primary sources. The following is among the quotes that will be woven into the essay: “although I paid considerably less, I had access to the same quantity and quality of knowledge through my lectures as they did”.
Sources against Free Education
Moreau, A. (2018). Higher education: the true cost of ‘free’ tuition. IEDM. Retrieved February 4, 2019 from https://www.iedm.org/sites/default/files/web/pub_files/lepoint1118_en.pdf
In this article, Moreau expresses his strong opposition to offering education for free. Among the arguments that he presents is that free education costs taxpayers and has no beneficial impact on graduation rates. Moreau adds that free education is an ineffective approach to promoting equality and access. His article is indeed credible since he provides verifiable support for his claims. For example, he indicates that exact costs that taxpayers will incur when education is offered for free. Moreau can be considered credible because of his professional credentials. He serves as a public policy analyst at Montreal Economic Institute. The following quote from Moreau’s piece will be integrated into the essay “While this idea may seem attractive at first glance, it would be costly for Quebec taxpayers, would not necessarily lead to more students graduating, and would also be unfair” (p. 1). This source will contribute to the research by serving as support for the argument that education should not be offered for free.
Urwick, J. (2011). “Free primary education” in Lesotho and the disadvantages of the highlands. International Journal of Educational Development, 31, 234-43.
That free education has its advantages and drawbacks is the main message that Urwick conveys in this article. According to Urwick, since its implementation of a free primary education initiative, the government of Lesotho has witnessed improvements in access. However, Urwick observes that the schools participating in the program have suffered drops in quality and performance. Urwick derives much of his credibility from his association with the Center for Global Development through Education and the fact that his article appeared in a peer-reviewed journal. This source will enrich the research as it will show that whereas free education presents some benefits, it also suffers limitation. To make the point that free education should be approached with caution, the following quote will be borrowed from Urwick’s article: “Since 2000 a programme of “Free Primary Education” has improved the position of the highlands in access to primary schooling; nevertheless, highland primary schools compare poorly with those in the lowlands” (p. 234).
