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Example research essay topic: Lack Of Money Higher Education - 1,914 words

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Should all Higher Education be Government Funded as in Many Countries in Europe? Education plays a very important role in our lives. Everyone is getting educated since the day he / she is born. There is a rapidly growing demand for a higher education in the world today. Although a higher education is difficult to receive, the rewards of self-improvement, job insurance, a development of character, and social improvements are what is going to satisfy you. With a higher education you are insured that you will have a better paying job.

There are many character traits that develop due to a higher education. With a higher education you think for yourself in an intelligent manner which will enable you to mature much more rapidly. A higher education teaches you to be disciplined. To receive a higher education you must discipline yourself to turn in papers on time, set aside time to study, and to arrive to class on time everyday. A role model is another trait influenced by a higher education. By being a role model, someone is accepting the guidance you give him or her.

It will motivate the individual to pursue their own higher education. Higher education is one of the primary goals of any intelligent individual. (Finley, p. 39) One of the major issues associated with the higher education in the US today is whether it should become government funded, as in many European countries. (Finley, p. 74) Such countries as Germany and Sweden, for instance, have government funded higher education, and despite some minor problems that rise because of it, it is a highly efficient system. It enables thousands of students from Germany and Sweden receive free higher education every year. (Thompson, p. 41) In the US, on the contrary, the higher education costs a lot of money, which means that a lot of potential students would not enroll into the universities simply because they do not have that money. The lack of money in this case becomes one of the most significant obstacles. (Finley, p. 52) Certainly, government funded higher education is more efficient than the education system deployed in the US currently. I believe that al higher education in the US should be government funded, as in some of the European countries, and by looking at the education system at those countries (Germany and Sweden in our case), we will see that it is more efficient and excellence promoting than paid higher education like in US. Institutions of higher education in Germany and Sweden include universities, technical universities, colleges of education for teacher training, colleges of art and music, and distance learning universities.

Most students attend a traditional university. Here they can find the broadest range of subjects available. Some universities focus on certain fields of study and are well known in special areas, but there is not as much difference among universities as there is in the United States. Schools also do not offer much in the way of campus life (buildings are spread out all throughout a city) and sports programs are basically non-existent.

There is no group of elite universities in Germany and Sweden as in the United States. Each university must offer all subjects in order to be recognized. There also are no tests that have been developed to rank schools on teaching and research achievements. Schools do not differ that much, and that is something that motivates students to enter any school they feel suitable, not some particular school. (Thompson, p. 76) The programs of study at most schools are not very organized. They consist of four semesters of basic studies and then a suggested length of four semesters of main studies with areas of concentration. In law, the suggested length of study is 3. 5 years.

However, many students do not make it in the suggested time. This is because they are able to fulfill all their requirements at their own pace. 20 % of students change their specialization at some time which prolongs their studies. (Lingens, p. 43) The average length of study is about seven years. The area of teaching in lower grades is the only program that can be completed in less then four years. Some students who have to pay to live in residence halls are able to qualify for financial assistance under the Federal Training Assistance Act in Germany and a similar legislation in Sweden. (Thompson, p. 99) Starting in their fourth semester the assistance depends upon their academic performance. However, most students rely more on their own source of income then financial assistance when it comes to housing, and it is possible because they do not have to pay for the education itself. Germany and Sweden are parts of the European Union.

All the countries that are members of the European Union are to be integrated. That means that in terms of education they must have uniform training programs. However, not all of Germany and Sweden's states have a uniform program. Their Education system is a federal structure with common goals and similar structure, but varying systems in each state. Once all the countries in the European Union have a uniform training program then teachers will be able to choose what country they want to teach in. German teachers are now at a disadvantage because of their lengths of study.

The minimum ending age of teacher training in Germany and Sweden is 26, but the average graduating age is 28. 8. (Lingens, p. 77) Most German and Swedish students enter the university at an average age of 21. 6 years instead of 19. This is because some students are obligated to fulfill a 12 -month military service or a 15 -month alternative service before they are able to enroll for higher education. Also students may choose to engage in vocational training before hand so they may gain experience. Experience in their chosen field of study is another factor taken into consideration (along with length of time on waiting lists, interviews, students with special needs, foreign students, and time spent in the military) for admission to a university. In order to move on to higher education, a student must obtain the diploma. The most common way to obtain the diploma is by following the secondary education path that leads to higher education.

Students may get the diploma in one subject area, which restricts them to that area of study. To lift this restriction they must pass an examination in a foreign language. Those already employed can use the Second Chance Education. They might study at evening schools to prepare for getting their diplomas. Some states allow highly skilled workers to study in their field of expertise if they can pass an entrance exam.

Since 1988, students in Germany and Sweden have been able to select subjects that weren't traditionally offered such as psychology, sociology, and economics. That certainly broadened their educational horizons. (Thompson, p. 117) Since they no longer take traditional core subjects critics of the diploma believe they are being tested in so called "soft subjects" making it easier for them to pass. They look to the Ministers of culture and education to revise the diploma and make the core subject mandatory. Overcrowding in Universities is a major problem and it is caused by a few different factors. Certain courses of study have a large number of applicants so admissions restrictions eventually had to be imposed. Students have to apply to the Central Office for Allocation of Study Places and request three locations for study.

They receive their first choice only if there is room. Another factor that is affecting the teacher-student ratio is the age of professors. Not only are there more students each year but there are fewer professors. The average age of professors is 51. 7 at universities. From now until 2005, half of all the current professors are expected to retire and their positions will go unfilled due to lack of money.

This could result in fewer students being accepted or else a higher teacher-student ratio (thus adding to the overcrowding which causes students to feel very alienated because they are not able to get any attention or extra assistance from their instructors). (Lingens, p. 83) The Science Council has made recommendations that spending be increased for higher education in Germany and Sweden so that more students may be accepted. Since there are more student then facilities can handle there must be an expansion of facilities. This has already been taking place. The result is however campuses spread out all across cities. Universities are nothing like the campuses in the United States and there is not the same kind of union of students on campus like there is on the contained campuses of the US. The Socrates Erasmus program is helpful in improving higher education system in the European countries, it has many goals and objectives, among which improving the quality of student life and the educational curriculum are by far the most important.

Another example of a country with government funded education that we can look at is Cuba. In fact, Cubans placed great faith in the power of education to resolve all problems, both individual and national. (Weizner, p. 55) They showed enormous enthusiasm for the new educational system. Communities built their own schools with donated supplies and labor; benefactors provided buildings and professional time free of charge. Many groups, including women's organizations, trade unions and student associations, set up schools for the people the system had missed. Support for the principle of public schooling became a way of expressing nationalism; no one could espouse nationalist beliefs and devotion to Cuba without also supporting public education. However, although higher education in Cuba is government funded, there are still some substantial drawbacks.

By accepting the principle of private education, liberal nationalists turned their backs on the elitism and racism which private schools reinforced and in so-doing accepted a divided nation. A nationalist perspective, whatever its merits, thus diverted attention from critical questions: why the public institution needed complementing by private institutions; the reasons for the persistent neglect of the public system, in spite of continual government promises to improve it; why so many regarded even bad private schools as preferable to their public counterparts; whether the government, as it was inclined to do, should have the right to close schools because of the political activities of the teachers and students who worked in them; the disjuncture between the skills of those produced by the educational system and the economic opportunities available to them. Despite those problems, however, a substantial amount of Cuban students can enjoy government funded higher education. (Weizner, p. 101) Definitely, government funded education as it is in Cuba, Germany, Sweden and some other European countries is a more efficient and fair educational system than paid education in the United States. In order for the US students to be able to realize in full their potential, the higher education should be made government funded, which would enable the students to devote more time to their studies instead of working all the time in order to get the money to pay for their education. Word Count: 1, 755. Bibliography: Finley, J.

Higher Education in the United States, New York: Random House, 1999. Lingens, Hans. German Higher Education: Issues and Challenges. Bloomington, Indiana: Phi Delta Kappa, 1998.

Thompson, A. Sweden: Social Policies and Educational System, London: Books, Inc, 1994. Weizner, A. Cuba a Country of Controversies, New York: Harper Collins, 2001.


Free research essays on topics related to: european union, lack of money, european countries, higher education, thompson p

Research essay sample on Lack Of Money Higher Education

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