The quality of education affects the success of the community, state, and nation. When allocating financial resources, governments prioritize the education sector alongside other crucial sectors such as healthcare and security. Governments and parents share the responsibility to ensure that American children receive quality education, and both groups should share the blame for the failure to provide access to good-quality education to children in America.
The government and parents provide good-quality education to make children productive. The quality of education depends on factors such as the availability of learning resources, experienced teachers, security, teacher presence, technology, compassionate learning environments, and physical infrastructure (Gacs et al. 380). Parents contribute to the provision of quality education by availing learning resources such as books and technological implements such iPads. A failure in educating America’s children should be blamed on the two parties who share equal responsibility in creating favorable conditions for children to learn.
The government and local communities also share the role of providing well-designed learning institutions and all the essential resources, including up-to-date learning technology, libraries and qualified staff. The high dropouts and the poor-quality education that most children get is a failure that governments and individual communities share as the various levels of government have failed to provide essential learning resources. Parents have also failed to supplement the government’s role in their local communities. Dropouts and poor-quality education directly impact the government in terms of economic cost and security (UN ESCAP 18). Parents also benefit from high-quality education, as educated children contribute to the betterment of families and communities. The two groups have failed to work together to provide essential learning resources.
To conclude, parents and governments share the responsibility of ensuring children get good-quality education. The two groups have failed to create favorable conditions and avail essential learning resources for children to get quality education. Therefore, both parties should be blamed for the education failure characterized by high dropout rates.
Works Cited
Gacs, Adam, Senta Goertler, and Shannon Spasova. “Planned online language education versus crisis‐prompted online language teaching: Lessons for the future.” Foreign Language Annals 53.2 (2020): 380-392.
UN ESCAP. “Providing quality education for every child and youth-how much would it cost?.” (2019). 13-26