Introduction
The validity and usefulness of the higher education have evoked heating debates in today’s world. Evidently, the value of higher education received at college and university has been at stake. Increasingly, there are arising arguments suggesting that the higher learning is becoming of less value in the modern world.
Whereas this sentiment has become prevalent in the modern popular culture, this discussion provides an argument to the effect that the higher learning is essentially important in the academic realm. Indeed, this essay seeks to draw from those and provide a critical perspective to support this view.
Life-Time Investment
In one of the exemplifications indicated in an article written by Schneider, it is evident that parents, insurance companies, and colleges are used to supporting higher education by viewing it as an investment. Particularly, this article reveals that colleges, parents, and insurance companies express their opinion that money paid in school for tuition is the most rewarding investments made for future.
While seeking to substantiate his argument, the author indicated that the food, motor items, and fuels are completely consumable and disposable (Schneider 1). On the other hand, college education remains valid from the time of acquisition to death. Form a critical perspective, of course, this might not be a very strong sentient to support the rationale behind attending the college education since the high school and elementary skills last forever.
However, then next sentiment raised in this part reinforces the latter one. In this regard, the author revealed that bachelor level students earn higher salaries that those with high school diploma (Schneider 1). In particular, he stated that the salaries of the latter are 75 % higher when compared to the high school graduates (Schneider 1). Further findings indicated that the employee can earn about $1 million over the high school student for a lifetime (Schneider 1).
Whereas this perspective has concentrated on the financial aspect of education, there is a need to view education as part of solving human issues and making developments. In essence, the fact that employer pays the bachelor holders a higher pay indicates that such a person has more useful skills than the high school leavers.
As a result, they can handle the issues that can be tackled by a high school graduate and still provide more within a short period as compared to the juniors. Understandably, high learning instils skills of more value and profoundness in cases of handling issues at workplace.
Impact on the Society
Higher education is not a bare academic aspect in the human life forged to instil knowledge without directing it to useful roles in the society. Indeed, it is evident that higher education is meant to play three different roles in the society that are not perfectly academic oriented. The first societal role of higher learning is supporting and developing the creation of knowledge among the members. In essence, societies require people to innovate new ideas in accordance to the prevalent conditions.
Understandably, higher learning gives students skills to come up with a practical solution to a problem. Importantly, at this level, students get education when they have already matured. This implies that they can conceptualize the theoretical approaches in a manner that enables them to apply these concepts in real life.
This implies they can work in a more effective way than the high school graduates. The second role of higher learning in the society is fostering the stability among members in terms of their social behaviours (Brennan 387). The level of tolerance in the society and how people appreciate each other increase with the rise of study level. Lastly, Brenan (387) indicates that higher learning develops a society.
Social Progress
Universities are instruments of social progress from a holistic perspective of human life. This implies that university graduates and students have the opportunity to learn social and economic skills that may help them to merge with the other people and help them. Essentially, it is argued that people must realize that higher education has a capability of nurturing social progress and avenue of investing nationally (Benjamin 48).
In fact, Benjamin (48) views universities as crucial stakeholders when it comes to instilling the ideologies of human rights. In this regard, the author indicates that universities must treat students and all people beyond their walls in a humane manner (Benjamin 48). This tendency will instil good will and social respect in the society bearing in mind that university graduates are also member of the community.
Higher Learning and Quality of Labour
Although there are many aspects that affect the level of a country’s production and effectiveness in doing business, labour is the most crucial factor of production (Agarwal 4645). In this regard, Agarwal (4645) argues that the improvement of policies of higher learning must be viewed as the ingredients of improving the quality of labour. Essentially, the author states that the improved system of higher learning is to play a vital role when it comes to fostering innovation (Agarwal 4645).
Conclusion
It is evident that higher education is very important in the academic realm because it is not only an ingredient of academic prowess, but it is also a factor of social and economic development of a society. It is seen as a facilitator of social progress, creation of educated society, and the instrument of improving the quality of labor. As a result, it cannot be disputed that higher learning is a far-reaching factor of development that can neither be ignored nor disregarded.
Works Cited
Agarwal, Pawan. “Higher Education Policy: Many Contradictions.” Economic and Political Weekly 41.45 (2006): 4645-648. Print.
Benjamin, Brooke. “Public Perceptions of Higher Education.” Oxford Review of Education 19.1 (1993): 47-63. Print.
Brennan, John. “The Future of Higher Education and the Future Of Higher Education Research.” Higher Education and Social Change 56.3 (2008): 381-93. Print.
Schneider, Mark. “How Much Is That Bachelor’s Degree Really Worth?” Public Policy Research 5 (2009): 1-7. Print.