Education Is Only Business In These Days (Essay Sample)

December 4, 2020
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Education is only business in these days
The perception and the tradition of education have drastically changed with modernization and increased pursuit of money. Ideally, education was meant to make learners gained skills and expertise in different arrays of careers. However, the narratives have changed with the entry of cartels who do not care about morals and integrity but are guided and overwhelmed by the greed of wealth. The increased number of universities and colleges offering training courses is a concern. Moreover, the privatization of educational institution is another greater concern on the quality and vision of education. According to opportunism school of thought, more people are accessible to study and awarding of degrees. However, the quality of the education is in jeopardy.
According to the latest reports, most private education institutions often concentrate on bright students to advance their reputation for business purposes. Bright students are often selected and grouped for special education program supervised by professors for getting excellent results. The plight of average students is dire since they are under the supervision of other lecturers within the institution. The scenario is similar to the social norms that enhance the rich to get richer, and the poor continue to grow poorer. Weak and average students are denied an opportunity to improve and mingle with their colleagues.
The offering of dual degrees in many private universities have raised eyebrows about the quality of education from such institution. Studies which were initially meant to take at least three to four years are currently undertaken within just a year or few months, yet the fees are not reduced.  Ideally, training scheduled for three to four years cannot be compressed to be undertaken just within one year. Though some institution might be genuine, not all institutions can be held responsible for this one year program. The whole idea revolves around making profits by such institutions. Other universities are said to be making profits through offering limited seats with much fees while others make a profit through more seats with fewer charges for every student. In other words, such institutions are not out to equip the learners with skills and experience but rather a business opportunity.
The inflated number of students in some universities have intensified the debate about the quality of education in such institution. The majority of colleges are admitting more students extremely beyond the capacity. This approach has diluted the quality of teaching through the hiring of low-cost lecturers to reduce the cost of hiring experienced and qualified. The admission of more students has been increased in such institution to maximise the profit marginalisation. The majority of graduates from such institutions have degrees with little fundamental elements. According to capitalism school of thought, private institutions are best for moulding learners into ideal employees for business with little creativity. This is far from the tradition of universities which is the centre of excellence and creativity. In regards to this, education is merely business these days as opposed to the initial education system.
The increased demands for coaching classes are worrisome. It is interesting that students prefer coaching classes over the colleges and institutions they are duly registered to take their learning. Despite the high charges of fees in such coaching classes, there is a good intake in such institutions, an indication that many colleges lack content to impart onto students. However, financially challenged students are locked out from registering for the coaching classes thus social degradation of student’s life. As a conclusion, the next generation of learners is going to be in great danger if education continues to be a business. The perpetrators and the architects of this business should be charged before the court of law to serve as a warning to others in the chain.

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