Merits of Education in an Individual’s Life
Introduction
Public education is an essential investment for the government. The impact of education on an individual, their family, and the community is a concept which shaped my perspective on the importance of education. Education brings about both social and economic benefits, which result in better citizenship. People who are educated have less to stable families, superior employment opportunities, and they grow into good citizens. People who lack primary and secondary school education are more likely to be involved in criminal activities, depend on free healthcare hence placing high demands on the system and require assistance in all forms. According to research, forty percent of prisoners lack secondary school education compared to the average adult population, at eighteen percent (Vedder‐Weiss & Fortus, 2013). The country spends approximately thirty thousand dollars in incarceration, with only a third of the amount being spent in public education. High School graduates have better health and show less dependency on public health programs. Therefore, quality education benefits individuals, which boil down to the general population. The governments should aspire to educate their citizens. Educating the public will result in broad economic and social transformations that benefit the country. The United States government invests five percent of its gross domestic product into public education with the state governments and local governments chipping in. This shows how the country is committed to educating its general population. Education has a significant impact on peoples‘ lives as well as their communities. Children learn skills by being trained by adults. The skills enable the children to leave productive lives and get satisfying jobs. Educated people can use information in their decision-making process, which results in better outcomes. People who are educated participate in civic and political engagements, which improves the policymaking process. Countries that have highly educated citizens have a high per capita income. The state governments that have more educated people collect higher tax revenues compared to states with fewer educated people.
The tax revenues are used in improving infrastructure and the quality of life for its citizens. Education can be used to eradicate poverty. Children who grow up in poor homes may lack access to education. Research shows that the main cause of poverty is lack of education. Basic education can be used to alleviate the public from extreme poverty. Education increases a person’s income level. A person who is educated earns a higher income compared to an uneducated individual. Individuals who attain qualifications in higher education institutions get opportunities for specialization, which increases their income. Education makes people equal. Women can gain opportunities despite their gender if they are educated. Therefore, equal access to education is a necessary need, especially for people of the female gender. Education in a democratic society encourages freedom for all students. Students are allowed to make decisions that affect their well-being, in preparation for activities that they will be taking part in once they graduate from institutions of learning. The paper discusses the merits of education for an individual living within a democratic society.
The Critical Purpose of Education within a Democratic Society
The major goal of education in a democratic society is to build values amongst the students. Values are important in building and sustaining a democratic society (Krashen, 2014). Justice, fairness, and cooperation are important values that have to be upheld by the residents of a democratic society. Democratic education encourages greater participation of students in different activities (Groot & van den Brink, 2013). Students record high attendance in school activities, which improves their performance. The students become motivated to succeed, which increases their engagement levels in educational activities. Democracy instills intrinsic motivation in students.
Choice and control are important aspects of democracy. Students in democratic societies are allowed to make choices on their career choice as well as controlling the learning process. The students are given autonomy over the skills that they require as well as controlling their educational paths (Freire, 2005). The students decide to be active for their good as opposed to being coerced. The students have some sense of ownership; hence they are motivated to succeed in their ventures. Students in a democratic society will be positive that their voices are heard and respected, which will encourage them to actively take part in activities that aim at transforming their societies—students whose voices mattered in school transition into valuable democratic citizens.
The main goal of education is to furnish students with skills and information which are applicable in their lives. Schools are used to teach young people concepts that are understood by the adults. Common sense, the use of research, and transmitting practical needs are the major objectives of education (Vedder‐Weiss & Fortus, 2013). Schools improve the intellectual capacities of students and disseminate knowledge to them. Students get new skills by analyzing data. The average intellect of the population improves as students gain skills in schools. Education influences the cognitive ability of an individual. The reasoning ability and decision-making process for a person are improved in case they attend school. Students can collect information and choose options that have the least undesirable consequences. These skills enable students to make better life decisions and manage risks. The educated people will make decisions that keep them away from crime and improve their health (Knoester, 2012). Cognitive abilities reduce cases of crime and improve the health of the general population.
Merits of Education for Individuals and the Society
Education increases the employability of an individual. Economic recessions are often a good indicator of the merits of education. The recession that occurred in 2009 harmed people with lower education levels (Krashen, 2014). People who had college or university qualifications had a lower unemployment rate compared to high school dropouts. The recession had the greatest impact on Latinos and African Americans. The unemployment rate for high school dropouts of the American origin was approximately fifteen percent in 2009 compared to nine percent in 2008 (Weisbrod, 2014). The unemployment rate for high school dropouts of African Americans and Latinos origin went beyond twenty percent, with graduates being affected as well. Research shows that human capital is an important aspect that determines the success of future societies and institutions. In the past, a high school diploma was important as it showed that an individual was ready to get and keep a job (Wiberg et al., 2013). However, higher education has become essential as more people have access to high school and college education. Skills that are required to carry out tasks in the twenty-first century require higher learning. Therefore, quality education is important in preparing human resources for employment.
Stable jobs have both social and economic benefits to individuals and society. Most employed Americans have better health outcomes compared to unemployed people (Krashen, 2014). Employed Americans have medical insurance covers from their employers. Having a job has a psychological impact on a person. People that have stable jobs are less stressed, which has a positive effect on their health. Stable employment is directly correlated to the decline in criminal activities and the need for public assistance. Uneducated people are often faced with unemployment, which results in loss of revenue for the general public. The dropouts may rely on welfare, which costs the government tax revenues. The state additionally spends immense resources in funding crime prevention programs instead of investing in projects that directly benefit the public (Vedder‐Weiss & Fortus, 2013). Governments ought to invest in education to reduce economic inequality amongst its people. Educating people increases their opportunities, which have a ripple effect on their ability to get employed.
Education has proven to reduce cases of criminal activities in the society. Education decreases cases of crime by instilling character in people and equipping them with skills and knowledge (Groot & van den Brink, 2013). Educated people will avoid engaging in crime compared to school dropouts. Research shows that approximately forty percent of people in jail are yet to complete their high school studies compared to eighteen percent from the general public. Crime has several costs, such as cost to victims, costs resulting from prosecution, incarceration costs, and other indirect costs. The costs of crime are financial baggage for society. The cost of feeding and infrastructure for housing prisoners is high. The society has to come up with prisoner programs which encourage positive change in the prisoners. The family of the offenders may be forced to incur costs for counseling their family members once they get out of prison. Most companies would shy from employing people who had been previously convicted; hence the offenders have to deal with lost opportunities (Vedder‐Weiss & Fortus, 2013). Well educated people shun crime because of their employment status and their ability to be self-employed. They possess social skills, problem-solving skills, and the ability to use their intelligence to meet their immediate needs.
People who cannot have good jobs, unemployment, and underemployed people tend to be attracted to criminal activities. Youth attending school are less likely to engage in criminal activities as their teachers and other adults supervising them. Research has reported a negative correlation between graduation rates and violent criminal activities (Vedder‐Weiss & Fortus, 2013). Engaging in early training programs also decreases cases of juvenile delinquency. Uneducated young people have a lot of time at their disposal; hence they may be drawn into crime. An educated community has fewer cases of crime as people are focused on improving their livelihoods as opposed to disrupting the peace of their neighbors. The states incur high incarceration costs, which is an unnecessary cost (Wiberg et al., 2013). It costs approximately twelve thousand USD to educate one student every year (Krashen, 2014). Investing in quality education saves the government approximately twenty-seven thousand USD per year, which makes the option attractive. The relationship between high education levels and lower crime rates make investing in education a worthwhile venture for individuals as well as their governments.
Educated people live longer and have healthier lives compared to uneducated people. Education equips people with skills that enable them to control their lifestyle choices. Educated people are more likely to make sound decisions regarding their health. For instance, high school dropouts are six times more likely to misuse drugs compared to individuals who have university degrees (Wiberg et al., 2013). Educated people make choices that developed their health. When people practice healthy lifestyles, they enrich their lives in different ways, resulting in improved health. Research shows that education reduces the occurrence of death by three percent for an additional year in school. Educated people are less likely to engage in excessive drinking and smoking, which results in cardiovascular diseases. They exercise and eat healthy diets, which prevent them from being obese (Vedder‐Weiss & Fortus, 2013). Infant mortality rates and preterm babies are less common among educated American women. Education has been reported to improve the neurological capabilities of impoverished children. Exposure to early education reduces the chances of developing health problems in the future. Senior citizens who have high levels of education have greater independence. Reduced cases of depression have been reported as a positive outcome of education.
High school dropouts have a high probability of dying prematurely. The graduates are less likely to suffer from cancer, infections, lung illnesses, diabetes, injuries, and cardiovascular illnesses (Krashen, 2014). Less-educated people are more likely to seek public health programs like Medicaid. The government funds public health assistance programs, hence increasing the funds spends from the public’s kitty. A school dropout who depends on public health programs spends approximately one hundred thousand USD of government funds on healthcare in their lifetime. Quality education benefits both individuals and society (Freire, 2005). Equitable education can help society to maximize health benefits. Education enables people to engage in behaviors that positively impact their well-being. They will take part in activities that promote their health and avoid stressful situations. They seek preventive care, which reduces emergency medical costs and increases their longevity. Preventive care eliminates costs related to discovering an ailment when it is too late.
Education influences participation in institutions and enables people to be tolerant in a dynamic culture. Research shows that educated people make informed decisions in the voting process, and they actively participate in politics (Vedder‐Weiss & Fortus, 2013). The United States is a democratic country that encourages public participation. Education improves social engagement by increasing people’s tolerant, diverse opinions and perspectives. Education increases people’s participation in voting proves. College graduates are three times more likely to participate in the presidential election compared to high school dropouts (Wiberg et al., 2013). The cognitive abilities of educated individuals are responsible for their greater participation in civic activities. Children who attend good schools are allowed to practice civic activities in their classrooms, which prepares them to be democratic citizens (Vedder‐Weiss & Fortus, 2013). Students who have the opportunity to discuss political and socioeconomic issues affective them gain skills that are transferable when practicing their civic duties. The students will have knowledge and skills which make them turn them into informed voters. The students will have tolerance towards people with divergent opinions and trust in the capacity of their institutions.
Educated youth participate in religious and community groups that prepare them for their civic duties once they attain the legal age to influence policies and the choice of political positions (Wiberg et al., 2013). Schools encourage students to become involved in current events and how they influence socio-political and economics. The students become involved in activities that frame their public opinions and shape their values. Educated people trust institutions and the society, which results in public safety and improved economic prosperity. Less educated people have little trust in systems and fellow citizens (Weisbrod, 2014). Participating in civic activities increases social cohesion in societies, which decreases tension between people (Freire, 2005). It, in turn, results in stability and stronger social connections between people. Stronger cohesion encourages economic growth, which is the desired outcome for public education. The government has to invest in education for the growth of cohesion to be attained. The American people can only come together and interact as a close society if the trust is built. Trust can be built between people of different ethnic and racial backgrounds by offering equitable public access to education.
Unique Socio-Political Characteristics of Democracy and the Democratic Citizen that Necessitate such a Mission for Education
Respect and responsiveness to the needs of clients is a culture that is practiced in democratic societies. In most high schools, students are less appreciated and respected. The students are often summoned for outrageous mistakes (Groot & van den Brink, 2013). The students feel like they come secondary, after their teachers and the principal. The explanation given by students for engaging in unacceptable practices is often faced by disbelief. School policies and practices should put in place measures to ensure that students feel respected (Wiberg et al., 2013). Students who take part in important school activities like the decision-making process will feel appreciated, hence creating a positive environment for students in democratic societies.
Democratic citizens exhibit a culture of hard work. Students who aspire to be democratic citizens would be encouraged when their hard work results in positive outcomes (Krashen, 2014). Schools should reward hard work and show pride for their hardworking students. Consistent effort should be celebrated (Vedder‐Weiss & Fortus, 2013). Rewards should not only be given to students who excel after completing a task for the first time. Instead, subsequent effort should be appreciated.
A positive and safe environment is a necessary characteristic for a democratic citizen. Schools should offer safe environments for students. For instance, burst pipes should be repaired immediately. Failing to fix a problem that possesses physical danger to students shows the students that their well are is not regarded as important. School policies and practices should respect students and enable them and offer them a sense of safety (Freire, 2005). Rules should be applied consistently and with fairness. This encourages equality and predictability, important predictors of safety, and positivity.
Counterproductive Practices, Policy, and Methods to the Realization of the Purpose of Education
Inequality, competition, greed, and poor governance are practices that are detrimental to the realization of the purpose of education. An economic system that is focused on profit-taking and competition would not invest in quality education (Krashen, 2014). Poor governance is a practice that is counterproductive to the realization of the purpose of education. Authoritarian dictators disregard the countries policies and advice from professionals, hence risking the country’s resources and well-being (Knoester, 2012). Policies against inequality are important in ensuring that all youth have access to education, despite their social or economic backgrounds.
Conclusion
My classroom would have a lesson on democracy and how students can contribute to the growth of their countries. Students would be encouraged to improve their lives as well as that of society. The values and principles of democracy will reign in my class. Students will be able to participate in creating rules and an acceptable culture in the classroom. The practice of involving students in creating classroom rules will prepare them for civic engagement once they become fully-fledged citizens (Freire, 2005). Students will be involved in the assessment process. The students’ opinions on the academic assessment process will give them the power to show their knowledge. My students will be empowered to think critically, as it is expected of citizens in democratic countries. Giving the student the sense of control will prepare them to become active citizens (Groot & van den Brink, 2013). The students will be able to work with other people to accomplish tasks and goals. Collaboration is an important aspect of democracy, which will ensure that students participate in their communities. Classroom lessons will be a safe space for students to have dialogues about their decision making processes. Students will be able to share with their peers and receive feedback on important aspects and values that guide their decisions. Authenticity is the greatest concern for democratic education. The classroom setting will encourage students to air their arguments without forcing them to conform to set standards and community expectations. The decisions made by students will be respected. Students will be allowed to debate and vote on class schedules. They will be allowed to create their schedules to encourage flexibility in learning as well as practice democracy. The vote cast by every student will be respected. Respecting the voice of students will enable them to see democracy as an authentic process (Freire, 2005). The students will understand that their choices influence their future; hence they will be more responsible students and democratic citizens.
In my school, the student body will be involved in planning school activities as well as choosing the programs that students would partake. The student’s body will have real power, a representation of their obligations once they become citizens. Inequality, poor governance, and unnecessary competition are impediments that will be overcome in my classroom. The purpose of education will be achieved when the impediments are eliminated. Marginalized students will be encouraged to air their views, which will bring about equality. The voice of each student will be heard and respected. The school’s administration will act on concerns raised by students. Seeking to silence, students will be detrimental to democracy. Encouraging democracy in the classrooms is a necessary practice for democratic societies. In my next study, I could research how to deter education in a democratic society.
References
Freire, Paulo. (2005). Education for Critical Consciousness. Bloomsbury Academic.
Groot, W., & van den Brink, H. (2013). The Effects of Education on Crime. Applied Economics. 49(3).
Krashen, Stephen. (2014). The Common Core: A Disaster for Libraries, A Disaster for Language Arts, a Disaster for American Education. Knowledge Quest 42(3).
Knoester, M. (2012) Democratic Education in Practice: Inside the Mission Hill School. Teachers College Press.
Vedder‐Weiss, D., & Fortus, D. (2013). “Adolescents’ Declining Motivation to Learn Science: Inevitable or Not?” Journal of Research in Science Teaching. 48 (2).
Wiberg, E. et al. (2013). The Role of Education in Democratic Societies. Swedish Institute in Alexandria, Egypt
Weisbrod, B. (2014). ‘Education and Investment in Human Capital.’ Journal of Political Economy. 270.