university education should be free for everyone essay

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IELTS Free University Education Essay

The issue of free university education is an essay topic that comes up in the IELTS test. This essay therefore provides you with some of the key arguments about this topic.

The essay is an agree / disagree essay , which means you are given one opinion and then asked if you agree with it or not.

So remember to make it clear in your essay which side you are on.

University education should be free to everyone, regardless of income.

To what extent do you agree or disagree?

Choosing a Side

Of course you don't have to firmly come down on one side - you could partly agree if there are some aspects of the arguments you agree with but some parts you disagree with.

In this essay, the writer believes free university education is the best policy, so s/he agrees with the opinion. This is made clear in the conclusion (though you can put your opinion in the introduction as well if you wish).

The writer presents both sides of the argument . This is a good idea as you may find it more difficult to come up with a lot of ideas for one side of an argument. It also shows you are able to see both sides of the argument - a good academic skill.

Free University Education Essay

You should spend about 40 minutes on this task.

Write about the following topic:

Give reasons for your answer and include any relevant examples from your own experience or knowledge.

Write at least 250 words.

Model Answer:

Over recent years, more and more people have been attending university and arguments have persisted as to whether students should pay for this privilege not. Although there are convincing arguments on both sides, I strongly believe that it should be free.

One argument put forward in favour of charging students is that education is becoming more expensive to fund as universities grow in size. Consequently, making students pay may maintain standards and ensure the quality of the teaching. In addition, it is argued that most students benefit from university in terms of higher paid jobs, so it is fair that they pay for at least some of the cost, especially given that the majority of students attending university are from the middle classes. Last but not least, in many countries, there is a shortage of people to do manual jobs such as plumbing and carpentry, so making university more expensive may encourage people to take up these jobs.

However, there are a number of arguments in favour of making university education free for all. Firstly, it will encourage more people to attend and this will benefit society. This is because it will lead to a more productive and educated workforce. Research has generally shown that those countries that have a better educated population via university have higher levels of innovation and productivity. In addition, there is the issue of equality of opportunity. If all students are required to pay, those on a low income may be dissuaded from attending, thus making it unfair. The reason for this is that they will likely not be able to secure financial support from their family so they will be concerned about the debts they will incur in the future.

In conclusion, I am of opinion that all education should remain equally available to all regardless of income. This is not only fair, but will also ensure that countries can prosper and develop into the future with a well-educated workforce.

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Should College Be Free? The Pros and Cons

Types of Publicly Funded College Tuition Programs

Pros: why college should be free, cons: why college should not be free, what the free college debate means for students, how to cut your college costs now, frequently asked questions (faqs).

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Americans have been debating the wisdom of free college for decades, and more than 30 states now offer some type of free college program. But it wasn't until 2021 that a nationwide free college program came close to becoming reality, re-energizing a longstanding debate over whether or not free college is a good idea. 

And despite a setback for the free-college advocates, the idea is still in play. The Biden administration's free community college proposal was scrapped from the American Families Plan . But close observers say that similar proposals promoting free community college have drawn solid bipartisan support in the past. "Community colleges are one of the relatively few areas where there's support from both Republicans and Democrats," said Tulane economics professor Douglas N. Harris, who has previously consulted with the Biden administration on free college, in an interview with The Balance. 

To get a sense of the various arguments for and against free college, as well as the potential impacts on U.S. students and taxpayers, The Balance combed through studies investigating the design and implementation of publicly funded free tuition programs and spoke with several higher education policy experts. Here's what we learned about the current debate over free college in the U.S.—and more about how you can cut your college costs or even get free tuition through existing programs.

Key Takeaways

• Research shows free tuition programs encourage more students to attend college and increase graduation rates, which creates a better-educated workforce and higher-earning consumers who can help boost the economy. 
• Some programs are criticized for not paying students’ non-tuition expenses, not benefiting students who need assistance most, or steering students toward community college instead of four-year programs.  
• If you want to find out about free programs in your area, the University of Pennsylvania Graduate School of Education has a searchable database. You’ll find the link further down in this article. 

Before diving into the weeds of the free college debate, it's important to note that not all free college programs are alike. Most publicly funded tuition assistance programs are restricted to the first two years of study, typically at community colleges. Free college programs also vary widely in the ways they’re designed, funded, and structured:

• Last-dollar tuition-free programs : These programs cover any remaining tuition after a student has used up other financial aid , such as Pell Grants. Most state-run free college programs fall into this category. However, these programs don’t typically help with room and board or other expenses.
• First-dollar tuition-free programs : These programs pay for students' tuition upfront, although they’re much rarer than last-dollar programs. Any remaining financial aid that a student receives can then be applied to other expenses, such as books and fees. The California College Promise Grant is a first-dollar program because it waives enrollment fees for eligible students.
• Debt-free programs : These programs pay for all of a student's college expenses , including room and board, guaranteeing that they can graduate debt-free. But they’re also much less common, likely due to their expense.  

Proponents often argue that publicly funded college tuition programs eventually pay for themselves, in part by giving students the tools they need to find better jobs and earn higher incomes than they would with a high school education. The anticipated economic impact, they suggest, should help ease concerns about the costs of public financing education. Here’s a closer look at the arguments for free college programs.

A More Educated Workforce Benefits the Economy

Morley Winograd, President of the Campaign for Free College Tuition, points to the economic and tax benefits that result from the higher wages of college grads. "For government, it means more revenue," said Winograd in an interview with The Balance—the more a person earns, the more they will likely pay in taxes . In addition, "the country's economy gets better because the more skilled the workforce this country has, the better [it’s] able to compete globally." Similarly, local economies benefit from a more highly educated, better-paid workforce because higher earners have more to spend. "That's how the economy grows," Winograd explained, “by increasing disposable income."

According to Harris, the return on a government’s investment in free college can be substantial. "The additional finding of our analysis was that these things seem to consistently pass a cost-benefit analysis," he said. "The benefits seem to be at least double the cost in the long run when we look at the increased college attainment and the earnings that go along with that, relative to the cost and the additional funding and resources that go into them." 

Free College Programs Encourage More Students to Attend

Convincing students from underprivileged backgrounds to take a chance on college can be a challenge, particularly when students are worried about overextending themselves financially. But free college programs tend to have more success in persuading students to consider going, said Winograd, in part because they address students' fears that they can't afford higher education . "People who wouldn't otherwise think that they could go to college, or who think the reason they can't is [that] it's too expensive, [will] stop, pay attention, listen, decide it's an opportunity they want to take advantage of, and enroll," he said.

According to Harris, students also appear to like the certainty and simplicity of the free college message. "They didn't want to have to worry that next year they were not going to have enough money to pay their tuition bill," he said. "They don't know what their finances are going to look like a few months down the road, let alone next year, and it takes a while to get a degree. So that matters." 

Free college programs can also help send "a clear and tangible message" to students and their families that a college education is attainable for them, said Michelle Dimino, an Education Director with Third Way. This kind of messaging is especially important to first-generation and low-income students, she said. 

Free College Increases Graduation Rates and Financial Security

Free tuition programs appear to improve students’ chances of completing college. For example, Harris noted that his research found a meaningful link between free college tuition and higher graduation rates. "What we found is that it did increase college graduation at the two-year college level, so more students graduated than otherwise would have." 

Free college tuition programs also give people a better shot at living a richer, more comfortable life, say advocates. "It's almost an economic necessity to have some college education," noted Winograd. Similar to the way a high school diploma was viewed as crucial in the 20th century, employees are now learning that they need at least two years of college to compete in a global, information-driven economy. "Free community college is a way of making that happen quickly, effectively, and essentially," he explained. 

Free community college isn’t a universally popular idea. While many critics point to the potential costs of funding such programs, others identify issues with the effectiveness and fairness of current attempts to cover students’ college tuition. Here’s a closer look at the concerns about free college programs.

It Would Be Too Expensive

The idea of free community college has come under particular fire from critics who worry about the cost of social spending. Since community colleges aren't nearly as expensive as four-year colleges—often costing thousands of dollars a year—critics argue that individuals can often cover their costs using other forms of financial aid . But, they point out, community college costs would quickly add up when paid for in bulk through a free college program: Biden’s proposed free college plan would have cost $49.6 billion in its first year, according to an analysis from Georgetown University Center on Education and the Workforce. Some opponents argue that the funds could be put to better use in other ways, particularly by helping students complete their degrees.

Free College Isn't Really Free

One of the most consistent concerns that people have voiced about free college programs is that they don’t go far enough. Even if a program offers free tuition, students will need to find a way to pay for other college-related expenses , such as books, room and board, transportation, high-speed internet, and, potentially, child care. "Messaging is such a key part of this," said Dimino. Students "may apply or enroll in college, understanding it's going to be free, but then face other unexpected charges along the way." 

It's important for policymakers to consider these factors when designing future free college programs. Otherwise, Dimino and other observers fear that students could potentially wind up worse off if they enroll and invest in attending college and then are forced to drop out due to financial pressures. 

Free College Programs Don’t Help the Students Who Need Them Most

Critics point out that many free college programs are limited by a variety of quirks and restrictions, which can unintentionally shut out deserving students or reward wealthier ones. Most state-funded free college programs are last-dollar programs, which don’t kick in until students have applied financial aid to their tuition. That means these programs offer less support to low-income students who qualify for need-based aid—and more support for higher-income students who don’t.

Community College May Not Be the Best Path for All Students

Some critics also worry that all students will be encouraged to attend community college when some would have been better off at a four-year institution. Four-year colleges tend to have more resources than community colleges and can therefore offer more support to high-need students. 

In addition, some research has shown that students at community colleges are less likely to be academically successful than students at four-year colleges, said Dimino. "Statistically, the data show that there are poorer outcomes for students at community colleges […] such as lower graduation rates and sometimes low transfer rates from two- to four-year schools." 

With Congress focused on other priorities, a nationwide free college program is unlikely to happen anytime soon. However, some states and municipalities offer free tuition programs, so students may be able to access some form of free college, depending on where they live. A good resource is the University of Pennsylvania Graduate School of Education’s searchable database of Promise Programs , which lists more than 100 free community college programs, though the majority are limited to California residents.

In the meantime, school leaders and policymakers may shift their focus to other access and equity interventions for low-income students. For example, higher education experts Eileen Strempel and Stephen Handel published a book in 2021 titled "Beyond Free College: Making Higher Education Work for 21st Century Students." The book argues that policymakers should focus more strongly on college completion, not just college access. "There hasn't been enough laser-focus on how we actually get people to complete their degrees," noted Strempel in an interview with The Balance. 

Rather than just improving access for low-income college students, Strempel and Handel argue that decision-makers should instead look more closely at the social and economic issues that affect students , such as food and housing insecurity, child care, transportation, and personal technology. For example, "If you don't have a computer, you don't have access to your education anymore," said Strempel. "It's like today's pencil."

Saving money on college costs can be challenging, but you can take steps to reduce your cost of living. For example, if you're interested in a college but haven't yet enrolled, pay close attention to where it's located and how much residents typically pay for major expenses, such as housing, utilities, and food. If the college is located in a high-cost area, it could be tough to justify the living expenses you'll incur. Similarly, if you plan to commute, take the time to check gas or public transportation prices and calculate how much you'll likely have to spend per month to go to and from campus several times a week. 

Now that more colleges offer classes online, it may also be worth looking at lower-cost programs in areas that are farther from where you live, particularly if they allow you to graduate without setting foot on campus. Also, check out state and federal financial aid programs that can help you slim down your expenses, or, in some cases, pay for them completely. Finally, look into need-based and merit-based grants and scholarships that can help you cover even more of your expenses. Also, consider applying to no-loan colleges , which promise to help students graduate without going into debt.

Should community college be free?

It’s a big question with varying viewpoints. Supporters of free community college cite the economic contributions of a more educated workforce and the individual benefit of financial security, while critics caution against the potential expense and the inefficiency of last-dollar free college programs. 

What states offer free college?

More than 30 states offer some type of tuition-free college program, including Arkansas, California, Connecticut, Delaware, Hawaii, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Missouri, Montana, Michigan, Nevada, New York, Oklahoma, Oregon, Rhode Island, Tennessee, Virginia, and Washington State. The University of Pennsylvania Graduate School of Education lists over 100 last-dollar community college programs and 16 first-dollar community college programs, though the majority are limited to California residents.

Is there a free college?

There is no such thing as a truly free college education. But some colleges offer free tuition programs for students, and more than 30 states offer some type of tuition-free college program. In addition, students may also want to check out employer-based programs. A number of big employers now offer to pay for their employees' college tuition . Finally, some students may qualify for enough financial aid or scholarships to cover most of their college costs.

Scholarships360. " Which States Offer Tuition-Free Community College? "

The White House. “ Build Back Better Framework ,” see “Bringing Down Costs, Reducing Inflationary Pressures, and Strengthening the Middle Class.”

The White House. “ Fact Sheet: How the Build Back Better Plan Will Create a Better Future for Young Americans ,” see “Education and Workforce Opportunities.”

Coast Community College District. “ California College Promise Grant .”

Georgetown University Center on Education and the Workforce. “ The Dollars and Cents of Free College ,” see “Biden’s Free College Plan Would Pay for Itself Within 10 Years.”

Third Way. “ Why Free College Could Increase Inequality .”

Georgetown University Center on Education and the Workforce. “ The Dollars and Cents of Free College ,” see “Free-College Programs Have Different Effects on Race and Class Equity.”

University of Pennsylvania Graduate School of Education. “ College Promise Programs: A Comprehensive Catalog of College Promise Programs in the United States .”

Should university education be free?

Education has positive benefits for the rest of society. If university education is left to market forces, there may be under-provision, and the economy may suffer from a lack of skilled graduates. Furthermore, in a free market, higher education would become the preserve of wealthy families who can afford to send their children to university. Therefore there is a strong case for the government providing higher education free at the point of use.

However, others argue the positive externalities of higher education are limited, and the prime beneficiaries of a university degree are the graduates who can command a higher paying job. If the external benefits of many degrees are limited, government spending may be misallocated in offering relatively expensive university education. Rather than fund 3-4 year university degrees, governments may be able to get a better return from spending money on primary education and vocational training – training which is more relevant to the needs of the economy.

More details

In recent years, the UK government has sought to increase the amount students pay for studying at university. In the UK, the government have phased out grants and introduced top-up fees. With tuition fees and rising living costs, students could end up paying £50,000 for a three-year degree, and leave university with significant debts.

Some argue this is a mistake. Charging for university education will deter students and leave the UK with a shortfall of skilled labour – and arguably this will damage the long-term prospects of the UK economy. Furthermore, charging to study at university will increase inequality of opportunity as students with low-income parents will be more likely to be deterred from going to university.

Arguments for free university education

• Positive externalities of higher education . Generally, university education does offer some external benefits to society. Higher education leads to a more educated and productive workforce. Countries with high rates of university education generally have higher levels of innovation and productivity growth. Therefore, there is a justification for the government subsidising higher education.
• Equality . There is also a powerful argument that university education should be free to ensure equality of opportunity. If students have to pay for university education, this may dissuade them. In theory, students could take out loans or work part-time, but this may be sufficient to discourage students from studying and instead may enter the job market earlier.
• Increased specialisation of work . The global economy has forced countries, such as the UK to specialise in higher-tech and higher value-added products and services. The UK’s biggest export industries include pharmaceuticals, organic chemicals, optical and surgical instruments, and nuclear technology (see: what does the UK produce? ). Therefore, there is a greater need for skilled graduates who can contribute to these high-tech industries.
• Education is a merit good . One characteristic of a merit good is that people may underestimate the benefits of studying and undervalue higher education. Government provision can encourage people to study.
• Young people facing rising costs . In recent years, we have seen a rise in the cost of living. House prices and rents have risen faster than inflation. This means young people are struggling to meet living costs – even in work. The thought of student debt on top of high living costs, may dissuade people from studying. Free tuition fees is a way to restore the income inequality across generations.
• Non-economic benefits of education . It is tempting to think of university education in purely monetary terms. But graduates can also gain skills and awareness of civic institutions which offer intangible benefits to society.

Source: Times Higher Education

Higher Learning, Greater Good: The Private and Social Benefits of Higher Education (2009) Professor McMahon examined the “private non-market benefits” for individuals of having degrees.

This includes better personal health and improved cognitive development in their children, alongside the “social non-market benefits”, such as lower spending on prisons and greater political stability.

• If you wished to evaluate this point, we could ask – is it university education which causes these civic virtues or is it because university education is dominated by middle classes who are more likely to have better health e.t.c. already?

Arguments against free university education

• Opportunity cost . If we spend billions on free university education, there is an opportunity cost of higher taxes or less spending elsewhere. Arguably, there is a greater social benefit from providing vocational training – e.g. so people could become plumbers, electricians e.t.c. There is often a real shortage of these skills in an economy. The UK Commission for skills and education report significant skills shortages in the basic ‘core generic skills’ such as literacy, numeracy and communication skills. These skill shortages are prominent in industries like building, health care, plumbing, social care and construction. The problem is not a shortage of graduates with art degrees, but a shortage of lower-level vocational skills. (See: BBC – skills shortage in the UK ) Therefore, there is a case for charging students to study at university – allowing higher public spending to tackle more basic skill shortages.
• Do we have too many graduates? In recent decades there has been a rapid rise in the number of graduates. But many graduates are now leaving university to take jobs which don’t require a degree. A study by the ONS found that nearly 50% of workers who left university in the past five years are doing jobs which don’t require a degree. ( Telegraph link ) Therefore, it is a mistake to continue to fund the public expansion of university education because the economy doesn’t need more graduates as much as other vocational skills.
• Higher quality of education . The rapid rise in university numbers means that greater pressure is being put on university resources. Since the government is struggling to increase real spending, there is a danger that university education and research may suffer, causing UK education to lag behind other countries. If universities can charge students, it will help maintain standards, quality of teaching and the reputation of UK universities.
• Makes people value education more . If people have to pay to go to university, you could argue that they would value education more. If higher education is free, it may encourage students to take an easy three years of relaxation.
• Signalling function of higher education . Arguably, higher education acts as a signal to employers that graduates have greater capacity. As a consequence, people who gain a degree, end up with a relatively higher salary. Therefore, if they financially gain from studying at university, it is perhaps fair they pay part of the cost. This is especially important for middle-class families, who send a higher proportion of people to higher education.

Another issue is whether we need 50% of 18-year-olds to go to university . The increase in student numbers is a significant contributory factor to the increased financial pressures on universities. Rather than encouraging students to automatically go to university (as some schools do), it may be better to encourage more students to take vocational training and avoid three years of academic study. If less went to university, it would mean the cost per student would be relatively lower.

Another issue is how do you charge students for going to university? If students leave university with large debts, this has negative consequences. But, if we finance university education through a graduate tax paid when graduates get a decent income then it may be less of a disincentive.

Abolition of Tuition Fees

In the 2017 and 2019 election, the Labour party proposed to abolition tuition fees. This is estimated to cost £16 billion.

• How should university education be funded ?
• Arguments for Free Education
• Arguments against Free education

48 thoughts on “Should university education be free?”

In my perceptive the government must allow free education system for two category only. One is the children comes merited and secondly for lower class people

Aka free collage to welfare state

Dear Tejvan Pettinger,

You misspelled Subsidizing*

The E-Time Guy

Subsidizing is American-English spelling. But I use British-English ‘subsidising’

I don’t think you realised/realized that EconomicsHelp is a British-founded website.

Lmao! He must have felt well chuffed with himself…until you pointed that out!

Wouldn’t it be hard to manage that sort of, uh, selection?

Just give everyone a free college degree. No debts, no tax dollars to send Timmy off for free 4 years of living. Free college = tax payer pays to get more competition for his job. Free college = college degree is pointless cause everyone has one

• Pingback: Should Higher Education be Available for Everyone? – /lacher-prisee/

The best way is to offer relatively large number of places free of charge, for instance, 80% of overall demand in the economy to be free/state paid places.

The entrance competition must be held to get the place. The rest will be private places.

Erm..we just that read that…but I guess thanks for repeating it…

I agree that education improves how productive people are in the workforce. A friend of mine is majoring in computer science and they are much more adept because of what they are learning. If governments cannot offer compensation for education then I hope that companies will.

Education has positive benefits for the rest of society. If university education is left to market forces, there may be under-provision, and the economy may suffer from a lack of skilled graduates. Furthermore, in a free market, higher education would become the preserve of wealthy families who can afford to send their children to university. Therefore there is a strong case for the government providing higher education free at the point of use. However, others argue the positive externalities of higher education are limited, and the prime beneficiaries of a university degree are the graduates who can command a higher paying job. If the external benefits of many degrees are limited, government spending may be misallocation in offering relatively expensive university education. Rather than fund 3-4 year university degrees, governments may be able to get better return from spending money on primary education and vocational training – training which is more relevant to the needs of the economy.

plagiarized from another article but great response (next time cite)

Great post and interesting argument here. I have to say that with everything there is going to be advantages and disadvantages. If you offer free university education, it will devalue those who already have a university education. I think if there is a plan to offer free university education, then there needs to be guidelines around it – such as certain state schools, specific courses, etc.

Sorry, I’m not so sure I understand what you mean by “devalue” here. I think university is an opportunity and surely the value in an opportunity is in what you gain out of it, not its availability?

“devalue” as towards the degree itself, not the user. The more of anything (“degrees”) lowers the value, supply and demand. I’m a pretty lefty guy (51. Male, UK) but this one I’m not for, students seem to think degree courses were free before the fees were started under Tony Blair, they wernt, I applied and was refused due to my grade not being good enough. Only a set number of people were given grants. Now after working my way up the slippy pole, I would feel cheated if I have to pay extra tax for someone else to go to Uni. However it this was fully funded from a wealth tax (which I would not pay as I dont have much wealth), then yer go on do it.

I think the university fees should not be free. Maybe exceptions can be made for students from more poor backgrounds and they pay lesser fees but it should not be free because then there is no point. No one would take it seriously anymore & if u paid for something you value it more and work harder You should work hard for something you want and not expect everything to be handed on a silver plater

It’s not being handed on a silver plate – you still have to work to be accepted and work to graduate. Making uni free doesn’t devalue its certification.

I totally agree when you said that it would be hard for low-income parents to send their children to universities. This is the actual problem of my cousin which is why he is lucky that his dad is a military because there might be assistance for them. I will suggest this to them since they might not be aware, and he will be going to college in two years time.

all the Arguments against free university education written here are silly and nothing to do with how things work in real life, you can see it in all quality countries that have free tertiary education, like in northern europe. or in any other europe country, you can check it out.

I don’t get the argument about too many people going to university and getting a degree? Or am I the thick one here?

We’re not handing out free degrees, we’re giving everyone an equal OPPORTUNITY to get a degree, and a higher education for their future. So many people would’ve made very useful citizens had they have had a chance to fully develop their skills, and we forget that making uni free doesn’t make it any easier to get into and to graduate from.

Making uni free doesn’t devalue its certification btw

Very interesting, good job and thanks for sharing such a good blog.

Everyone grows up going to school and unless it is a private school, the government funds it once we enroll and all we need to do is show up. Once we graduate high school or get a GED, suddenly the price for a good quality education sky rockets and everyone starts scrambling to find a job, or get as many grants, scholarships, and loans as they possibly can to cover the ever growing debt most people will have once they graduate college. The debate on whether or not to make college free or at least more affordable has grown, and more and more people including politicians are looking for ways to make this happen. With every good idea there will be problems that are solved, but new ones will arise. Some reasons people want college level education to be free is it will give everyone a chance for education past high school, it avoids student debt, and it was free when they first made colleges, but the downfalls might include raised taxes, a sacrifice of standards, and financial irresponsibility from the students. Most of the people that attend college are from wealthier families because they are able to pay the bill. When colleges were first made, they were all actually free due to the lack of students and establishments under the Morrill Act of 1862 (Beelineweb.com et al.). This act allowed colleges to be created by the state on federal lands to make a higher education system available to all who desired it regardless of class or income. Now the sum that these schools require is absolutely outrageous. Even the wealthy are not able to afford quality education without taking out a loan. With all the loans, people are acquiring more and more debt, but without the cost of tuition, that debt would decrease dramatically (Pettinger). Many people that need loans currently, would be able to attend and get a quality education without worrying about the debt that will follow them for a long time. Along with that, more people that are not able to go to college now will be able to attend just because they want to instead of forgetting about college as even an option because it costs an arm and a leg (Ayres). Free college education would open many doors that have been shut due to financial struggles. With all the good that would come from free college level education, there are quite a bit of issues that might arise with it. Although free college-level education might seem great, there quite a few things that would be sacrificed with the elimination of tuition costs. With the sacrificed costs, some of the quality of education might be sacrificed as well (Ayres). Without the constant funds coming in from the enrolled students, the facilities might go a while without very necessary updates and repairs. There is always going to be a need for money to pay for all the things colleges provide and if students are not paying for it, the costs would shift from being a personal expense to a societal expense (Beelineweb.com et al.). The reality for everyone would be the increase of taxes to cover the necessary costs. Students would have their tuition covered by the government issued taxes. Without the need for loans, students might lose their financial responsibility because they will not have needed to manage their money to pay for their classes and take their education for granted (Amit Kumar). Some might actually devalue their diploma because they did not pay for the classes. The diploma would have the same value as a high school diploma. Although these things are factors that need to be considered, having education that is at least partially free would be good to allow more people to get the opportunity for getting a better education. Hopefully we will be able to find a way where we are able to go back to when colleges were first made, give everyone an equal opportunity for their education, and avoid debt, but also avoid some of the downfalls from taxes, sacrificed standards, and financial irresponsibility.

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Should Higher Education Be Free?

• Vijay Govindarajan
• Jatin Desai

Disruptive new models offer an alternative to expensive tuition.

In the United States, our higher education system is broken. Since 1980, we’ve seen a 400% increase in the cost of higher education, after adjustment for inflation — a higher cost escalation than any other industry, even health care. We have recently passed the trillion dollar mark in student loan debt in the United States.

• Vijay Govindarajan is the Coxe Distinguished Professor at Dartmouth College’s Tuck School of Business, an executive fellow at Harvard Business School, and faculty partner at the Silicon Valley incubator Mach 49. He is a New York Times and Wall Street Journal bestselling author. His latest book is Fusion Strategy: How Real-Time Data and AI Will Power the Industrial Future . His Harvard Business Review articles “ Engineering Reverse Innovations ” and “ Stop the Innovation Wars ” won McKinsey Awards for best article published in HBR. His HBR articles “ How GE Is Disrupting Itself ” and “ The CEO’s Role in Business Model Reinvention ” are HBR all-time top-50 bestsellers. Follow him on LinkedIn . vgovindarajan
• JD Jatin Desai is co-founder and chief executive officer of The Desai Group and the author of  Innovation Engine: Driving Execution for Breakthrough Results .

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IELTS Daily Essay Topic: University education should be free for all students.

• Updated on  
• Mar 13, 2024

Brainstorming Ideas

a) I agree that university education should be free as it will help society to become more progressive, equal and democratic.

b) If the people of the country are well-educated it will foster innovation, entrepreneurship and technological advancements.

c) Getting a higher education is considered a sign of wealth and privilege. High university fees cause the exclusion of many potential students who come from lower-income families.

d) The solution to this is a progressive taxation system, where wealthy people are paying a higher proportion of their income in taxes so that education can be easily provided to others.

e) To conclude, it is our responsibility to ensure that everyone is getting free education irrespective of their status in society.

Q. University education should be free for all students. To what extent do you agree or disagree?

Ans . It is often stated that university education should be free for all students. I endorse the concept of free university education to promote equality and societal progress. Concurrently, addressing and devising effective strategies for handling financial implications is crucial, to ensuring fair and sustainable access to higher education for all.

Education is a fundamental right of every individual irrespective of their socio-economic background. It is one of the pillars of a democratic, equal, and progressive society. Making it free will lead to a more educated workforce that will help the country develop economically. If a country’s population is well educated, it is more likely to foster innovation, entrepreneurship and technological advancements and would lead to prosperity. Moreover, in the current scenario, getting a higher education is considered a sign of wealthy privilege. Paid university education will cause the exclusion of many potential students with a will to learn who come from lower-income families. Thus, free university education will be a powerful tool for creating equality and will assist people in climbing the social ladder.

If this financial barrier is removed from university education, it will ensure that everyone has an equal opportunity to receive the necessary education. However, it is important to acknowledge that free university education will come with its own set of challenges. The cost of providing free education to everyone is huge and will require government funding. This can lead to increased taxes or cuts in other areas of spending. Therefore, it is important to keep a balance between making education accessible and maintaining financial responsibility. One possible solution to this is a progressive taxation system, where wealthy people are paying a higher proportion of their income in taxes so that education can be easily provided to others. 

To conclude, while the financial implications of free education are significant, the societal benefits of these outweigh the costs. A more educated population will lead to more people moving up the social ladder and experiencing greater equality in society with more potential benefits. It is our responsibility to ensure that everyone is getting free education irrespective of their status in the society.

Paraphrased Statement: It is often stated that university education should be free for all students. 

Thesis Statement: I endorse the concept of free university education to promote equality and societal progress. Concurrently, addressing and devising effective strategies for handling financial implications is crucial, to ensuring fair and sustainable access to higher education for all.

Body Paragraph 1-Topic Sentences: Education is a fundamental right of every individual irrespective of their socio-economic background. It is one of the pillars of a democratic, equal, and progressive society.

Body Paragraph 1- Supporting Reasons and Explanations: Making it free will lead to a more educated workforce that will help the country develop economically. If a country’s population is well educated, it is more likely to foster innovation, entrepreneurship and technological advancements and would lead to prosperity . In the current scenario, getting a higher education is considered a sign of wealthy privilege. Paid university education will cause the exclusion of many potential students with a will to learn who come from lower-income families. Thus, free university education will be a powerful tool for creating equality and will assist people in climbing the social ladder.

Body Paragraph 2- Topic sentence: If this financial barrier is removed from university education, it will ensure that everyone has an equal opportunity to receive the necessary education. However, it is important to acknowledge that free university education will come with its own set of challenges. 

Body Paragraph 2- Supporting Reasons and Explanations:   The cost of providing free education to everyone is huge and will require government funding. This can lead to increased taxes or cuts in other areas of spending. Therefore, it is important to keep a balance between making education accessible and maintaining financial responsibility. One possible solution to this is a progressive taxation system, where wealthy people are paying a higher proportion of their income in taxes so that education can be easily provided to others. 

Conclusion: To conclude, while the financial implications of free education are significant, the societal benefits of these outweigh the costs. A more educated population will lead to more people moving up the social ladder and experiencing greater equality in society with more potential benefits. It is our responsibility to ensure that everyone is getting free education irrespective of their status in the society.

Vocabulary in Use

Linkers and connectors used.

Following are the linkers and connectors used:

• Concurrently
• To conclude

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Higher Education Should Be Free for Everyone

While K-12 education is free in the USA, paying for higher education is a struggle for most Americans. For those whose household income is not high enough to pay for college immediately, there are several options. They can either start saving money from the child’s early years, take student loans, or work at several jobs while studying. Still, there are people who cannot afford higher education through any of these ways. As Johnson claims, “the rapidly rising rates of college and university tuition is putting higher education, even in our “public” tax-supported institutions, beyond the reach of many in the nation’s middle class” (11). This situation is clamant for the USA, as the country strives to achieve equality. If education is accessible only for those who were lucky to be born in wealthy families, social disparities will persist. The reform of the higher education system might be a step forward for the country as all the society is going to benefit from this.

It is evident that advancement in the education system leads to rise in the quality of life of society. The question is how making education free of charge at all levels is going to improve its quality. First of all, it will boost competition, which is a driving force for development. American higher education is somewhat competitive today, but it remains unfair as long as finances are one of the criteria. Financial disparity excludes a large number of people from the competition for higher education. According to Bowen, “denying a large part of the population the opportunity for personal development through higher education would be indefensible” (20). Society must see the threat of refusing the opportunity as there is always the chance that the person who has the potential to invent the cure from cancer, for example, may not be able to afford education.

Furthermore, governments, by financing education, acquire the opportunity to manage it and to set demand on the universities. This reform might lead to the fair distribution of students across the spheres and geographical regions according to the need of each of them. The private education sector promotes going for popular programs disregarding national demand, while other areas remain significantly understaffed. Thus, governmental management of higher education can enhance the situation in the job market.

The opponents of free education express their concern about the problem of its implementation. Education, especially if it strives to provide high-quality training, requires significant resource investments. Goksu and Goksu define the financing of higher education as one that “consists of a set of methods to obtain resources needed by higher education institutions in order to maintain their functions” (1154). First of all, a large number of teaching staff should be employed and sufficiently paid. In addition to this, universities should be technically equipped, including sports and residence facilities, information technologies, and scientific laboratories.

Therefore the concept of being “free” for citizens implies that it is financed either by the government or by local communities, such as states. Thus it means that it can be accessible only technically; in fact, education can be financed from taxes that people pay. This is the point where controversy arises, as most people who are not going to get a higher education degree to oppose paying additional taxes for it. Even people who are advocating for the free single-payer healthcare system financed by general tax do not apply the same idea is to education. Unlike medicine, education is a choice, and those who do not choose it do not desire to take part in its sponsorship.

Implementation of a governmentally financed system of higher education, despite being a significant improvement, will require substantial investment, and those who state that it will considerably cost to the tax-payers are not mistaken. Yet, it does not mean that it should not be done even with sacrifices. The primary justification for free higher education is that, despite significant initial investments, the system is going to become self-sustainable. The university graduates, paying the tax from their salaries during their careers, will pay back the expense and take part in financing the currently studying.

Higher education is one of the critical determinants that increase personal income. As Karpio et al. Claim, “education has the greatest positive influence on the differences between the income distributions while being the most discriminatory attribute” (969). That is why the education tax percentage applied to salary should vary depending on the salary level. Thus, those with higher incomes, including the majority of college graduates, will pay most of the education tax. Such a system will protect people without education from the extra expense, but a small amount of tax will remain on them. Even if they do not use free education, they will still benefit from the education reform.

As it is stated above, the reform in education financing will enhance its quality. Besides, society should view education improvement as the primary objective, which will influence not only those who are getting it but every single citizen. According to Goksu and Goksu, advancement in education contributes to improvements in the socio-cultural structure and economy, which increase the level of service that citizens can enjoy (1152). Better scientific development, enhanced quality of care, and improved leadership in politics will lead to advances in the quality of life of society. Moreover, education reform can balance the current job market situation and provide employment justified by national and state demand.

Educated people are the most valuable human resource of the nation, and they comprise its significant intellectual potential. Qualitative higher education should not be viewed as an instrument for improving life only for those who get it, but as a tremendous economic and political good for the whole society. Educational reform may lead to positive changes, and it is worth paying for living in a better world. Nevertheless, this progress may come at a considerable cost for tax-payers. The politicians who take the initiative of educational reform need to take a number of unpopular decisions, such as tax increase, and they may also face opposition from universities. Nevertheless, free education has the power to transform society from a long-term perspective, improve the quality of life, and combat social disparities.

Paying the tuition fee is unaffordable for many representatives of the middle class, as well as for most of the people below the poverty line. The implementation of free higher education can diminish economic disparities and become the solution to the problem, but it causes severe opposition. Tax-payers who do not pursue higher education degrees are not willing to pay additional taxes. That is why the reform needs several unpopular decisions, which will have a positive effect in the future. The self-sustainability of the system is a matter of time as the graduates will cover the expenses from their salaries. For other citizens, education reform will bring the improvement of their quality of life and promote a better society.

Works Cited

Bowen, Howard. Investment in Learning: The Individual and Social Value of American Higher Education . Routledge, 2018.

Goksu, Alper, and Gonca Gungor Goksu. “A Comparative Analysis of Higher Education Financing in Different Countries.” Procedia Economics and Finance , vol. 26, 2015, pp. 1152–1158., Web.

Johnson, Daniel M. “Tuition Crisis: The Costs and Financing of Public Higher Education.” The Uncertain Future of American Public Higher Education , 2018, pp. 11–25., Web.

Carpio, K., et al. “The Quantile Decomposition of Personal Income Distributions in the USA .” Acta Physica Polonica A , vol. 129, no. 5, 2016, pp. 965-970., Web.

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Is free college a good idea? Increasingly, evidence says yes

Subscribe to the brown center on education policy newsletter, douglas n. harris douglas n. harris nonresident senior fellow - governance studies , brown center on education policy , professor and chair, department of economics - tulane university @douglasharris99.

May 10, 2021

• 10 min read

In just a few short years, the idea of free college has moved from a radical idea to mainstream Democratic thinking. President Biden made free college one of his core campaign planks , and one that the first lady has been promoting for years. In his recent address to Congress, the president also signaled that he is ready for legislative action on a scaled-back version of the idea as part of his American Families Plan .

Two weeks ago, the nonprofit College Promise (CP)—led by Martha Kanter, who served as President Obama’s undersecretary for education—also released a proposal that will influence the free college debate. (Full disclosure: I previously advised the Biden campaign and presently advise CP, but have received no compensation for these efforts.)

In today’s polarized environment, the free college idea stands out for its bipartisan support. A majority of self-identified Republicans has supported the notion of free college in some polls. In fact, one of the first such statewide programs was put in place by Bill Haslam, the former Republican governor of Tennessee. While this could go the way of Obamacare, which faced strong GOP congressional opposition despite the law’s origins with Republican Mitt Romney, free college seems different. Biden’s latest plan only applies to community colleges, which focus on career and vocational education of the sort Republicans support, as opposed to universities, which many Republicans view as hostile battlegrounds in a culture war.

But I am less interested in the politics than the evidence of effectiveness. I have studied college access for many years and run two randomized control trials of financial aid , which produced some of the first causal evidence on free college in Milwaukee. Two years ago, Brookings released the first installment of the Milwaukee work, which I carried out with a team of researchers. Since then, we have collected more data and learned more about how students responded over time. Below, I summarize our just-released study (co-authored with Jonathan Mills), compare our results to other financial aid programs, and then discuss implications for the Biden and CP proposals. Consequently, I conclude that the evidence increasingly favors free college and “open access aid” more generally.

What Did We Learn in Milwaukee?

I developed The Degree Project (TDP) in 2009 as a demonstration program in partnership between the nonprofit Ascendium (then known as the Great Lakes Higher Education Corporation and Affiliates) and Milwaukee Public Schools (MPS). TDP offered all first-time 9 th graders in half of MPS high schools $12,000 for college as “last-dollar” aid. Students could use the funds for college if they graduated from high school on time with a GPA of 2.5 and a class attendance rate of 90%. Also, as is the norm with free college programs, students had to fill out the FAFSA and have at least one dollar of unmet need. The aid could be used to attend any of the 66 public, in-state, two- or four-year colleges in Wisconsin. Ascendium provided up to $31 million to fund the grant and, as the main program administrator, sent regular letters to remind students about the program and its requirements. The organization also worked with school counselors to support students becoming eligible for the funds and preparing for college.

TDP was announced to students in the fall of 2011. Using anonymized data, we then tracked students’ high school, college, and life outcomes for eight years, and we recently received data extending through when students were roughly 22 years old. As a rare randomized trial, we could estimate the effects by comparing the control and treatment group outcomes. Here is what we found:

• For students who met the performance requirements, the program increased graduation from two-year colleges by 3 percentage points . This might seem small, but the denominator here is comprised of low-income 9 th graders. Half of the control group did not even graduate from high school, let alone college. The effect amounts to a 25% increase in two-year degrees.
• The framing and design of the program as free two-year college changed student decisions in ways consistent with what free college advocates suggest. The $12,000 maximum award amount was selected because it was sufficient to cover tuition and fees for a two-year college degree. The fact that TDP made two-year college free, but only reduced the cost of four-year college, was clearly communicated to students. This appears to explain one of our main results: Student enrollments shifted from four-year to two-year colleges. This is noteworthy given that students could use the funds at either two- or four-year colleges. In fact, students likely would have been able to use more of the $12,000 if they had shifted to four-year colleges. The only plausible reason for shifting to two-year colleges is that they were really attracted to the idea of free college.
• The “early commitment” nature of the program had some modest positive effects on some high school outcomes . Students learned about TDP in their 9 th grade year, giving them time to change their high school behaviors and college plans. Although it did not improve high school academic achievement, we find that TDP increased college expectations and the steps students took to prepare for college. TDP recipients also reported working harder because of the program (even though this did not show up in the academic measures). This highlights the fact that free college might also help address not only college-going rates, but the long-term stagnancy in high school outcomes.
• The merit requirements undermined the program’s effectiveness . Though the 2.5 GPA and 90% attendance and other requirements were arguably modest, only 21% of eligible students ended up meeting them. So, they ended up excluding many students. We also tested the two main ways that the merit requirements could have been helpful: (a) merit requirements might provide incentives for students to work hard during high school and better prepare for college, and (b) merit requirements might target aid to students who respond to it most. We find no evidence of either benefit. While students did work harder (see point [3] above), this appears to be due to other elements of the program, not the merit requirements.

Overall, these results suggest that aid is most effective when it is “open access”—that is, aid with early commitment and free college framing, but no merit requirements.

What about the evidence beyond Milwaukee?

Our study also reviews other research on financial aid, including federal aid, state merit aid programs, and the newer “promise scholarship” programs that mimic free college. Our study is not alone in finding that financial aid improves student outcomes. In fact, the vast majority of the most rigorous studies find positive effects on college attendance and college graduation. Given the strong average benefits of college, we can expect follow-up studies to show effects on employment earnings, voting, and other outcomes.

What about the costs? Open access aid is more expensive to be sure. More students receive aid and the aid levels per students are larger than traditional financial aid. Is it worth it? Our analysis suggests it is. We carried out new cost-benefit analyses of multiple programs, including TDP, but also other actively studied programs in: Kalamazoo, Michigan; Knox County, Tennessee; Pittsburgh, Pennsylvania; and one statewide program in Nebraska. We also used estimates of the average effects of aid taken from prior literature reviews. All of these programs pass a cost-benefit test. That is, the effects on college outcomes, and the effects of college outcomes on future earnings, is much larger than the cost to the government and society as a whole. Moreover, it appears that benefits-per-dollar-of-cost are at least as high with open access aid as with more restricted programs. This means that open access aid provides greater total benefits to the community as a whole.

Back to the Free College Proposals

What do these results mean for President Biden’s and CP’s proposals? The table below provides a side-by-side comparison. The main difference is the level of detail. This reflects that the CP plan was designed to align with, and flesh out, the Biden campaign proposal. Perhaps the only substantive difference is that the CP proposal (and the Milwaukee program) includes private colleges. The Biden campaign documents exclude private colleges, though the American Families Plan just says “free community college,” signaling alignment with the CP plan. Both proposals are clearly in the category of open access aid.

There are numerous similarities between these provisions and the Milwaukee program that my team and I studied. All three programs make two-year college free (or nearly so) for all students without income requirements and through early commitment of aid. All three require the FAFSA and high school graduation. Importantly, unlike both the Biden and CP proposals, the Milwaukee program had merit requirements, which undermined its success. This is partly why our evidence is so relevant to the current debate.

Some might wonder why the president has scaled back the proposal to just free community college. This reflects that the idea of free college—even the “scaled back” version—is such a marked departure from past policy, especially at the federal level. Free community college alone would still be arguably the largest shift in federal higher education policy in the past half-century.

Caveats and Concluding Thoughts

We cannot make policy from evidence alone, but it can and should play a key role. Sometimes, policy ideas have such limited evidence of effectiveness that it is difficult to make any plausible case for a large-scale, national program. In other cases, there is enough promise for pilot studies and competitive grants to establish efficacy. With free college, we seem to be well beyond that point. In addition to decades of results on general financial aid programs, we have a growing number of studies on state and local programs that all show positive evidence—the “laboratory of democracy” at work. The idea of a large, federal free-college program therefore has more and more credibility.

A decade ago, it was not at all obvious that this is what the evidence would show. There was really no evidence on free college programs when we started this project back in 2009. Also, there were good reasons to expect that such a large increase in aid would suffer from “diminishing returns”—the idea that the next dollar is less effective than the previous one. This could have made free college more costly than the benefits could justify. Now, we know better.

I do still worry a bit about other factors and challenges. For example, the above analyses can only capture the immediate effects of financial aid, yet a federal free college program is such a marked departure in policy that it could alter political and market forces operating on higher education in unpredictable ways, perhaps even lowering college spending and quality. Also, if the proposal remains focused on community colleges, then this will shift students out of four-year colleges and into colleges that currently have very low completion rates. There are also other ways to increase college affordability and access that do not require free college (e.g., increased Pell Grants and income-based loan repayment), some of which target funds more narrowly to the most disadvantaged students. And there are many details to be worked out as the president’s allies in Congress try to generate sufficient support without (a) sacrificing core principles, or (b) creating new problems that can arise when grafting new federal programs on to widely varying state contexts.

Still, it is not often that an idea comes around that addresses a widely acknowledged problem and has both research support and a fair degree of bipartisan political support. The stars seem aligned to make some form of national free college a reality. The more evidence we see, the more that would seem to be a step forward.

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Argumentative Essay: Free Education

The USA doesn’t have free education for students, at least at the higher levels. Much has been made about increasing levels of debt. Some people have even called for the introduction of free education. This would be a major mistake. It would decrease personal freedoms for much of the general population, reduce quality, and send the wrong message to students. This essay will explain why.

Firstly, someone has to pay for education. It’s physically impossible to deliver quality education while charging students nothing. Someone has to pay for it. If it isn’t students taking care of their responsibilities, it’s taxpayers who already pay for the substantial grants and scholarships awarded to students every year. It’s wrong to place this burden on the general population for a decision entirely resting on the individual’s shoulders.

Making education free would mean the money has to be found from elsewhere. The only options available to the government would be to raise taxes or cut services elsewhere. It’s no fairer to cut other vital services than it is to make students pay for education. It doesn’t solve the problem, it only shifts the problem onto another part of the population.

Increasing taxes to pay for education reduces personal freedoms. Economic freedom directly correlates with personal freedoms. By cutting disposable income through the raising of taxes, it reduces the options available for families across the country. Arguably, it’s selfish to do this because a minority group decides to go into higher education.

Some would argue making education free would open up colleges and universities to a greater number of students. This isn’t the case. Although education isn’t free now, this in no way means people are prohibited from entering higher education. Grants awarding achievement already exist for the best students. Furthermore, the vast majority of students can already receive student loans to pay for tuition and maintenance. There are no barriers to students entering higher education even without a free tuition system.

With the current student loan system, lenders are far more forgiving and the repayments are much lower than a conventional loan. The system already allows students to climb up the career ladder before they start to pay back significant amounts.

Cutting fees would also make it more difficult to continue to improve the standard of education within schools and colleges. If these institutions can’t make a profit from charging their students, they can only make enough to cover their maintenance costs. They can’t invest in themselves and boost standards. This would only lead to the continuing decline of American higher education facilities and make the country less attractive for international students.

Overall, it’s important to make students understand they have responsibilities and the onus rests on them to take care of these responsibilities. It’s wrong to place the burdens of others onto the general population. Cutting fees would bring benefits to students who don’t have to pay for their own education, but it would only lead to the general decline of the facilities they study at.

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University Education Should be Free for all Students- IELTS Writing Task 2

Updated On Jan 25, 2024

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The Essay Writing section of the IELTS Writing Module can be a difficult task for many IELTS Aspirants. Thus, it is vital that you polish your essay writing skills before attempting the IELTS.

Below is a sample IELTS Essay for the IELTS Essay topic:

University education should be free for all students. To what extent agree or disagree?

Opinion Essay

Introduction

Sentences 1&2 – Summarise the topic with the use of synonyms to create a basic understanding.

Sentence 3 – Mention that the essay will understand the need to make university education free.

Body Paragraphs

Paragraph 1 – Talk about how high university fees affect a family and its finances.

Paragraph 2 – Mention the benefits of making university education free, like high attending rates and upliftment of adjacent pointers like happiness index, etc. Mention relevant examples here.

Paragraph 3 – Acknowledge the flipper side of the argument, but talk about the unending advantages of making university education free.

Restate your views.

Sample Essay 1

University education is among the costliest “investments” a person can make. Consequently, there has been a cry to formalize a law to make university education free for everyone in recent times so that everyone can avail it. I feel this is a positive step, and this essay will expand my understanding of why I agree with it.

To begin with, university education costs can run well into hundreds of thousands of dollars, which may not be financially viable for every person. In a realistic scenario, even if a family is well off financially, this can become a burden as many will take educational loans to cover these costs. On top of this, books, accommodation, food, and other essentials are not factored in the tuition fees. Hence, such astronomical education costs can be a pecuniary nightmare.

On the same note, making university education cheaper really unfurls a wave of universal availing of higher education. For instance, many European countries’ public colleges charge zero for their courses. These countries, like Sweden, Germany, Finland, etc., show a very high rate of education, along with other pointers like high per capita income, high happiness index, and low tax evasion rates. Making university education free not only increases education across a country but has a positive direct and indirect effect on so many germane lifestyle pointers.

Some believe that countries, governments in general, benefit from high education rates, while others remark that free university education for all can become an obligation for the government. I feel that there are other means and ways of earning money, and earning money at the cost of a deserving person’s future is outrightly wrong. Additionally, making higher education free has one too many benefits to ignore.

Hence, university education should be free for all students keeping in mind that it is embezzled neither by the country nor the students.

Sample Essay 2

Having a qualification of tertiary education has become essential in the present. It is generally believed that universities should not charge any fees whatsoever. I agree with the given notion considerably, and I will support my angle of view in subsequent paragraphs.

To commence with the agreement side, providing tertiary education for free can elevate the education level of a whole country. To elaborate, providing free education will encourage more and more students to enrol in university courses. Students who cannot afford to pay university fees and, therefore, opt to get jobs after secondary education will also receive an opportunity to educate themselves further. More students enrolling in universities will increase education overall in a country.

Moreover, providing free university education can lead to a country’s prosperous economy. To make it clear, it is generally noticed that people, who are university graduates, have a pay scale significantly higher than that of high school graduates as university students have received specialized education in a specific field and have honed their skills within that particular field. Providing free tertiary education can encourage more and more students to enrol and specialize in a specific area which will help them to secure a hefty paying job. It will eventually help the country’s economy to grow further.

Now, looking at the disagreement side, if higher education is provided for free, students might take it for granted and start to avoid their duties. The number of university dropouts will increase as students have not paid any fees, and they are not losing anything financially by dropping out. There is a possibility that students may get swayed by the lousy influence of their peers and may get involved in immoral activities like bullying or drug trafficking without fearing expulsion as they have not paid any fees.

To conclude, providing free tertiary education can help a nation achieve greater heights in terms of education level and economy, but it may come with a price of students not taking the free education seriously because of not having to pay any fees.

Meaning – give (something) legal or formal status. Example – The government formalized a law to protect our right to privacy.

Meaning – capable of working successfully; feasible. Example – Motorsports are introducing viable financial plans amid the COVID-19 outbreak.

• Astronomical 

Meaning – (of an amount) extremely large. Example – The college tuition fees are astronomical.

Meaning – make or become spread out. Example – The ship unfurled its sails.

• Outrightly  

Meaning – wholly and completely. Example – The way he stood against the teacher was outrightly wrong.

Meaning – to steal (money or property) despite being entrusted to take care of it Example – .The conman embezzled a huge amount of money from the poor people.

Meaning – relating to or consisting of money. Example – You should enrich your pecuniary knowledge and take care of your assets.

Meaning – bound to do certain things Example – We have an obligation to fulfil our duties towards our parents and country.

Meaning – the act of avoiding something that you do not want to do or deal with Example – Tax evasion is one of the prevalent crimes in our country.

Meaning – relevant and appropriate Example – His speech was germane to the event of the day.

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Nehasri Ravishenbagam

Whitney Houston

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Posted on Apr 1, 2022

Having access to academic tuition at university is considered a basic right of everyone by some individuals and they believe that irrespective of their socioeconomic background students should get a chance to study free of charge. To my mind, introducing this idea in most societies may generate some social problems and can also result in universities losing their value. Enabling general access to university education in the modern world can lead to a serious repercussion. To elaborate this, easily accessible academic training will attract huge numbers of students and this will cause imbalance between the number of job hunters and vacancies available. Consequently, the country might end up with a rising population of specialists with a university degree who are unemployed due to the limited number of jobs offered. Furthermore, charging no fees for tertiary education can change students’ attitude towards university education. In other words, it is highly likely that the opportunity to acquire free knowledge at higher education institutions may be taken for granted in a long-term run. As a result, universities might lose their status as a supreme source of obtaining quality education. To illuatrate this, my cousin was granted a chance to study for free by an organization which helped ambitious young people to achieve their dream of studying at higher institutions. Even though he was initially extremely excited about training at university his interest started to decline as he was not paying tuition fees himself and thus did not realize the value of free education. To sum up, free and easily accessible education at the university level has some drawbacks, namely, social problems like unemployment among specialists with a university degree and the change of students’ attitude towards higher education. Therefore, I believe that this is rather a negative development for the society.

Band Score – 5

Concentrate on correct use of articles, punctuation and subject verb agreement.

Use more transitional words.

Since it is an opinion essay, you are also required to write one line of contrast after the two opinionated body paragraphs.

There is a lack of paragraph division. Please take care of it.

Iqbal singh

Some people propose the idea that the cost of tertiary education of all students should be borne by the government to make education more accessible. I, however, do not agree with this proposition because in my opinion, doing so will do more harm than good.

The first and the foremost argument to support my view is that sponsoring the higher education of all students will put an enormous financial burden on government’s shoulders. As government has to spend its limited resources on various crucial aspects of a nation’s growth such as providing health care, developing infrastructure and conducting social welfare schemes, bearing the cost of all prospective students will result in a severe shortage of funds. To generate more funds, the government will have to either levy heavier taxes or reduce its spending on other areas. In both scenarios, the one who will be at a disadvantage is the common man. For example, a raise in taxes will give birth to inflation which will make it extremely difficult for people to even afford basic needs. Similarly, a reduction in governmental spending on pivotal areas will make those people suffer who rely heavily on govermental support.

Yet another argument is that making third-tier education cost free will also result in the system being abused. With college education becoming free, universities will get flooded with non-serious students who will take admission for the sole purpose of enjoying student life. This will not only affect the decorum of universities negatively but will also result in universities producing graduates with severely limited knowledge. This, in turn, can prove to be a hindrance in a country’s progression as the development of any nation relies on how well educated its citizens are. On top of that, implementing this system will also lead to higher drop-out rates. When the students will realise that they are not bound to pay even a single penny from their own pocket, they will not hesitate in leaving their education in the middle and thus wasting governmental resources. To conclude, without a doubt, providing university education to all is of paramount importance today to ensure the success of a nation, but making government bear its financial burden is not a judicious step as it will do more harm than any good. Nevertheless, the government must keep those students in mind who are either studious or extremely poor and help them in getting the college education by offering scholarships and interest-free loans.

Concentrate on correct use of articles, verb forms and punctuation.

Use C2 level of words.

Posted on Feb 22, 2022

Education is the key factor to assess the growth of an individual, society and a nation infact. It brings forth the innate talents of a person, thus making one capable and efficient. The more, the percentage of educated people in a country, the lesser the unemployment and the more developed it is. I believe that the education is also a basic necessity besides the food, clothing and shelter. But unfortunately, due to lack of money or facilities, many children are deprived of being educated. Hence ‘Free university education’ is need of the hour to break the shackles of unemployment and surge ahead.

I opine that each country has to set up an education fund from various taxes collected from the citizens. The best investment any country can make is in its future tax payers. Many destitute who cannot afford to meet the tuition fee expenses gets an access to education, thus increasing the average literacy rate of the country. The employment index goes high, thus increasing the number of tax payers which in turn increases the GDP. We come across many students who do part time jobs to earn a living and save money for studies. Such students can intensively and completely be dedicated to studies, if education is free.

Social equality is brought in the society irrespective of gender, caste, race, rich, poor etc. One can witness a rapid progress in technological innovations thus strengthening the roots of a nation. An educated society brings a major impact on the political system. Wise decisions can be made in electing the eligible and deserving leaders.

I find no significant and justifying reasons to disagree on this subject except for the one reason that some students might take studies for granted if it is provided at free of cost, although it might not be case with many.

To sum up, free education plays an integral role in success of an individual, society and nation as a whole. It helps for a country to grow financially, technologically and in allied areas.

Band score: 5

Concentrate on the usage of articles, prepositions Use “c2” vocabulary

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Home — Essay Samples — Education — College Education — Should College Education Be Free: Persuasive Paper

Should College Education Be Free: Persuasive Paper

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Published: Mar 6, 2024

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Should university education be free?

.chakra .wef-1nk5u5d{margin-top:16px;margin-bottom:16px;line-height:1.388;color:#2846F8;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-1nk5u5d{font-size:1.125rem;}} Get involved .chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} with our crowdsourced digital platform to deliver impact at scale

The title of the recent blog written by my colleague Harry Patrinos couldn’t be more direct and clear: “Make the Rich Pay for University”! This is an idea that makes sense. However, is this idea as easy to implement as it sounds? Are there any disadvantages or limitations? What is the rationale used in countries that have opted for the opposite direction?

It’s true that a great majority of countries, in recent years, have been leaning towards a model in which an increased share of tertiary education costs is paid for by students and their families, either by direct tuition fees or by loan mechanisms allowing students to pay once they graduate. In opting for this approach, in a context of limited public resources, the assumption from policy makers has been that a share of the tertiary education costs could be paid by families with more economic possibilities in order to make it affordable to the ones with limited resources. However, the devil is in the details. For instance, in many cases, a clear link between additional revenues for institutions and corresponding increased resources to support underprivileged students has yet to be firmly established.

In addition to this, we should take into consideration that there are a variety of factors transcending the mere simple policy decision that’s just about tuition fees. This includes, for instance, the role of politics in influencing government policies on tertiary education. About 16 years ago, in my own country of Mexico, there was an attempt to establish a progressive fee at the National University (UNAM) that linked tuition fees to family income. This led to a long-standing student strike which ended with the Rector’s resignation and the reversal of the plans. Today, UNAM students pay a symbolic annual fee of only $0.13, regardless of socio-economic status. This makes tertiary education accessible to at least half of UNAM students who, due to their limited family income, would otherwise not be able to attend. However, it also leaves a quarter of well-off students without contributing to their institution, when it is clearly within their capacity to do so. Is this regressive? Certainly.

Of course, each country has a unique set of historical, economic, social and political circumstances explaining the funding model that its tertiary education has. Nevertheless, it may be worthwhile to analyze two specific clusters:

Countries with limited resources and high levels of inequality

In places where significant socio-economic inequality exists, free tertiary education tends to exacerbate rather than blur social stratification. It becomes regressive, especially in the case where richer students are mostly the ones with access to elite, publicly-funded tertiary education institutions.  These students tend to already be exposed, in their previous education levels, to better academic opportunities and more resources.  This unfortunate situation leaves students with fewer economic resources and weaker academic preparation to lower quality and, in many cases, fee-paid tertiary education institutions. The accumulated gap in access, quality and accumulated debt, results in a very visible segmentation of students and, eventually, of society at large.

That’s why it makes sense to insist, as Harry Patrinos indicates, that there is fairness in having richer students pay a larger share of their tertiary education costs. But this is only one step. Confining decisions to fee-based policies may only diminish attention to other equally significant problems. In fact, without careful planning and adequate follow-up, fee-based policies may result in the long run in a reduction of resources for tertiary education institutions. In some countries, governments presume that institutions can rely more on tuition fees so they allocate funds to other priorities. The greater challenge in tertiary education is not only about fees but, more importantly, about quality and the relevance of education with equitable access (for which fees become a significant, but not the only tool).

The road from policy design to the practical implementation of differential tuition fees is long and laden with obstacles to be taken in consideration in order to avoid failure on a policy that makes a lot of sense, especially in countries with significant inequality. Otherwise, good decisions may lead to bad practices. For instance, in countries with low levels of accountability and latent information systems, a differential tuition scheme may result in unfair decisions and corrupt practices when the basis to determine a student’s income bracket is plagued with inconsistencies and limited reliability.

Countries with greater access to resources and low inequality levels

How about countries with higher socio-economic equality levels, and who offer free tertiary education to all regardless of family income? In Nordic countries, for instance, the assumption is that tertiary education is a public good for which society at large should make it available to anyone, and also bear its cost. The belief is that the societal investment—collected via higher taxes—be made to make tertiary education affordable is a sound policy which will eventually result in better-prepared individuals capable of giving back to society. Quality education is considered a must at all education levels and it reduces the knowledge gap with which students start their tertiary education studies. In addition, the share of public financial resources available to support education is also quite large.

The picture is not as rosy as it seems, because an important assumption is that plenty of resources are available to properly address such social entitlement. However, some countries who offer similar no-fee tertiary education, but who have limited and shrinking public funds have been experiencing a decline in the overall funding for tertiary education. This has resulted in increased and legitimate concerns about the quality of education.

A reality check

The case of Nordic countries is aspirational for many but, in practice, a great majority of students around the world live in countries where significant inequality persists, and where limited public resources are available. That’s why a comprehensive set of policies –not only the ones related to fees- should be in place to ensure that a progressive equity goal is achieved.

These include:

• Better integration of tertiary education with previous levels of good education;
• Greater relevance and flexibility of academic offerings;
• Increased autonomy to tertiary education institutions paired with related accountability;
• Leveling the playing field so that quality education (public or private) is available to all students, and;
• Establishing financial mechanisms that support students on an equitable basis.

At the end of the day, the solution is not only about fees. It’s about ensuring that tertiary education can effectively respond to the emerging needs of society and for it to reaffirm its role as one of the most important enablers of equitable and prosperous communities in today and tomorrow’s world.

This post first appeared on The World Bank’s  Education for Global Development  Blog.. Publication does not imply endorsement of views by the World Economic Forum.

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Author: Francisco Marmolejo is the World Bank’s Lead Tertiary Education Specialist and Coordinator of its Network of Higher Education Specialists.

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Why Education Should Be Free: Exploring the Benefits for a Progressive Society

Written by Dan

Last updated February 13, 2024

The question of whether education, particularly higher education, should be free is a continuing debate marked by a multitude of opinions and perspectives.

Education stands as one of the most powerful tools for personal and societal advancement, and making it accessible to all could have profound impacts on a nation’s economic growth and social fabric.

Proponents of tuition-free education argue that it could create a better-educated workforce, improve the livelihoods of individuals, and contribute to overall economic prosperity.

However, the implementation of such a system carries complexity and considerations that spark considerable discourse among policymakers, educators, and the public.

Related : For more, check out our article on  The #1 Problem In Education  here.

Within the debate on free education lies a range of considerations, including the significant economic benefits it might confer.

A well-educated populace can be the driving force behind innovation, entrepreneurship, and a competitive global stance, according to research.

Moreover, social and cultural benefits are also cited by advocates, who see free higher education as a stepping stone towards greater societal well-being and equality.

Nevertheless, the challenges in implementing free higher education often center around fiscal sustainability, the potential for increased taxes, and the restructuring of existing educational frameworks.

Table of Contents

Key Takeaways

• Free higher education could serve as a critical driver of economic growth and innovation.
• It may contribute to social equality and cultural enrichment across communities.
• Implementation of tuition-free higher education requires careful consideration of economic and structural challenges.

Related : For more, check out our article on  AI In Education  here.

The Economic Benefits of Free Education

Free education carries the potential for significant economic impact, notably by fostering a more qualified workforce and alleviating financial strains associated with higher education.

Boosting the Workforce with Skilled Workers

Free education initiatives can lead to a rise in college enrollment and graduation rates, as seen in various studies and practical implementations.

This translates into a larger pool of skilled workers entering the workforce, which is critical for the sustained growth of the economy. With more educated individuals, industries can innovate faster and remain competitive on a global scale.

The subsequent increase in productivity and creative problem-solving bolsters the country’s economic profile.

Reducing Student Loan Debt and Financial Insecurity

One of the most immediate effects of tuition-free education is the reduction of student loan debt . Students who graduate without the burden of debt have more financial freedom and security, enabling them to contribute economically through higher consumer spending and investments.

This financial relief also means that graduates can potentially enter the housing market earlier and save for retirement, both of which are beneficial for long-term economic stability.

Reducing this financial insecurity not only benefits individual lives but also creates a positive ripple effect throughout the economy.

Related : For more, check out our article on  Teaching For Understanding  here.

Social and Cultural Impacts

Free education stands as a cornerstone for a more equitable society, providing a foundation for individuals to reach their full potential without the barrier of cost.

It fosters an inclusive culture where access to knowledge and the ability to contribute meaningfully to society are viewed as inalienable rights.

Creating Equality and Expanding Choices

Free education mitigates the socioeconomic disparities that often dictate the quality and level of education one can attain.

When tuition fees are eliminated, individuals from lower-income families are afforded the same educational opportunities as their wealthier counterparts, leading to a more level playing field .

Expanding educational access enables all members of society to pursue a wider array of careers and life paths, broadening personal choices and promoting a diverse workforce.

Free Education as a Human Right

Recognizing education as a human right underpins the movement for free education. Human Rights Watch emphasizes that all children should have access to a quality, inclusive, and free education.

This aligns with international agreements and the belief that education is not a privilege but a right that should be safeguarded for all, regardless of one’s socioeconomic status.

Redistributions within society can function to finance the institutions necessary to uphold this right, leading to long-term cultural and social benefits.

Challenges and Considerations for Implementation

Implementing free education systems presents a complex interplay of economic and academic factors. Policymakers must confront these critical issues to develop sustainable and effective programs.

Balancing Funding and Taxpayer Impact

Funding for free education programs primarily depends on the allocation of government resources, which often requires tax adjustments .

Legislators need to strike a balance between providing sufficient funding for education and maintaining a level of taxation that does not overburden the taxpayers .

Studies like those from The Balance provide insight into the economic implications, indicating a need for careful analysis to avoid unintended financial consequences.

Ensuring Quality in Free Higher Education Programs

Merit and quality assurance become paramount in free college programs to ensure that the value of education does not diminish. Programs need structured oversight and performance metrics to maintain high academic standards.

Free college systems, by extending access, may risk over-enrollment, which can strain resources and reduce educational quality if not managed correctly.

Global Perspectives and Trends in Free Education

In the realm of education, several countries have adopted policies to make learning accessible at no cost to the student. These efforts often aim to enhance social mobility and create a more educated workforce.

Case Studies: Argentina and Sweden

Argentina has long upheld the principle of free university education for its citizens. Public universities in Argentina do not charge tuition fees for undergraduate courses, emphasizing the country’s commitment to accessible education.

This policy supports a key tenet of social justice, allowing a wide range of individuals to pursue higher education regardless of their financial situation.

In comparison, Sweden represents a prime example of advanced free education within Europe. Swedish universities offer free education not only to Swedish students but also to those from other countries within the European Union (EU).

For Swedes, this extends to include secondary education, which is also offered at no cost. Sweden’s approach exemplifies a commitment to educational equality and a well-informed citizenry.

International Approaches to Tuition-Free College

Examining the broader international landscape , there are diverse approaches to implementing tuition-free higher education.

For instance, some European countries like Spain have not entirely eliminated tuition fees but have kept them relatively low compared to the global average. These measures still align with the overarching goal of making education more accessible.

In contrast, there have been discussions and proposals in the United States about adopting tuition-free college programs, reflecting a growing global trend.

While the United States has not federally mandated free college education, there are initiatives, such as the Promise Programs, that offer tuition-free community college to eligible students in certain states, showcasing a step towards more inclusive educational opportunities.

Policy and Politics of Tuition-Free Education

The debate surrounding tuition-free education encompasses a complex interplay of bipartisan support and legislative efforts, with community colleges frequently at the policy’s epicenter.

Both ideological and financial considerations shape the trajectory of higher education policy in this context.

Bipartisan Support and Political Challenges

Bipartisan support for tuition-free education emerges from a recognition of community colleges as vital access points for higher education, particularly for lower-income families.

Initiatives such as the College Promise campaign reflect this shared commitment to removing economic barriers to education. However, political challenges persist, with Republicans often skeptical about the long-term feasibility and impact on the federal budget.

Such divisions underscore the politicized nature of the education discourse, situating it as a central issue in policy-making endeavors.

Legislative Framework and Higher Education Policy

The legislative framework for tuition-free education gained momentum under President Biden with the introduction of the American Families Plan .

This plan proposed substantial investments in higher education, particularly aimed at bolstering the role of community colleges. Central to this policy is the pledge to cover up to two years of tuition for eligible students.

The proposal reflects a significant step in reimagining higher education policy, though it requires navigating the intricacies of legislative procedures and fiscally conservative opposition to translate into actionable policy.

Frequently Asked Questions

This section addresses common queries regarding the prospect of free college education, its impact, and practical considerations for implementation.

What are the most compelling arguments for making college education free?

The most compelling arguments for tuition-free college highlight the removal of financial barriers, potential to increase social mobility, and a long-term investment in a more educated workforce , which can lead to economic growth.

How could the government implement free education policies without sacrificing quality?

To implement free education without compromising quality, governments need to ensure sustainable funding, invest in faculty, and enable effective administration. Such measures aim to maintain high standards while extending access.

In countries with free college education, what has been the impact on their economies and societies?

Countries with free college education have observed various impacts, including a more educated populace , increased rates of innovation, and in some instances, stronger economic growth due to a skilled workforce.

How does free education affect the accessibility and inclusivity of higher education?

Free education enhances accessibility and inclusivity by leveling the educational playing field, allowing students from all socioeconomic backgrounds to pursue higher education regardless of their financial capability.

What potential downsides exist to providing free college education to all students?

Potential downsides include the strain on governmental budgets, the risk of oversaturating certain job markets, and the possibility that the value of a degree may diminish if too many people obtain one without a corresponding increase in jobs requiring higher education.

How might free education be funded, and what are the financial implications for taxpayers?

Free education would likely be funded through taxation, and its financial implications for taxpayers could range from increased taxes to reprioritization of existing budget funds. The scale of any potential tax increase would depend on the cost of the education programs and the economic benefits they’re anticipated to produce.

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Education Should Be Free Essay in English

In most countries, education is a fundamental human right. And in some countries, it's considered so important that tuition is free for everyone, regardless of income or social status. Here are some sample essays on why education should be free.

100 Words Essay On Education Should Be Free

Quality education is important. In today's economy, it's more important than ever but the cost of a higher education can be prohibitive. That's why free education should be a priority for our country. It's an investment in our future, and it will pay dividends for decades to come.

A quality education is the key to unlocking opportunity and prosperity for all Indians. Everyone should have access to a quality education, regardless of their status or background. It is the one thing that can break the cycle of poverty, and it is the one thing that can give hope to the next generation.

200 Words Essay On Education Should Be Free

The benefits of free education are innumerable. Free education is a valuable investment in our future.

Benefits of Free Education

When education is free, more people have access to it. This means that more people can improve their lives by learning new skills and getting better jobs.

In addition, free education helps to level the playing field. It gives everyone an opportunity to improve their lives, regardless of their socioeconomic status. This is important because it helps to break the cycle of poverty and ensures that everyone has a chance to succeed. Furthermore, free education could also help bridge the gap between different socioeconomic levels and reduce inequality.

Free education bridges cultural divides: when people from all backgrounds can learn together in a safe and supported space, the result is often a greater sense of understanding and acceptance across demographics. Free education provides an opportunity to make real change on a broader scale, by improving people’s lives through financial and social stability.

By providing free education, we are creating a generation of knowledgeable and skilled workers who will help our economy thrive. By offering students the opportunity to continue their studies, society will gain a reliable, productive workforce that would benefit future generations.

500 Words Essay On Education Should Be Free

In today's society, education plays an even more important role in the development of our world. Unfortunately, not every student can support their education, as most of them do not have strong finances to get into their desired school and continue their future studies.

An effective free education policy might require changes to the way teachers are trained, which can be a major undertaking considering the current system in many countries is already overburdened. Finding ways to motivate and retain teachers in an environment where they won’t be as financially incentivized is also an important piece of this puzzle.

Social Benefits of Free Education

When it comes to the social benefits of free education, one of the most significant is the impact it can have on poverty. By ensuring that everyone has access to education, regardless of their socioeconomic status, this can open up opportunities for people who had previously been excluded from higher learning.

Students who receive free education are also able to break out of poverty by finding better jobs and earning higher salaries over time. This in turn helps promote economic growth, as well as create a more equal society.

Educational Equity Issues That Could Be Addressed by Free Education

The primary benefit of free education is that it would make higher learning more accessible to lower-income individuals and families who may not be able to afford college tuition. This would open up opportunities that may not have been available previously, helping those who are most in need gain access to a quality education.

It would also ensure that everyone has the same opportunity to pursue their academic dreams without worrying about finances. Free education would create a level playing field for everyone, regardless of their financial background, giving them an equal chance for success.

The Impact of Universal Education

Universal education would have a positive impact not only at the micro level but also on a macro level. Countries with higher rates of education can experience increased economic growth and improved labour productivity.

If everyone was afforded a quality education for free, the world would be in a better place. People would be better equipped to make sound financial decisions, drive innovation, and participate in civic life.

Finally, if all people had access to quality educational resources regardless of their socio-economic status or background, there could be an increase in social cohesion as well as an improved sense of belonging within society. This could lead to increased communication between different classes of people and help bridge the gap between us all.

Challenges to Achieving Free Education

In most countries, the majority of funding comes from taxpayers. When talking about free education, one of the biggest challenges is finding ways to pay for it.

Another challenge is providing access to quality education. Even if tuition fees are eliminated, there are still costs associated with materials, resources and other learning aids that can put many people at a disadvantage. That’s why it’s important to make sure that any policy aimed at providing free education takes into account the resources necessary for students to get the best out of their studies.

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University Education Should Be Free To Everyone, Regardless Of Income | Band 9 IELTS Essay Sample

by Manjusha Nambiar · Published December 2, 2021 · Updated April 16, 2024

Sample essay

According to some people everyone should have free access to university education irrespective of their financial status. I do not agree with this view. In my opinion, only poor students should be given free education.

Providing free tertiary education to all students is not a viable idea because no government can afford it. University education is expensive. Universities have to build adequate infrastructure and hire competent faculty to impart quality education to their students. Also, each year there is an increase in the number of students going to university. In this scenario, if the government decides to make university education free for all, it will have to reduce spending in other areas. Also, the funding crunch will affect the quality of education imparted by universities. In the end, this move will not benefit either the educational sector or the other sectors.

Of course, poor students should be given free education to ensure that they are not deprived of an opportunity to turn their life around. Education is crucial for success in this world and everyone regardless of their financial situation should have access to it. The only way to ensure this is to provide free education to poor students. Children coming from affluent families do not need the government to fund their studies and as such they should have to pay the fee. This way universities will be able to generate enough revenue and will not have to depend on government funding. This self sufficiency will reflect in the quality of education and everyone will benefit from it.

In conclusion, everyone should have access to university education. This, however, does not mean that it should be free for all. Those who can afford it should pay for it. Those who cannot should have free access to it.

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University education should be free to everyone, regardless of income. To what extent do you agree or disagree?

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

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Most young people without a partner would prefer to have a boyfriend or girlfriend. Yet being in a relationship when you are young is not always a good idea. As part of a class project, write about whether you agree or disagree. Give reasons for your choices.

Some people believe that visitors to other countries should follow local customs and behaviour. others disagree and think that the host country should welcome cultural differences. discuss both these views and give your own opinion, the global demand for oil and gas is increasing. some believe that we should therefore encourage the exploitation of remote areas. do the advantages of this outweigh the disadvantages, some people argue that teaching children of different abilities together benefits all of them. others believe that intelligent children should be taught separately and given special treatment. discuss both views and give your own opinion., many of today’s urgent problems can only be solved through international corporation. to what extent do you agree or disagree.

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Colleges Have Gone off the Deep End. There Is a Way Out.

By David French

Opinion Columnist

I had my head in a law book when I heard the drums. That was the sound of the first campus protest I ever experienced. I’d come to Harvard Law School in the fall of 1991 as a graduate of a small, very conservative Christian college in Nashville. Many of my college classmates had passionate religious and political commitments, but street protest was utterly alien to the Christian culture of the school. We were rule followers, and public protest looked a bit too much like anarchy for our tastes.

But Harvard was different. The law school was every bit as progressive as my college was conservative, and protest was part of the fabric of student life, especially then. This is the era when a writer for GQ magazine, John Sedgwick, called the law school “ Beirut on the Charles ” because it was torn apart by disputes over race and sex. There were days when campus protests were festive, almost celebratory. There were other days when the campus was seething with rage and fury.

That first protest was in support of faculty diversity, and it was relatively benign. I walked outside and followed the sound of the drums. A group of roughly 100 protesters was marching in front of the law school library, and soon they were joined by an allied group of similar size from Harvard’s John F. Kennedy School of Government. I watched as they danced, sang and listened to speeches by student activists and sympathetic professors. That first protest had an angry edge, but it was also completely peaceful and endlessly fascinating to a kid from a small town in Kentucky who’d never seen a drum circle before.

But things soon got worse, much worse. Protests got more unruly, and student activists got more aggressive. The entire campus was in a state of conflict. In Sedgwick’s words, students were “waging holy war on one another.” Small groups of students occupied administrative offices, and angry activists shouted down their political opponents in class and often attempted to intimidate them outside class. I was shouted down repeatedly, and twice I received disturbing handwritten notes in my campus mailbox in response to my anti-abortion advocacy. My student peers told me to “go die.”

Watching the protests and experiencing the shout-downs changed the course of my career. I was both enthralled by the power of protest and repulsed by the efforts to silence dissenters. Given the immense cultural influence of American higher education, I agreed with the Supreme Court’s famous words in the 1957 case Sweezy v. New Hampshire : “Teachers and students must always remain free to inquire, to study and to evaluate, to gain new maturity and understanding; otherwise, our civilization will stagnate and die.” Those words, combined with my own negative encounters at Harvard, helped define my legal career. From that point forward, I would defend free speech.

It’s been more than 30 years since that first campus protest, and over that time I’ve seen countless protests, I’ve defended countless protesters — and I’ve even been protested against at several schools. In the course of those cases and confrontations, I’ve learned that the issue of campus protest is remarkably complex and that campus culture is at least as important as law and policy in setting the boundaries of debate.

There is profound confusion on campus right now around the distinctions among free speech, civil disobedience and lawlessness. At the same time, some schools also seem confused about their fundamental academic mission. Does the university believe it should be neutral toward campus activism — protecting it as an exercise of the students’ constitutional rights and academic freedoms but not cooperating with student activists to advance shared goals — or does it incorporate activism as part of the educational process itself, including by coordinating with the protesters and encouraging their activism?

The simplest way of outlining the ideal university policy toward protest is to say that it should protect free speech, respect civil disobedience and uphold the rule of law. That means universities should protect the rights of students and faculty members on a viewpoint-neutral basis, and they should endeavor to make sure that every member of the campus community has the same access to campus facilities and resources.

That also means showing no favoritism among competing ideological groups in access to classrooms, in the imposition of campus penalties and in access to educational opportunities. All groups should have equal rights to engage in the full range of protected speech, including by engaging in rhetoric that’s hateful to express and painful to hear. Public chants like “Globalize the intifada” may be repugnant to many ears, but they’re clearly protected by the First Amendment at public universities and by policies protecting free speech and academic freedom at most private universities.

Still, reasonable time, place and manner restrictions are indispensable in this context. Time, place and manner restrictions are content-neutral legal rules that enable a diverse community to share the same space and enjoy equal rights.

Noise limits can protect the ability of students to study and sleep. Restricting the amount of time any one group can demonstrate on the limited open spaces on campus permits other groups to use the same space. If one group is permitted to occupy a quad indefinitely, for example, then that action by necessity excludes other organizations from the same ground. In that sense, indefinitely occupying a university quad isn’t simply a form of expression; it also functions as a form of exclusion. Put most simply, student groups should be able to take turns using public spaces, for an equal amount of time and during a roughly similar portion of the day.

Civil disobedience is distinct from First Amendment-protected speech. It involves both breaking an unjust law and accepting the consequences. There is a long and honorable history of civil disobedience in the United States, but true civil disobedience ultimately honors and respects the rule of law. In a 1965 appearance on “Meet the Press,” the Rev. Dr. Martin Luther King Jr. described the principle perfectly: “When one breaks the law that conscience tells him is unjust, he must do it openly, he must do it cheerfully, he must do it lovingly, he must do it civilly — not uncivilly — and he must do it with a willingness to accept the penalty.”

But what we’re seeing on a number of campuses isn’t free expression, nor is it civil disobedience. It’s outright lawlessness. No matter the frustration of campus activists or their desire to be heard, true civil disobedience shouldn’t violate the rights of others. Indefinitely occupying a quad violates the rights of other speakers to use the same space. Relentless, loud protest violates the rights of students to sleep or study in peace. And when protests become truly threatening or intimidating, they can violate the civil rights of other students, especially if those students are targeted on the basis of their race, sex, color or national origin.

The result of lawlessness is chaos and injustice. Other students can’t speak. Other students can’t learn. Teachers and administrators can’t do their jobs.

In my experience as a litigator , campus chaos is frequently the result of a specific campus culture. Administrators and faculty members will often abandon any pretense of institutional neutrality and either cooperate with their most intense activist students or impose double standards that grant favored constituencies extraordinary privileges. For many administrators, the very idea of neutrality is repugnant. It represents a form of complicity in injustice that they simply can’t and won’t stomach. So they nurture and support one side. They scorn the opposition, adopting a de facto posture that says , “To my friends, everything; for my enemies, the law.”

I’ve experienced this firsthand. I vividly remember representing a campus Christian group in a dispute at Tufts University in 2000 . The group had been derecognized for requiring that student leaders of their group share that group’s traditional sexual ethic, which reserves sex for heterosexual marriage. You might disagree strongly with that view, but granting religious groups the flexibility to impose faith-based requirements on religious leaders fits squarely within the American tradition of free exercise of religion.

Tufts is a private university, so it has some flexibility in suppressing religious expression on campus, but it had no excuse for attempting to toss a Christian group from campus at the same time that it permitted acts of intimidation against those Christian students. For example, at the most contentious moment of the dispute, Tufts officials prevented my student clients and me from entering the hearing room where their appeal was being heard, while a crowd of protesters gathered in a darkened hallway, pressed up around us and herded us into a corner of the hall. There was no campus outrage at this act of intimidation. We saw no administrative response.

University complicity in chaos isn’t unusual. In a case I worked on when I was president of the Foundation for Individual Rights and Expression, we discovered that administrators at Washington State University’s Pullman campus had actually helped plan a disruptive protest against a play put on by a student director, an intentionally provocative show that mocked virtually every group on campus.

University or faculty participation in unlawful protest isn’t confined to the cases I worked on. At Oberlin College, administrative facilitation of ugly and defamatory student protests outside a local business ultimately cost the school $36 million in damages. At Columbia, hundreds of sympathetic faculty members staged their own protest in support of the student encampment on the quad, and there are reports that other faculty members have attempted to block members of the media from access to the student encampment.

None of this is new. All of it creates a culture of impunity for the most radical students. Disruptive protesters are rarely disciplined, or they get mere slaps on the wrist. They’re hailed as heroes by many of their professors. Administrators look the other way as protesters pitch their tents on the quad — despite clear violations of university policy. Then, days later, the same administrators look at the tent city on campus, wring their hands, and ask, “How did this spiral out of control?”

There is a better way . When universities can actually recognize and enforce the distinctions among free speech, civil disobedience and lawlessness, they can protect both the right of students to protest and the rights of students to study and learn in peace.

In March a small band of pro-Palestinian students at Vanderbilt University in Nashville pushed past a security guard so aggressively that they injured him , walked into a university facility that was closed to protest and briefly occupied the building. The university had provided ample space for protest, and both pro-Israel and pro-Palestinian students had been speaking and protesting peacefully on campus since Oct. 7.

But these students weren’t engaged in free speech. Nor were they engaged in true civil disobedience. Civil disobedience does not include assault, and within hours the university shut them down. Three students were arrested in the assault on the security guard, and one was arrested on charges of vandalism. More than 20 students were subjected to university discipline, three were expelled , and one was suspended.

The message was clear: Every student can protest, but protest has to be peaceful and lawful. In taking this action, Vanderbilt was empowered by its posture of institutional neutrality . It does not take sides in matters of public dispute. Its fundamental role is to maintain a forum for speech, not to set the terms of the debate and certainly not to permit one side to break reasonable rules that protect education and safety on campus.

Vanderbilt is not alone in its commitment to neutrality. The University of Chicago has long adhered to the Kalven principles , a statement of university neutrality articulated in 1967 by a committee led by one of the most respected legal scholars of the last century, Harry Kalven Jr. At their heart, the Kalven principles articulate the view that “the instrument of dissent and criticism is the individual faculty member or the individual student. The university is the home and sponsor of critics; it is not itself the critic. It is, to go back once again to the classic phrase, a community of scholars.”

Contrast Vanderbilt’s precise response with the opposing extremes. In response to the chaos at Columbia, the school is finishing the semester with hybrid classes, pushing thousands of students online. The University of Southern California canceled its main stage commencement ceremony , claiming that the need for additional safety measures made the ceremony impractical. At both schools the inability to guarantee safety and order has diminished the educational experience of their students.

While U.S.C. and Columbia capitulate, other schools have taken an excessively draconian approach. Gov. Greg Abbott of Texas posted on X, “Students joining in hate-filled, antisemitic protests at any public college or university in Texas should be expelled.” On April 25 the Foundation for Individual Rights and Expression sent a forceful letter to the president of the University of Texas at Austin condemning the display of force on campus. “U.T. Austin,” it wrote, “at the direction of Gov. Greg Abbott, appears to have pre-emptively banned peaceful pro-Palestinian protesters due solely to their views rather than for any actionable misconduct.”

At Emory University, footage emerged of police tackling a female professor who posed no obvious danger to the police or anyone else. Protests are almost always tense, and there is often no easy way to physically remove protesters from campus, but the video footage of the confrontation with the professor was shocking. It’s hard to conceive of a justification for the violent police response.

At this moment, one has the impression that university presidents at several universities are simply hanging on, hoping against hope that they can manage the crisis well enough to survive the school year and close the dorms and praying that passions cool over the summer.

That is a vain hope. There is no indication that the war in Gaza — or certainly the region — will be over by the fall. It’s quite possible that Israel will be engaged in full-scale war on its northern border against Hezbollah. And the United States will be in the midst of a presidential election that could be every bit as contentious as the 2020 contest.

But the summer does give space for a reboot. It allows universities to declare unequivocally that they will protect free speech, respect peaceful civil disobedience and uphold the rule of law by protecting the campus community from violence and chaos. Universities should not protect students from hurtful ideas, but they must protect their ability to peacefully live and learn in a community of scholars. There is no other viable alternative.

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David French is an Opinion columnist, writing about law, culture, religion and armed conflict. He is a veteran of Operation Iraqi Freedom and a former constitutional litigator. His most recent book is “Divided We Fall: America’s Secession Threat and How to Restore Our Nation .” You can follow him on Threads ( @davidfrenchjag ).