Students come from different backgrounds and have a variety of reasons for studying. They are various ways in which students can study and it is a journey which takes them from primary through secondary school and up to a University level. The perceptions and motivations through this journey are felt and by understanding the changes, this can improve the system in favour of all. Davies-Keane (2005) demonstrates that there is a link between socio-economic status of parents and their children’s academic achievements. Children from the elite class who do not have experience with higher education have higher turnout in comparison to poorer backgrounds children.
Children from developing countries such as Africa and Asia have to walk for miles each day in order to access education and they have to study at nights under the candle light. As can be seen from the picture above, they have to study in a bare concrete classroom with rickety desks and overcrowded room with no lighting. High school fees, educational materials such as pencils and books to cultural factors are some of the problems children face today. Malala, the Pakistan school girl who campaigns for girl’s education was shot in an area where girls receive threats for receiving education (Crilly, 2013).
Obama, M. (2015) says that “When they get that education, it does not only change their lives – it changes the lives of their families and their countries”. Education helps to cut down poverty, diseases, and mortality rates and contributes to the growth of the economy. Education is a nation’s key resource. Investment in human capital is an instrument to an instrumental policy for a government to attract global economy. “The new growth theory, however, goes further, arguing that ‘a higher level of human capital causes a higher growth rate of output’ (Oulton, 1995: 61) by facilitating either the growth of new knowledge or the capacity of backward economies to catch up by absorbing existing knowledge quickly” (Coates. D 2000, pp. 111).
Therefore it is the responsibility for the government to provide an education for its citizens. As evidence shows, “levels of educational performance and degrees of industrial skill vary significantly among advanced capitalist economies, evidence which, more than anything else, points up the inadequate level of formal education and training offered to middle – and lower – skill categories of worker Liberal capitalist models when compare with ‘trust-based’ ones (Prais, 1987; 1988; 1997)” (Coates, 2000, pp.111).
As Harold Macmillan famously declare that “the wind of change is blowing through this continent. Whether we like it or not, this growth of national consciousness is a political fact.” (Gillard, 2011).
Education is power and power is knowledge. Without education there is no future.
Coates, D. (2000) Models of Capitalism, Polity Press: Cambridge.
Crilly, R. (2013) Pakistan Taliban issues fresh threat to kill Malala Yousafzai, on The Telegraph, available on: http://www.telegraph.co.uk/news/worldnews/asia/pakistan/10360502/Pakistan-Taliban-issues-fresh-threat-to-kill-Malala-Yousafzai.html <Accessed on 9/12/2015>
Sevastopulo, D. (2015) US First Lady, Education Campaign, FT Weekend Magazine: Special Issue, issue No:644, Financial Times Ltd.: Wyndeham Peterborough.
Gillard, D. (2011) Education in England: HAD, Available on: http://www.educationengland.org.uk/history/chapter06.html <Accessed on 9/12/2015>