Education is a RIGHT, not a privilege.
A working college system will train well, and lead to competent critical office (law, healthcare, government, etc.) thus yielding fewer social problems. The summary below elaborates on deceptive college practices & makes an argument for universal college access. I propose wages for IT, science, and technical students. It does NOT imply free education. Reasonable tuition is a necessary evil as the "burden" binds society to produce relevant skill. Student wages will help youth from disenfranchised backgrounds focus on the labor of learning. Studying, like any work, takes time and effort.
INSTITUTIONALIZED DECEPTION:
(Please see the flier below for other problems and suggestions for improvement and the subpage for further comments.)
1. Some instructors require IDs to enter exam rooms as some students pay other people to take their exams.
2. How frequently are graded homework/quizzes from former years reused even though the content and solutions are circulated in special networks? (Not the students' fault as they are systemically forced to seek appropriate study tools. Issues with learning resources are better illustrated in the flier.) The quizzes generally count towards 10% of the grade. What kind of impact has a 10% head start on curve grading?
3. Recycled exam problems have the same effect. Who gets ahead, the student who honestly struggled to figure it out during the test, or the one scoring higher for having seen and solved the problem before the exam? On topics 2 and 3 the schools might need a work force to compose new problems for subsequent tests. This applies to younger, rapidly evolving disciplines (biochemistry, microbiology, etc.) I found the mathematics, physics, and chemistry departments were doing all right in providing basic study materials.
4. Grading on the curve is systemic misdirection. The top grade is not an indication of performance, but a means for the school to seem to be doing its job.
5. "Higher learning is a not a right, but a privilege" spoke once an instructor. (His mean or median for the exam was 30 out of 100.) Whose privilege? Those with network access to study materials and reused past exams?
I have two MSN articles pinned to my twitter profile (username @ancient12000, currently banned on twitter). The first one is about WAGE GAINS as a result of the Covid era labor shortage (supply and demand, just like anything else in economics.) The second one covers a major corporation's efforts to AUTOMATE (apparently it too inspired by the labor shortage.) We can use the school system to stay ahead of massive unemployment, poverty and government dependence. The Covid lockdowns proved much of employment & commerce are systemic choices. Someone chose to make a "trinket", someone else to buy it, and around it, employment was created. However, neither seemed critical to our survival. We can innovate economies any way we wish. Now it's the time to notice as automation is certain to eventually eliminate most of the contemporary labor market. People believe this is a good time to apply pressure on employers to augment wages. It is true, but it won't last. No business will wait for the work force to demand, when they can automate. THROUGH ROBOTICS EMPLOYERS WILL BECOME MORE POWERFULL AND AUTONOMOUS THAN EVER. "Basic income for relevant skill education" will enable the population to work when adequately remunerated or incentivize them to retrain when wages fail. It benefits individuals disinterested in higher learning as well. Those choosing to learn an advanced skill will exit the -blue-collar labor competition- market. Business too, stands to gain from it. Even though employers may retain but a small fraction of the labor force, they need consumers, who in turn need wages.
