“Education, education, this is the foundation. Our rising population needs some education...” (Sparrow, 2015). These lyrical words of the “Calypso King of the World”, Mighty Sparrow provide useful insight as to who needs access to learning as well as its destination. Some may argue that there is indeed a clear destination where education is concerned while others may presume that this destination is quite uncertain, ambiguous, and unclear. Some may even go as far as to postulate that there is no destination at all. While all these arguments may be plausible, there are internal and external variables that ought to be considered before conclusions can be drawn.
One such factor to consider is learners’ needs and goals (I.e., internal factors). Precisely, some students have similar learning needs while others have different learning needs and goals. For those that are similar, their learning destination may be clear and the same. The learning destination for those that have varying goals and needs may also be clear but their learning paths and destination may differ. For instance, if Jane and John Doe desire to become medical practitioners, they may pursue similar courses, medical residencies, and the level of education needed to obtain the required credentials to practice medicine. For the most part, their learning destinations are clear cut.
Conversely, if Jane’s career aspiration is to practice law while John Doe’s goal is to become a medical practitioner, then there learning destination can still be considered to be clear as they will both pursue the education and training needed to get into those professions. However, it is important to point out that their learning paths will differ, which also suggests that their learning destinations will be clear but very different. Interestingly, these exemplars illustrate the correlation between education and the labour market. In fact, Bates (2015) pointed out that “preparing professional workers has always been one role for universities which have a long tradition of training for the church, law and much later, government administration” (p. 21). This suggests that education plays its part in the preparation process of a country’s labour force.
However, the future of any country tends to be uncertain and ambiguous. Bates (2015) specifically noted that the future is one of uncertainty, ambiguity, and complexity. Similarly, some learners and workers may not be certain about their career and educational goals. As such, their learning paths may be unclear, and they may not necessarily have a learning destination. In this case, such individuals may never end up taking that metaphorical highway that leads them to a particular destination. Although they may have access to this highway, unclear aspirations coupled with other barriers like financial hurdles may result in that highway being less travelled or not taken at all by some individuals. Essentially, it is safe to say that the clear destination for learning depends a great deal on a learner’s goals, needs, contextual situation (or external variables) among other potent factors.
Moreover, the clear destination for learning is also dependent on one’s perspective of education. For example, some thinkers may view learning as permanent or fixed while others may see it as a continuous process that occurs throughout one’s lifespan. This evokes an enduring issue that is a common interest among all psychologists, i.e., stability versus change. Particularly, Developmental Psychologists are interested in the changes that occur throughout one’s lifespan as well as the areas that remain permanent and stable (Morris & Maisto, 2014). Similarly, educators may view learning on a continuum with no clear-cut destination while other scholars may postulate that education is not lifelong, instead it has a clear final destination. Once you have arrived at that destination, that is the end of learning. Despite these various postulations, the main argument all comes back to Sparrow’s (2015) lyrical words which is that education lays a sound foundation for an individual. Precisely, one’s learning destination may be clear while another may be unclear. Nevertheless, the knowledge and skills gained along the way to that clear or unclear destination is a great foundation which can be useful when navigating the world of work.
Additionally, as Sparrow (2015) lyrically noted, populations worldwide therefore need sound education. This suggests that everyone despite age, gender, race, and ethnicity should have access to education. In fact, education is not only a right, but it also has tremendous economic value. Article 26 of the United Nation’s Universal Declaration of Human Rights states that “everyone has the right to education...Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit” (United Nations, 1948). However, can an individual have a right to education but unable to access it? This can very much be the case as there may be financial barriers to access among other hindrances. Rumble (2014) highlighted that “providing education costs money” (p. 167). Although it can be quite costly, it has economic value and offers several other benefits. Radcliffe (2020) highlighted that the education of a nation’s workforce can lead to increased productivity and ultimately economic growth.
To maximize these educational benefits means that its cost “is driven down so that there is no financial barrier to access” (Rumble, 2014, p. 175). It is therefore imperative that education is provided at an affordable cost to a country’s citizens while other countries should seek to provide free education for all. Interestingly, some governments are already looking for ways to reduce the cost of education in their countries (Bates, 2015). Indeed, the many benefits to be gained from little to no cost of education such as increased access are a testament that it will be worth it.
Having read my perspectives, do you share similar sentiments? Do you also think that a myriad of factors determines whether the destination for learning is clear or unclear and that the goals will depend on the learner? Or would you agree that education is more like a journey that can take you to several destinations or places in life? Similarly, wouldn't the cost vary from country to country, institution to institution or be dependent on various factors as well? As always, I anticipate your feedback! Let’s continue this riveting discourse below!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Bates, A.W. (2015). Chapter 1: Fundamental change in education. In Teaching in a Digital Age (pp. 11-37). Open.bccampus.ca. Chapter 1: Fundamental Change in Education – Teaching in a Digital Age (opentextbc.ca)
Morris, C., & Maisto, A. (2014). Understanding Psychology. Pearson New International Edition.
Radcliffe, B. (2020, August 28). How education and training affect the economy. Investopedia. https://www.investopedia.com/articles/economics/09/educationtraining-advantages.asp
Rumble, G. (2014). The costs and economics of online distance education. In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education: Towards a research agenda (pp. 197-216). Edmonton, AB: Athabasca University Press.
Sparrow, M. (2015). Education a must. Genius. https://genius.com/Mightysparrow-education-a-must-lyrics
United Nations. (1948). Universal Declaration of Human Rights. United Nations. Universal Declaration of Human Rights | United Nations