Universal access to education
Some critics feel that this practice in higher education, as opposed to a strict meritocracy, causes lower academic standards.
[5] Universal access to education encourages a variety of pedagogical approaches to accomplish the dissemination of knowledge across the diversity of social, cultural, economic, national and biological backgrounds.
However, as the definition of diversity is within itself a broad amalgamation, teachers exercising universal access will continually face challenges and incorporate adjustments in their lesson plan to foster themes of equal opportunity of education.
Universal access to college education may involve the provision of a variety of different assessment methods of learning and retention.
Uniforms, tuition fees, textbooks, teacher salaries and school maintenance are part of hindrances to education.
[10] Despite the strength of non-discrimination and equality law, eliminating discrimination and inequalities is a challenge that individual states and the international community face.
Marginalized groups are those who have suffered prolonged and historical discrimination, usually, but not exclusively, on the basis of identity (gender, for example), characteristics (ethnicity, race), or circumstance (refugees, migrants, internally displaced persons).
Since the late 1970s, the rate in which young adults between the ages of 25 and 29 years old have graduated from high school and received a diploma or the equivalent has stagnated between 85 and 88 percent.
[16] The disparity in access to higher education is primarily due to a difference in college readiness these students experience.
Both aspects are crucial to college readiness because of their real-world application, and if a student is not proficient in these two areas, they are less likely to even pursue university.
In terms of college knowledge, many minority students do not have access to social capital because of the lack of resources catered to them to ensure their success.
[17] Other crucial factors that would contribute to higher rates of minority enrollment include encouraging students through policies and rewards for focusing on information pertaining to college, providing schools with the necessary resources, and cultivating the classroom environment to be encouraging of students’ skills so that they are better prepared for college.
[16] Organizations like the National Association for College Admission Counseling should also be more aware of this issue as well as do more to bring more attention to these disparities.
[18] Programs like the ones developed at the University of Maryland, Baltimore County work towards eliminating disparities in higher education access in minority students.
Their programs mostly focus on minorities having better access and getting more involved in science, technology, engineering, and mathematics (STEM) fields.
In 2009 the House of Indian Parliament and the President of India both signed and approved a bill that would grant free law mandated education for children ages six to fourteen.
Jonathan Kozol, author of The Shame of the Nation,[22] talks about how “physical conditions in these newly integrated schools were generally more cheerful…state of mind among the teachers and the children [was] more high-spirited” in the aftermath of desegregation.
[25] The Global Partnership for Education said approximately 90 percent of children with disabilities from low and middle income nations are out of school.
Factors associated with poverty include unemployment, illiteracy among parents, and ailments increase the possibility of non-schooling and dropout rates.
The majority of these developing states do not possess the financial resources needed to build schools, provide books and other materials, and recruit, train, and pay teachers.
