Education comes up a lot in Task 2 Writing.
Here are two questions that came up recently with some ideas for what you could discuss.
Remember to address the question directly and give your opinion clearly.
In the first example below, you can see that I’ve divided the categories of examples into
- Moral Argument
- Economic Argument
Moral arguments – there is always a Wrong and Right about any issue e.g. should education/museums etc be free so that everyone has access?
Economic arguments – someone always has to pay. Whose responsibility is it? The person who benefits? Or should the government pay for everything?
Consequence – whatever you decide on, there will be consequences. How much would the government have to pay out if education was free to everyone? Where do you draw the line? And how does that effect the way people think about their education?
Applying these 3 categories to any topic will help you come up with 3 good arguments.
Conclusions – leave the reader with something to think about. This may have to be a compromise of some sort. Always give your opinion.
Should students pay for their own university education, or should the government provide it for free?
Introduction – ideas
• In the UK, the average student leaves university with £57,000 of debt.
• How does the country/individual benefit/suffer from a free university education?
Education should be free?
• Moral argument: Equality of opportunity. Everyone has a right to education. Not just the rich elite. Helps bright students from less privileged backgrounds escape poverty.
• Economic argument: Good for the country. Developing a skilled workforce. Higher specialisation needed for high-tech industries of the future.
• Consequences: Benefits to sockety. More educated and productive workforce. Higher levels of innovation.
Individuals should pay?
• Moral argument: If education is free, students may not value it. Encourages laziness. A waste of tax-payers’ money.
• Economic argument: Too many graduates. Not enough jobs. (OR graduates get better-paid jobs, therefore it is only fair to ask them to pay some of the cost)
• Consequences: Burden on the tax-payer. Money should be spent on vocational courses
Skills shortages in industries like health care, plumbing, building.
Conclusion – ideas
• Means-testing: Government should pay for/subsidize tertiary education for those who
can’t afford it.
• Fees may encourage students to think more carefully about career choices.
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