In today’s world, more and more students are opting for studying in a university. The completion of university education is an important milestone for them. While many believe that the sole purpose of university education is to increase job prospects for graduates, others are of the opinion that individuals and societies benefit in broader ways from it. In this essay, both sides of this debate will be analyzed before a reasoned conclusion is drawn.
On the one hand, most people think that studying in a university increases a student’s chances of securing better jobs. As an illustration, almost all educational institutions have placement committees that schedule campus interviews and invite the top organizations to visit their colleges and select students for job placements in their companies. Such hiring of graduates improves their future career prospects. Thus, it is understandable why this point of view has garnered support.
On the other hand, there are individuals who believe that university education has other advantages. For instance, almost all students have to live away from home, in a college hostel, to complete their course in a university. This develops independence, confidence and socialism in the students. As a result, they grow up to be more mature human beings. In addition, university programmes improves the intellect of students and countries can prosper from the contribution such graduates can make to the society. Therefore, it is clear why some people support this point of view.
The above discussion puts forth several convincing arguments for both sides of the debate. However, after analyzing these two points of view, it is unambiguous that university education is a precursor to a better job and a fulfilling career. It is therefore expected that more and more students complete university to enhance their job opportunities.
Despite this evidence, some continue to advocate for improved turnaround efforts. Nancy Grasmick supports recognizing turnarounds as a unique discipline. Frederick Hess and Thomas Gift have argued for developing school restructuring leaders; Bryan Hassel and Emily Ayscue Hassel have recommended that states and districts “fuel the pipeline” of untraditional turnaround specialists. NewSchools Venture Fund, the Education Commission of the States, and the research firm Mass Insight have offered related turnaround strategies.
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NCLB mandated that states and districts adopt programs andpolicies supported by scientifically based research. The Every Student Succeeds Act of 2015 recognizes other forms of research in that this law "requires that states and districts use evidence-based interventions to support school improvement" (Dynarski, 2015, para. 1; 114th Congress, 2015). Drawing upon research and an extensive collection of evidence from multiple sources, the Common Core State Standards (2010) were developed to reflect the knowledge and skills that young people need for success in college and careers. Those standards impact teachers in several ways, including to guide them "toward curricula and teaching strategies that will give students a deep understanding of the subject and the skills they need to apply their knowledge" (Common Core State Standards Initiative, ). For many the standards require changes in how mathematics is taught, thus they will influence instructional strategies that educators use. In a standards-basedclassroom four instructional strategies are key: