Should the public pay for higher education? Equality, liberty, and educational debt

Martin, Christopher

doi:10.1177/1477878517701748

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Different studies have indicated that the benefits of investment in university education accrue to the individual student (Martin, 2017). However, overall, the benefits, which may be economical, social, or educational, are largely non-quantifiable, implying that we risk making judgments based on incomplete information.…”

Section: The Benefits Of University Educationmentioning

confidence: 99%

Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda

Amutuhaire

2022

East Afr. j. educ. stud.

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This paper analyses the existing modes of financing a university education in Uganda. Different parties, including the state, the student (household), donors, and the institution itself, are financing university education in Uganda. However, students are the primary source of funds for university education. Over the years, the fees charged to university students have been increasing to the extent that they are now becoming unaffordable to many students considering the current average annual household income. While the government is involved in funding university education, the level of involvement is unsatisfactory besides being discriminative. The existing government sponsorship scheme indirectly favours students from affluent families and denies access to poor students. The existing loan scheme focuses only on STEM courses and ignores students whose potentials are in the arts sector. However, in doing all this, the state uses taxpayers' money. Indirectly, poor households finance the education of students from affluent families while students from low-income families must struggle on their own. Therefore, it is submitted in this paper that the existing funding mechanism for university education in Uganda should be revisited and made fair, sustainable, and inclusive. The paper reviews literature relevant to the topic by adopting a general literature review methodology. It highlights the involvement of different partners that finance university education in Uganda and the benefits of university education. The paper submits that a better funding model for university education should involve the student, the university, and the state should take the leading role.

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Section: The Benefits Of University Educationmentioning

confidence: 99%

Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda

Amutuhaire

2022

East Afr. j. educ. stud.

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“…For a reconstruction of justice-based accounts of higher education funding, for example, seeMartin, 2017. …”

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confidence: 99%

Political Authority, Personal Autonomy and Higher Education

Martin

2020

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Does the liberal state have a role in helping mature citizens make worthwhile educational choices? The question has clear relevance for the aims of higher education in a liberal democratic society. As systems of higher education internationalize, it has become difficult for liberal states to steer high education policy in directions that serve civic interests. This is, in part, because political liberalism imposes restrictions on what one might call directive educational authority: the power to direct citizens toward specific kinds of knowledge, understanding and skills in the interests of making their lives better. This restriction follows from the view that citizens have the capacity to make thier own decisions about how best to live, including decisions about the kind of education they need. My aim in this paper is to make the case for a more direct role for the state in promoting a good life through higher education. In particular, I argue that the liberal state’s obligation to promote autonomy across its citizenry confers legitimate educational authority over post-compulsory, as well as compulsory, education. This argument affirms the State’s educational obligations to citizens beyond a basic or compulsory education. Getting in the way of this affirmation, however, is an overly restrictive account of educational authority that occludes these obligations under the guise of respect for autonomy. Accordingly, in making my case I propose an autonomy-based account educational authority derived from Joseph Raz’s Service Conception, defending this account against the charge that such authority is illegitimately paternalistic.

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University Admissions, Justice, and Virtue

Burns

2022

Philosophical Inquiry in Education

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Should the public pay for higher education? Equality, liberty, and educational debt

Cited by 3 publications

References 17 publications

Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda

Financing Higher Education: Who Pays, Who Benefits, and Who Should Pay for University Education in Uganda

Political Authority, Personal Autonomy and Higher Education

University Admissions, Justice, and Virtue

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