Post Jun 23-29 2013

TaN: Side effects are indications or manifestations that something is bad.

Just like only complete goodness can be considered good and the slightest hint of bad makes something no longer good, medicine should never have side effects to be truly considered medicine. When you add poison, even just an iota, to something nutritious, it becomes bad. You cannot put poison into a glass of fruit juice and still consider it nutritious or beneficial.

Moreover, the so-called “side effects” of pharmaceuticals are not side effects at all. In truth, THEY ARE THE (BAD/HARMFUL) EFFECTS! Good or beneficial things have no “side effects”.

TaN: Free education should be literal, applying to all activities and incidences directly related to education such as matriculation or tuition fee, miscellaneous fees, and all others that are mandated by the school but not essential to education like (initial) ID, (initial) uniforms, etc. Incidentals – such as notebooks – are not included, i.e., up to the discretion of the parents or guardian as to what other things the student may need (as it arises).

Much like the Finland Phenomenon – where it is said that (public, because there are no private schools) education is free (under certain circumstance, see: from the first day in school all the way to post-graduate studies (see: It is unbelievable but…

It is really a violation of our rights to have to pay for education, which should be freely available to everyone. It should not only be that the same quality of education is made available and accessible to all but there should not be any private schools.

Private schools imply that they are there more for purposes of profit rather than any other reason and this is what makes it “dangerous”. When a school is run as a business, financial sustainability becomes the top priority otherwise it would not survive. And, if profit is one of the main – if not the only – consideration, the quality of education become a sacrificial lamb.

The rationale would be that a private school would have to compete with public schools for students. This means that it must offer superior education. To ensure that private school graduates are superior, there would be a need to implement entrance examinations to ensure that students of higher caliber are accepted. A problem emerges when less than the “break-even” quantity of “superior” entrance examinees are able to pass the tests. This would mean that the private school would be operating “at a loss”. To ensure continued financial viability, it becomes necessary to lower the cut-off score to get, at least, the minimum quantity of students to keep the school in the black. With lower caliber students, lower caliber graduates can be expected.

Furthermore, with uneven education being offered, parents would naturally want their children to receive the best education they can afford. This cause some students, who live a great distance from the “desired” school, to commute a greater distance, which would also mean they have to spend more hours traveling. All these add up to social inequalities.

The quality of education should be at par with all other schools in order that students need not travel greater distances and incur higher expenses (all around) – from transporation to time, to food allowance, to many other collateral or indirect incidental expenses. Uneven quality of education create social and economic inequalities.


About anotherworldispossibleforall

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