“Life is what you make it”, “you only get out what you put in”, these are age old mantras told time and time again to graduating classes in high schools and universities alike. As I come the end of my undergraduate degree, and tumble head first into the job hunting phase of life, I reflect on the ever pestering question, did I really get a “good” education?
While I may not be a qualified academic or teacher, as a student I have observed throughout my learning years that education is often about expanding knowledge and establishing comparative systems. Whether we like to admit it or not, if this is usually the case, how does an individual make their unique mark on the world or land that job prospect when they are constantly required to compete …show more content…
Five years ago, before I even finished highschool, I stressed constantly about the choice of which university to enrol in because ultimately, a good university equals good future prospects right? Wrong, I discovered early on that all universities are actually capable of offering sufficient education and skill sets to students, and success actually comes down to an individual’s unique perspective and approach to study. Even if everyone at university was taught the exact same content, in the exact same way, your individual experience of learning in a particular place will still vary depending on how you approach it. Yes I’ll say it again, you actually do get out what you put …show more content…
Whether it’s done in the name of teenage rebellion or a legitimate concern for better learning outputs, to recognise that these are honest opinions, will open the platform for honest discussions that address the reality of so many variable learning styles that will often result in similar degrees. For example, if we consider the changing nature of learning, such as online education, work experience programs, distance education, we begin to understand that it is actually impossible to compare one students experience to another. That is why we all should consider what opportunities can be established that allow for open systems of communication between students and academics. Perhaps even that “good” education should be defined as the level of receptivity ad openness to learning between teacher and student, perhaps then the way we measure standards of education can start to be based on entirely different ideals and smaller universities can stand proudly with the Harvard’s of the
While I may not be a qualified academic or teacher, as a student I have observed throughout my learning years that education is often about expanding knowledge and establishing comparative systems. Whether we like to admit it or not, if this is usually the case, how does an individual make their unique mark on the world or land that job prospect when they are constantly required to compete …show more content…
Five years ago, before I even finished highschool, I stressed constantly about the choice of which university to enrol in because ultimately, a good university equals good future prospects right? Wrong, I discovered early on that all universities are actually capable of offering sufficient education and skill sets to students, and success actually comes down to an individual’s unique perspective and approach to study. Even if everyone at university was taught the exact same content, in the exact same way, your individual experience of learning in a particular place will still vary depending on how you approach it. Yes I’ll say it again, you actually do get out what you put …show more content…
Whether it’s done in the name of teenage rebellion or a legitimate concern for better learning outputs, to recognise that these are honest opinions, will open the platform for honest discussions that address the reality of so many variable learning styles that will often result in similar degrees. For example, if we consider the changing nature of learning, such as online education, work experience programs, distance education, we begin to understand that it is actually impossible to compare one students experience to another. That is why we all should consider what opportunities can be established that allow for open systems of communication between students and academics. Perhaps even that “good” education should be defined as the level of receptivity ad openness to learning between teacher and student, perhaps then the way we measure standards of education can start to be based on entirely different ideals and smaller universities can stand proudly with the Harvard’s of the