In this jet set age where the education plays an imperative role, the society is polarized into two groups almost equally about the notion that whether university education should be provided to only those students who offer significant benefits, or all students have equal rights. Different people have divergent mindsets, however, my views are in synchronization with the later school of thought.
On the one hand, there are certain reasons which can be held accountable behind people’s view about the former notion. Firstly, learners with strong abilities would certainly provide potential advantages to community because after completing their studies, pupils are more likely to achieve success in fields such as healthcare, defense, retail, aviation, engineering, which ultimately serve society in a better way. Apart from it, federal authorities may require to use less resources. To be precise, if students are less in quantity, there may no need to build infrastructures. Only small building would be sufficient to fulfill education requirements for lectures.
On the other hand, without any qualms, I do favor those masses who do accord with the latter view. First and foremost, education and knowledge are basic necessities , and everyone has the right to get education. The society will still benefit even if all learners are not successful because at least with education they learn basic life skills, such as how to behave, pay respect to others, and more considerate towards others. In addition, every member of the country would become independent. In other words, nowadays in almost every sector, such as health, hospitals, banking, technology, people should be literate enough to understand and handle everyday life challenges. Otherwise illiteracy would make them dependent on others, and this would not be a positive impact on the society.
To recapitulate, despite people may vary in their opinions, whereas by keeping in mind all the points just mentioned above, I would like to reiterate that I do concur with the latter school of thought.