UNCC300: Justice and Change in a Global World
Choose one of the issues listed below and write a 700 word Opinion Editorial that critically analyses the challenges with realizing aspirations of the common good in your professional community, locally and especially globally.
Additional information on how to undertake this assignment is available on the unit in LEO. Assessment > Assignment 2 Extended Description.
Length and/or format:700 words.
Purpose:Building on the concepts and principles introduced in UNCC100 choose a challenge from the list associated with realizing aspirations of the common good in your professional community, locally and globally. Please note, for the opinion editorial you wrote for UNCC100 you were required to write about a local challenge. For UNCC300, you are required to write about a challenge experienced both locally and globally.
NB: recycling your assessment from UNCC100 or any other unit will be considered a breach of the University Academic Honesty policy.
How to submit:The paper must be submitted via Turnitin as a MS Word document.
Instructions explaining how to do this can be found on the UNCC300 LEO page under Assessment > Turnitin Submission Quick Guide.
Return of assignment: Assignments will be returned on October 11 for preparation of
assignment 3. If you are unsure how to find your results and feedback you can read how to do this on LEO under Assessment > How to find your results and feedback.
Assessment criteria:A rubric outlining the criteria you will be marked on and the standard for each criterion required to achieve each grade for Assignment 2 can also be found on LEO under Assessment > Rubric for Assignment 2.
Please see the assessment overview and instructions on LEO for information on the assessment and on late penalties.
Issue: Inequity in the distribution of educational resources
The basic of the common good principle lies within the standards of the public as the school system in the countries is funding and regulating education (Educationnext, 2019). Education is very important, and every individual should gain it. From birth, it is the right of every individual to acquire education to gain various kinds of opportunities in life (Socialconcerns, 2019). In order to perceive knowledge, individuals are sent to the educational institution. But inequity found in the educational environment leads to the manipulation of the principle of the common good. A common good principle is not attained within the educational resources, and thus, inequity can be noticed in the educational institution. The social high living candidate gets more advantage rather than or compared to the other lower classes candidates in Australia. As the principle of common good states that education is the birth rate, and each citizen of the country should acquire it without seeing their financial status.
Australia has always practised the development of school systems that allow public-funded education for all children irrespective over their origin or social class. The aspiration of the common good can be achieved with the help of equal educational and economic opportunity and can also result in the emergence of a strong middle class in Australia. However, the reality is far from this, and there is an evident of social stratification in the Australian education system wherein multiple inequalities is seen. The major challenges that the country's education system is currently facing is a barrier in realizing the aspiration of the common good in society. According to OECD, almost 17% of the young people in Australia are leaving their secondary school before achieving the basic standard of education and skill level (Perry, 2018). Such high numbers of school dropouts of young people can negatively impact the larger society while affecting the students themselves due to their underachievement. Another major challenge in the Australian education system regarding inequity of educational resources is that children who have privileged background are more likely to attend expensive and independent high schools. On the contrary, the children from low-income backgrounds have no other option but to attend government high schools (Perry & Lubiensky, 2014).
Moreover, the number of children attending average or socially mixed schools is relatively lower than other countries which make the school system in Australia too much stratified as compared to countries like Canada, UK or New Zealand (Perry & Lubiensky, 2014). These challenges should be considered as significant problems of the Australian education system as social segregation can have serious negative consequences in the society, country and even for the students. It is necessary to mitigate these challenges through a collaborative effort to achieve the aspiration of the common good and provide equal distribution of educational resources across all socioeconomic classes. This also helps in ensuring a positive outcome of the country.
The unequal resource distribution of educational on both local and global levels can have some severe consequences that cannot be under looked. On a local level, it is obvious that segregation and stratification of the education system can weaken the middle class of the nation as children are either getting the best private school education or the negligence of government schools. The average schools are not so popular, which prevents the emergence of a strong middle class. Moreover, Australia is more stratified than other countries like the UK or Canada and is very much similar to the US (Perry & Lubiensky, 2014). On a global scale, this unequal distribution of educational resources can have similar negative consequences as young people capable of going to private school are more suitable for offshore jobs that pay more and thus leaving behind the less educationally qualified young people to work for the country and thus slowing down progress.