It is hearbreaking to watch the movie Waiting for Superman. Does a child have the right to education? YES! Every child has the right to an education. An important message from this movie is that failing neighborhoods are a result of failing schools. As Dr. Pedro Noguero had illustrated in his important lecture, improving education will improve the lives of individuals, families, and bring well-being to communities.
Another important point that we should all think about is that we need GOOD teachers that CARE about the students. Bad teachers! What! "The Lemon Dance." "The Rubber Room." Wow! The students are receiving a "crappy" education and teachers can do something about it. Teachers who have tenure can do whatever they want besides teach the kids and they receive the maximum pay and benefits. As Hilary Swank's character portrayed in another movie, Freedom Writers, a teacher who cares can go the distance to help her students in making personal sacrifices. We do need teachers that teach 150%.
Finally, there are so much policies, "conflicting agendas," and people who want to "help" but are just said to make the progress of reforming education difficult and at a standstill. I learned of one aspect of this issue during my first semester in the Education program. We had a guest speaker from Leeward Community College. She was a freshman composition teacher for many years--about 20 years--and she shared her frustration on administrators poking their noses and what they think is right for the students without considering the teachers, who actually know what is going on in the classrooms.
Wednesday, November 16, 2011
An Informal and Short Survey on Meaning of Education Finance
When I decided to take the course on Education Finance, my initial reaction or thoughts about what they course would entail for the semester were tuition, fees, scholarships, and loans. I posted on Facebook to ask of Facebook'ers on their own initial reaction when they "hear" the words "education finance." So far, only 6 people have responded to the post, and their response basically share the same points as I had. One person simply said FAFSA. Most said tuition, loans, debts, scholarships. One mentioned tuition but for her kids while one person also mentioned how "stupid" the allocation of aid to students. This person who mentions the allocation of aid, now that I've taken this course, may or may not know it but he is concerned int he policies governing these scholarships and grants.
I have mentioned about scholarships and grants provided by my home island, and with some sort of understanding of these policies, role of government and other organizations in the financing of education, I come to see that I have a sort of clearer insight of what's going on with these grants or government provided educational funding. For the grant I have been anxiously waiting for, I believe policies and bureaucratic aspects that are prolonging the process. Other students who have been waiting for their award are frustrated and worried about problems that may be similar to mine: dis-enrollment, financial holds on their student records, and discontinuation or postponing their education. I am frustrated but somehow, understanding or having a slight idea of what's going on, I seem to sit patiently and wait...well...because HOW OR WHAT CAN I DO! I am not the policy make and have no influence in the minds, decisions, or behaviors of the policy makers and board who are involved. To them, I'm just an applicant at my knees waiting for their say. I just want to reach in their and find out what really is going on!
Reading and learning about need-based policies involved in the FAFSA made me take a second look at the Compact of Free Association with the US and Palau. I need to make other students like me from Palau understand what's going on. Maybe then they will know how to approach their own application process and the boards and Ministry of Education...and probably want to do something about it!
I have mentioned about scholarships and grants provided by my home island, and with some sort of understanding of these policies, role of government and other organizations in the financing of education, I come to see that I have a sort of clearer insight of what's going on with these grants or government provided educational funding. For the grant I have been anxiously waiting for, I believe policies and bureaucratic aspects that are prolonging the process. Other students who have been waiting for their award are frustrated and worried about problems that may be similar to mine: dis-enrollment, financial holds on their student records, and discontinuation or postponing their education. I am frustrated but somehow, understanding or having a slight idea of what's going on, I seem to sit patiently and wait...well...because HOW OR WHAT CAN I DO! I am not the policy make and have no influence in the minds, decisions, or behaviors of the policy makers and board who are involved. To them, I'm just an applicant at my knees waiting for their say. I just want to reach in their and find out what really is going on!
Reading and learning about need-based policies involved in the FAFSA made me take a second look at the Compact of Free Association with the US and Palau. I need to make other students like me from Palau understand what's going on. Maybe then they will know how to approach their own application process and the boards and Ministry of Education...and probably want to do something about it!
'Boost education in Micronesia, Marshalls
Again, here is another article on the issue of Micronesians overwhelming the systems in Hawaii and other locations. The Star Advertiser published an article titled "GAO: Boost Education in Micronesia, Marshalls." In the article, the author proposes that more US grant money be directed towards improving health care and education system in the Micronesia and Marshall island nations. Micronesian island nations would include the Republic of the Marshall Islands, the Republic of Palau, and the FSM, which consist of the island states of Chuuk, Pohnpei, Yap, and Kosrae. In addition, Gov. Abercrombie is also stating that Hawaii needs help in sustaining the health care and education system provided for the Micronesians here in Hawaii.
In the article, the author is highlighting two proposals in which grant money would be provided directly to the Micronesians islands and their health care and education in addition to directing federal aid to Hawaii's health care and education system. The Micronesian islands are receiving federal aid from the US for the purpose of improving health and education in the island nations. However, it is a more complex matter in which these two aspects of human well-being will prevent the mass of population migration to Hawaii, Guam, and the continental US. The author fails to realize that the island nations are adapting to a westernized way of living. Monetary aid will definitely improve the lives of the people, but there might be more to the migration of the people. The author should realize that this will be a gradual and slow progress towards reducing the population of Micronesians in Hawaii and other parts of the US. This is easier said/written than done.
The author really should do more research into this situation.
For example, in one case, Djou exaggerated on his perspectives on the Micronesian people in an interview with students on the homelessness in Hawaii. I was very heartbroken and upset about his comments because not all Micronesians are moving to Hawaii for the purpose of welfare! And Djou, a big figure here in Hawaii, may have influenced these students with his perspectives. He should've done more research or gain more knowledge about the people before building on more negative stereotypes on Micronesian people. As a Palauan, I sometimes question myself whether I should identify myself as a Micronesian. Will I get a good job outside of Palau if I identified myself as a Micronesian? This is an example of how I become concerned about my own identity and culture. Simply financing education or providing more grant to serve a goal of quality education is part of the solution. Understand the situation and issue, then maybe we can find the solution to the root of the problem and work our way from there.
In the article, the author is highlighting two proposals in which grant money would be provided directly to the Micronesians islands and their health care and education in addition to directing federal aid to Hawaii's health care and education system. The Micronesian islands are receiving federal aid from the US for the purpose of improving health and education in the island nations. However, it is a more complex matter in which these two aspects of human well-being will prevent the mass of population migration to Hawaii, Guam, and the continental US. The author fails to realize that the island nations are adapting to a westernized way of living. Monetary aid will definitely improve the lives of the people, but there might be more to the migration of the people. The author should realize that this will be a gradual and slow progress towards reducing the population of Micronesians in Hawaii and other parts of the US. This is easier said/written than done.
The author really should do more research into this situation.
For example, in one case, Djou exaggerated on his perspectives on the Micronesian people in an interview with students on the homelessness in Hawaii. I was very heartbroken and upset about his comments because not all Micronesians are moving to Hawaii for the purpose of welfare! And Djou, a big figure here in Hawaii, may have influenced these students with his perspectives. He should've done more research or gain more knowledge about the people before building on more negative stereotypes on Micronesian people. As a Palauan, I sometimes question myself whether I should identify myself as a Micronesian. Will I get a good job outside of Palau if I identified myself as a Micronesian? This is an example of how I become concerned about my own identity and culture. Simply financing education or providing more grant to serve a goal of quality education is part of the solution. Understand the situation and issue, then maybe we can find the solution to the root of the problem and work our way from there.
Federal Grants Provided for Palau Community College
Data on grants awarded to PCC students show that students fully fund their education at Palau Community College (PCC) through grant money provided by the United States Federal Grant made possible through the Compact of Free Association between the Republic of Palau and the United States. Basically, the students are attending the community college for free. During my year as a student at Palau Community College in 2004, I did not have to pay tuition from my own pockets--or should I say my family's own pockets. At the end of the semester, I would, however, receive a refund of nearly $500. The grant money awarded by FAFSA during my time enrolled at PCC was approximately $2000 a semester. I believe cost per credit during this time was $70. In addition to tuition fees, there were other fees that included student fees and cost of books and supplies that were added to the total tuition fee for a student. The grant money covered all the expenses, and I even received the money left over to save in my savings account in the bank.
Since then, cost of education at PCC has gone up to about $3000 per student. Again, students receive about $5000 in federal grant to cover education cost. It seems the tuition rise is determined in relation to federal grants provided for Palau Community College by the United States.
This year, PCC's college newsletter featured an article report on PCC's reaffirmed accreditation. In the article, "Warning Lifted Accreditation Reaffirmed", the college had to address four recommendations by ACCJC: "Improving Institutional Effectiveness, Library and Learning Support Services, Human Resources, Leadership and Governance."
Well, if PCC is not an accredited college, then it would not receive federal funding from the US. The US government seeking to ensure the federal funds and grants are being spent by colleges responsibly rely on accreditation organizations to do the work for them...to ensure the federal funds are being used effectively to improve quality of education offered at institutions. As you read throughout the article piece, there are other financial resources other than the federal funds provided by members of the community and organizations, including foreign organizations. Learning from finance class, there is a great importance in the diversity of revenues or financial resources for institutions. In the case of the students' funding education primarily by federal grants, is the institution providing other types of scholarships for students? In a case where federal grants will be decreased, will students have other sources of grants or funds to look towards? I know of the Faculty Senate Scholarship that provides a few hundred dollars to students from all over Micronesia who plan on or are attending PCC.
Since then, cost of education at PCC has gone up to about $3000 per student. Again, students receive about $5000 in federal grant to cover education cost. It seems the tuition rise is determined in relation to federal grants provided for Palau Community College by the United States.
This year, PCC's college newsletter featured an article report on PCC's reaffirmed accreditation. In the article, "Warning Lifted Accreditation Reaffirmed", the college had to address four recommendations by ACCJC: "Improving Institutional Effectiveness, Library and Learning Support Services, Human Resources, Leadership and Governance."
Well, if PCC is not an accredited college, then it would not receive federal funding from the US. The US government seeking to ensure the federal funds and grants are being spent by colleges responsibly rely on accreditation organizations to do the work for them...to ensure the federal funds are being used effectively to improve quality of education offered at institutions. As you read throughout the article piece, there are other financial resources other than the federal funds provided by members of the community and organizations, including foreign organizations. Learning from finance class, there is a great importance in the diversity of revenues or financial resources for institutions. In the case of the students' funding education primarily by federal grants, is the institution providing other types of scholarships for students? In a case where federal grants will be decreased, will students have other sources of grants or funds to look towards? I know of the Faculty Senate Scholarship that provides a few hundred dollars to students from all over Micronesia who plan on or are attending PCC.
Tuesday, November 8, 2011
How does financing education affect the way of living for families?
My true story....
So...there should be a study that examines how families are affected by tuition costs. Does paying tuition and financing expenses related to attending college have indirect or direct affects on the families of the student who attend college, especially lower income families? Families at a much lower socioeconomic status who support their children in attending to college may have to sacrifice themselves in order to help their children earn the college degree.
For me, my family, I feel is doing just this. I feel that whenever they can spare some money, they always think of me first. Although, I am always hesistant to take the money, and I manage not to! However, this semester, my financial situation has not improved in the last two weeks and the government grant is still up in the air! So out of my reach! Anyway...my impatience about the grant is not the point of this blog, but the point is about the families who support their chidlren to college even if they can't afford it.
How is the way of living affected by the tuition increases for these families? I guess I just began thinking about this. it would be interesting to find out what these families are going through.
Article(s) about how college is affecting families choices and way of living.
"Older Parents Preparing to Pay 3 Tuition Bills"
So...there should be a study that examines how families are affected by tuition costs. Does paying tuition and financing expenses related to attending college have indirect or direct affects on the families of the student who attend college, especially lower income families? Families at a much lower socioeconomic status who support their children in attending to college may have to sacrifice themselves in order to help their children earn the college degree.
For me, my family, I feel is doing just this. I feel that whenever they can spare some money, they always think of me first. Although, I am always hesistant to take the money, and I manage not to! However, this semester, my financial situation has not improved in the last two weeks and the government grant is still up in the air! So out of my reach! Anyway...my impatience about the grant is not the point of this blog, but the point is about the families who support their chidlren to college even if they can't afford it.
How is the way of living affected by the tuition increases for these families? I guess I just began thinking about this. it would be interesting to find out what these families are going through.
Article(s) about how college is affecting families choices and way of living.
"Older Parents Preparing to Pay 3 Tuition Bills"
Thursday, November 3, 2011
My Own Educational...um..Demise?: Update on un-Updated News on my Gov't Grant
So...I will share with you my issue! I promise I will try not to be a drama queen! I am just trying to understand what is going on with my situation with Palau's Ministry of Education government grant in relation to what I have learned and heard about policies, grants, the government, economy, and higher education institutions....
I have been very stupid over these almost two years in grad school by not having a diverse source of financing of my education. I have been reliant on a single government grant from Palau's Ministry of Education. As a result, if that money stops coming, I'm doomed! I will have to postpone my education. I thought I was smart this semester, so I applied to another government grant! HOWEVER, this other grant has not responded with any updates in regards to whether I am to receive any piece of the pie. I was told that disbursement of the grant will occur during the end of October, but it is now beginning of November. Hm?
I am trying to imagine what is going on that is resulting in the hold-up:
Policy-wise, there may exist inconsistent policies guiding the process of selecting eligible applicants, determining the amount of award to each applicant, and other policies to regulate the grants and applicants' accountability.
Bureaucracy-wise, there may be various individuals involved, including the board members and the minister, in which paperwork and authorization and whatever else occurs within the processing these government grants must pass through before the final state, approval, and, finally, awarding.
Applicant-wise, can it be possible that there's a hold-up in the process because the board committee, the minister, and other involved are having a hard time determining an eligible applicants to receive the grants? So far, the application only ask for the student's academic background, college level and field of study, and student's college level--undergraduate or graduate. I wonder what determines an eligible applicant:
college level: a graduate student may be a more potential human capital since he/she may have gained more skills and knowledge in his/her field of study as they have invested more time in college. However, graduate students pay higher tuition so that means more money for them...but this is not necessary. Maybe they will see graduate students as more able to find a job so that they can finance their education using their earnings in addition to grants. Therefore, maybe graduate students may receive a smaller portion of the grant money. In addition, undergraduate students may have preference over graduate students because the government of whoever is administering and creating the policies see undergraduate students as representative of a larger number of Palauan students attending universities.
Field of study: does your major determine whether you even receive any piece of the pie, cake, tart, or cookie! The Ministry of Education may have preference over students whose field of studies are seen to benefit Palau. Hm! I really hope my home island values education!
Give me some money so I can come home to teach our kids to apply to more than one scholarship! Please!
OK. Here is the link to the Palau College Access Challenge Grant (CACG) from Palau's Ministry of Education if you want to find out a little more about the grant.
I have been very stupid over these almost two years in grad school by not having a diverse source of financing of my education. I have been reliant on a single government grant from Palau's Ministry of Education. As a result, if that money stops coming, I'm doomed! I will have to postpone my education. I thought I was smart this semester, so I applied to another government grant! HOWEVER, this other grant has not responded with any updates in regards to whether I am to receive any piece of the pie. I was told that disbursement of the grant will occur during the end of October, but it is now beginning of November. Hm?
I am trying to imagine what is going on that is resulting in the hold-up:
Policy-wise, there may exist inconsistent policies guiding the process of selecting eligible applicants, determining the amount of award to each applicant, and other policies to regulate the grants and applicants' accountability.
Bureaucracy-wise, there may be various individuals involved, including the board members and the minister, in which paperwork and authorization and whatever else occurs within the processing these government grants must pass through before the final state, approval, and, finally, awarding.
Applicant-wise, can it be possible that there's a hold-up in the process because the board committee, the minister, and other involved are having a hard time determining an eligible applicants to receive the grants? So far, the application only ask for the student's academic background, college level and field of study, and student's college level--undergraduate or graduate. I wonder what determines an eligible applicant:
college level: a graduate student may be a more potential human capital since he/she may have gained more skills and knowledge in his/her field of study as they have invested more time in college. However, graduate students pay higher tuition so that means more money for them...but this is not necessary. Maybe they will see graduate students as more able to find a job so that they can finance their education using their earnings in addition to grants. Therefore, maybe graduate students may receive a smaller portion of the grant money. In addition, undergraduate students may have preference over graduate students because the government of whoever is administering and creating the policies see undergraduate students as representative of a larger number of Palauan students attending universities.
Field of study: does your major determine whether you even receive any piece of the pie, cake, tart, or cookie! The Ministry of Education may have preference over students whose field of studies are seen to benefit Palau. Hm! I really hope my home island values education!
Give me some money so I can come home to teach our kids to apply to more than one scholarship! Please!
OK. Here is the link to the Palau College Access Challenge Grant (CACG) from Palau's Ministry of Education if you want to find out a little more about the grant.
Saturday, October 15, 2011
Bridging Islands
Over the past years, I have always had an issue with my scholarship disbursement being late and having to face consequences with the institution I'm enrolled in. During this semester, for example, my enrollment was cancelled and this led to my termination as a student assistant at the university. So I was no longer considered an official student of the university for the semester and without a job. OH! And since you have your bus pass issued or renewed once your tuition or part of your tuition is paid, I was also without a bus pass. Since my termination came later than my dis-enrollment, I had to bus to work everyday, and I ended up paying $2.50 both ways--to work and back home--and this was expensive. Sheeze! Talk about a domino effect!
Anyway, after reading a few chapters from The Finance of Higher Education: Theory, Research, Policy & Policy, edited by Michael Paulsen and John Smart (2001), on policies and the evolution of financing higher education, I realize that the problem lies among the policies and bureaucratic processes involved in the aid program within the Ministry of Education (MOE) in my home island. First, the application is reviewed by the department then with the board of MOE. There are probably many policies involved in order to determine the award amount, who is awarded, and when the aid is awarded. Only if I knew the exact process in which scholarships and grants are awarded to students, so I can understand why I'm always penalized or at least understand enough to provide a clear explanation to the Cashier's Office so that they can give me a grace period or something and wait for the scholarship to be awarded. Fortunately, being persistent and really wanting a graduate education, I was able to work it out this semester. First, I had to prove my late disbursement of scholarship by providing documentation from scholarship board of the MOE to the university, then repeat the same process with the Student Employment office. I think I need to figure out a way in which the university can acknowledge the scholarship offices with the MOE as third-party sponsors with UH. Hm! Let's see if that's possible! What are the policies to this process, I wonder? Maybe I can bridge the Palau National Scholarship Board and other MOE offices with the UH Manoa system! I wish! Let's just try!
Anyway, after reading a few chapters from The Finance of Higher Education: Theory, Research, Policy & Policy, edited by Michael Paulsen and John Smart (2001), on policies and the evolution of financing higher education, I realize that the problem lies among the policies and bureaucratic processes involved in the aid program within the Ministry of Education (MOE) in my home island. First, the application is reviewed by the department then with the board of MOE. There are probably many policies involved in order to determine the award amount, who is awarded, and when the aid is awarded. Only if I knew the exact process in which scholarships and grants are awarded to students, so I can understand why I'm always penalized or at least understand enough to provide a clear explanation to the Cashier's Office so that they can give me a grace period or something and wait for the scholarship to be awarded. Fortunately, being persistent and really wanting a graduate education, I was able to work it out this semester. First, I had to prove my late disbursement of scholarship by providing documentation from scholarship board of the MOE to the university, then repeat the same process with the Student Employment office. I think I need to figure out a way in which the university can acknowledge the scholarship offices with the MOE as third-party sponsors with UH. Hm! Let's see if that's possible! What are the policies to this process, I wonder? Maybe I can bridge the Palau National Scholarship Board and other MOE offices with the UH Manoa system! I wish! Let's just try!
Friday, October 14, 2011
Private Institutions Fail Financial-Responsibility Test
In The Chronicle of Higher Education yesterday, 150 non-profit colleges were reported to have failed the financial-responsibility test. The what? That's what I thought. The Financial-Responsibility Test examines the financial health of an institution, I guess...well, according to the article. The test measures cash flow, deficits, debts, net worth, and budget surplus. The colleges will then have to submit a letter of credit to continue their eligibility in participating in financial aid programs. So my understanding is that the institutions will have to submit a letter that will represent their accountability in the financial aid programs.
This was news to me, however, as I did more research, this issue has been occurring during the previous years and colleges, in the hundreds, have been failing such a test. Basically, institutions--private and public--have been ailing in their financial health status. The financial-responsibility test is stated to protect the students from a failing institutions, meaning that students are to receive quality education in any institution but should be made aware of how their institution is doing financially to meet this need of quality education. But towards the end of the article, students are also notified not to discredit or rule out institutions who have been reported to fail the test because these institutions are not in danger of closing out. I wonder what students will do if they do find out that their institution is going through a financial crisis. Do most of these students even considering such issues as their colleges failing the test? Are they even aware that there is such a test? I didn't even know until I read this article. I think that those who are aware of such an issue will remain attending, but maybe will understand that it may be more challenging to receive federal aid from the institutions. Will an institutions failure in financing operating of the institution affect how the students will receive aid? Maybe. Policies regarding who receives aid and how will probably be re-evaluated and changed. It seems the issue just rolls down from the top and the students end up with most of the consequences to suffer from.
This was news to me, however, as I did more research, this issue has been occurring during the previous years and colleges, in the hundreds, have been failing such a test. Basically, institutions--private and public--have been ailing in their financial health status. The financial-responsibility test is stated to protect the students from a failing institutions, meaning that students are to receive quality education in any institution but should be made aware of how their institution is doing financially to meet this need of quality education. But towards the end of the article, students are also notified not to discredit or rule out institutions who have been reported to fail the test because these institutions are not in danger of closing out. I wonder what students will do if they do find out that their institution is going through a financial crisis. Do most of these students even considering such issues as their colleges failing the test? Are they even aware that there is such a test? I didn't even know until I read this article. I think that those who are aware of such an issue will remain attending, but maybe will understand that it may be more challenging to receive federal aid from the institutions. Will an institutions failure in financing operating of the institution affect how the students will receive aid? Maybe. Policies regarding who receives aid and how will probably be re-evaluated and changed. It seems the issue just rolls down from the top and the students end up with most of the consequences to suffer from.
Tuesday, October 4, 2011
Free Education for Palau...for now
A few weeks ago, in Education Finance class one evening, our whole class got into small groups to present their arguments either in support or against cost-sharing. The class was given a scenario in which we looked closely into the economic and demographic aspects in Ethiopia and its institutions of higher education. By the time it came for my group to present our argument against cost-sharing, I was even more confused in trying to understand how arguing against cost-sharing would be beneficial to the institution in Ethiopia. We ended our argument presented in front of the class and returned to our chairs. I sat down, and only after hearing my group-mates speak on our behalf--I had not said a word--I exclaimed in understanding, "FREE EDUCATION!" Well...I didn't say it quite as loud in exclamation, but I then completely understood what was going on in Ethiopia. Other fellow students and classmates mentioned how free education, instead of cost-sharing, would be a better strategy for the institutions in Ethiopia because economically, people, families, students, and communities are not ready to share the cost of education.
As arguments against cost-sharing in Ethiopian institutions present a similar idea for Palau, Palau is not ready to share the cost in education among the people and organizations of the small island nation. Palau proclaimed its independence from the United States in 1994 and signed the Compact of Free Association (CFA). The CFA allows continual ties with the United States and provision of resources--i.e., financial and [intelligence]--to aid in the development of Palau. Although Palau claims independence, apparently, Palau remains underdeveloped and dependent on foreign aid. Minimum wage is significantly low while cost of living is moving upward due to the people adopting to a more westernized way of living.This strongly suggest that Palau is definitely not ready to share the cost of education in higher education.
There are more public schools that make up the education system of Palau. There is only one institution of higher education. Palau Community College (PCC) offers associate degrees in majors such as liberal arts, tourism, office administration, environmental studies, and even vocational degrees. It is a post-secondary vocational/academic school accredited by the Western Association of Schools and Colleges. In a press release dated in June (2011), Frankie Reed, Deputy Assistant Secretary of the Senate Committee on Energy and Natural Resources of the United States, highlights the underlining meaning behind the relationship established between the United States and the Republic of Palau under the Compact of Free Association (CFA). Reed is basically presenting an argument as to why this relationship should continue during this review of the CFA. Once again, Palau receives a trust fund from the United States to improve development as well as continue in eligibility in federal programs and agencies, such as the US Postal services and Federal Financial Aid for students of Palau attending institutions in higher education.
Johnstone and Marcucci (2010) lists characteristics of low income countries that define Palau: inequality of wealth and income, poor schools and low industrialization, and "dependence on donor nations and organizations" (p. 260-261). These all, in turn, define higher education in developing nations, such as Palau, with lower higher educational standard and inadequate learning resources. The authors mention that there is great resistance in cost-sharing in these nations. Well...because the nations cannot afford school. Palauan people, most of them, cannot send their children to school and pay the full amount of tuition. Right now, I believe Palau needs free education. It has no choice. The question is whether the people and the island can continue to win the heart of the people of the United States in order for the Palauan people to attend schools in the US and receive a higher education.
Friday, September 2, 2011
Another Tuition Increase
UH to Present New Tuition Schedule
University of Hawaii to present new tuition schedule to community statewide
KAHULUI, Maui, Hawai‘i (August 26, 2011) – The University of Hawai‘i will be presenting to the community in the coming weeks a proposed tuition schedule it is recommending to take effect in fall 2012 through the spring 2017. At a meeting of the Board of Regents at UH Maui College, President M.R.C. Greenwood briefed members on the university’s ongoing fiscal challenges in light of state budget constraints, the plans for the new tuition schedule, and the university’s anticipated requests of the 2012 HawaiĘ»i State Legislature.
-University of Hawaii System
University of Hawaii is proposing a tuition increase to take effect in 2012 school year at all UH college campuses. The new “tuition schedule,” as one of its goals, aims to increase financial aid to support students and help parents in the cost of college tuition. What first came to mind, for me, is I should graduate as soon as possible to avoid the higher tuition fees. Every semester there is an increase of fees from tuition costs to housing fees.
In Hawaii, the cost of living is tremendously higher than most US states. Therefore, it becomes overwhelming for me to think yet of more increases in cost of attending college and living expenses, or where and how to find bargain prices on food and essentials. I become anxious about graduating sooner than planned to avoid rising tuition fees. I hope this does not influence my studies when I feel I’m rushing myself.
Despite this thinking, I hope students are encouraged to become more resourceful. I believe that one reason students are discouraged from attending college to earn degrees and enter the workforce is the lack of financial resources to fund their education. This also results in other option, such as joining the military, working full-time while attending college part-time. Other students drop out. I see these as frequent occurrences for Micronesian students who venture off from home to find a college education only to struggle or discontinue their education. D Bruce Johnstone and Pamela N. Marcucci, in Financing Higher Education Worldwide, observe the “divergence between trajectories of steeply rising higher educational costs and the flat or even declining trajectories of available public revenues” (20).
Higher tuition costs are being implemented at institutions every school year while the public and community struggle in the declining economy. The good that can come out of this is helping students become more resourceful, but how are we, as educators and the community, to help in this matter? I believe this can be a starting point to rethink and reevaluate goals of educators in the Republic of Palau. Not only do we have to educate our students in academic fields, but we need to inspire in them confidence and independence. Something to ponder on and take into action.
Johnstone, D. B. & Marcucci, P.N., (2010). Financing higher education worldwide. Baltimore, Maryland: Johns Hopkins University Press
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