Attitudes towards Education


Education is one of the most useful and long lasting assets that can be given to children. It is usually passed from one person to another either formally or informally. It usually equips the students with knowledge on how to handle various challenges in life either in work or in the social sphere.

Due to the value attached to it, governments in some countries usually offer it to the citizens free of charge or at subsidized prices. There are rules that govern its undertaking to ensure that it is availed to all and the implementation is smooth. In most developing countries the parents usually pay the fees for their children with minimal or no assistance from the government.

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In these countries due to lack of resources, the rates of illiteracy is usually high. Most of the children engage in economic activities and quit school. This paper seeks to compare and contrast how are the attitudes toward education different among students who work to finance their own education and students who do not vary outlining the differences and the reason for their existence.

Students working to finance their education

There are student who usually work to finance their education. These students mainly engage themselves to work while still studying in order to cater for the deficit in their school fees. This arises from the competing needs for school fees, housing fee and general maintenance in the presence of limited funds to cater for them. In the current times, the number of students who work while still undertaking their education is increasing.

This is usually found to have some effects on their academic performance and social life. The effects might be positive or negative depending on the students. In case the students get a well paying job, he might decide to work and put the education on hold. This is usually found to have negative effects on his attitude towards education. This is found to vary between various students and is based on the student’s long term objectives rather than the short term objectives (Moschetti 8).

In the school attendance, students who work to finance their education are sometime inconsistent in attending their classes. These students usually undertake part-time jobs and in times when working hours collide with class time, the usually opt to miss the classes and go to work.

This is usually aimed at maintaining the income source (Wagdarikar et al. 10). They usually spend their free time in covering whatever was covered in their absence. In the case of the students who usually have their fees fully catered for, they are most likely to attend all the classes.

Due to the necessity of having to undertake the class work, this usually makes them improve their attitude towards education. This is mainly due to limited time to cater for the class work. This is not usually the case as some work is obsessive and the student may find him/herself neglecting his academic duty.

Students who participate in work during their studies usually interact with various people. In this interaction they usually learn various aspect of life which they would not have learnt in class. They usually meet various challenges. These challenges usually give them a chance to learn how to solve similar challenges they may encounter in future. This thus implies that their mind develops all way round.

They usually have real life experiences of the class work and are therefore most likely to understand various concepts better. This challenges necessitates the use of knowledge to overcome them and thus can improve the students appreciation for the knowledge and thus improve his attitude towards it. For the students who do not work while studying, they usually face many challenges when they go into the job market due to lack of sufficient exposure in the field in which they were studying.

Leadership is learnt through practice as well observation. When students are working, they usually learn how to handle and manage various issues. These issues require various tactics of handling them and indicate the importance of education in the job market. The other employees usually provide them with guidance incase they are stuck in some issues.

Also they usually learn leadership from senior employees by checking on how they handle various challenging issues. In undertaking their duties, the students may be placed to be in charge of other employees depending on his knowledge and skills. This usually provides a good platform for the development of managerial skills. The managerial skills learnt at work are applied at school and usually have positive results (Williamson 6).

At work place, there is diversity of people. Working students usually have time to learn how to interact and relate with other people. This usually helps them to develop socially. At school there is little possibility of the fellow students changing their social interaction. At work, the people usually change work and the presence of new employees leads to the development of socials skills.

Due to the increased interaction and knowledge, student who work while studying are usually equipped with enough knowledge on the academic reward in the job market. This usually makes them study trying to improve their weak points which could be more rewarding in future. This knowledge helps them in making good choice of the units to study.


The students who work to finance their studies usually have a greater affection towards education. Initially they may be lacking the proper attitude towards education but due to experiences and challenges at work place, they usually appreciate the importance of education and thus improve their good attitude towards it.

Works Cited

Moschetti, Ram. Understanding the experiences of white, working-class, first-generation community college students. Santa Barbara: University of California, 2008. Print.

Wagdarikar et al. Organizational Citizenship Behavior and Perception of Organizational Justice in Student Jobs. Munich: GRIN Verlag, 2010. Print.

Williamson, Kim. Working students: an exploration of young people’s experiences combining tertiary education and employment. Auckland, New Zealand: University of Auckland, 2006. Print.


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