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Learning institutions, especially universities and colleges, have always been centers for diversity to students in many ways. They create environments in which students learn to be independent, become more tolerant, develop into law abiding citizens, become more responsible adults and also foster self-reliance. But there is something else that many campuses really seem to be making good in the recent years. The introduction of the 'work ethic' in learning institutions is certainly offering a new experience to students. Working has become central to their wholesome formation as both educated and responsible citizens. Besides, employment helps them to meet their educational expenses, provide financial assistance, complement their academic experience and helps them meet their professional standards. However, there are also other factors that equally affect students who have taken up jobs. This paper looks at how government policies and regulations (specifically) affect students who are in line of work. In so doing, the paper begins by looking at the benefits that students who are presently in employment stand to gain compared to the other students who do not take up jobs while in school.
Employed College Students
Literally, many students today are so concerned about finding employments as much as they are with excelling in their studies. However, students are hitting the job sector for different reasons. Most students that seek employment do so out of necessity. With the increasing costs of living and school fees hiking up almost every other time, these students find their only alternative in looking for a job that will pay their bills and meet their expenses. The second category of students hit the job industry because they need to have something. They may have school fees, but they also need money for recreation and meeting other needs. Unlike the first group, it is not a 'must get' for them. The last category looks for jobs because they really want to work. All the same, for whatever reasons they seek job opportunities, employed students are more likely to be successful than students who do not work. This is because, right from the scratch, they learn to manage their own money, acquire social skills, and grow up to be responsible adults (Pern 1-261).
Further, students who are working greatly benefit from their work-related experiences; even better when they are doing their work part-time. This is because they learn to manage their spending in quick course. For instance in their budget, they are more likely to prioritize necessities. Even if they decide to spend their earnings on recreation, they are more likely to be moderate than students who do not labor for their money. The latter students, on the other hand, only come to learn about managing money when they are already out of school. Similarly, students who are presently in employment learn to appreciate the little money they have, and therefore, find it easy to plan their future with the little that is available (Perozzi 31-87).
Another advantage of taking up jobs while in school is that students get to moderate their lives. It is, for instance, unusual to find employed students frequently visiting recreational sites during working hours. Rules and regulations, and the workplace ethics tie them to their work, and thus place checks and balances on how they go about their daily lives.
Above all, employed students learn to become responsible adults. On the one hand, they have to concentrate on their studies, and on the other, they have to work to sustain their life and meet the necessary expenses. This duality in responsibility helps them to prioritize their lives and consistently attend to their duties. In fact, there are adequate grounds showing that students who work and study at the same time tend to perform more highly than those who are not working. Perhaps what has contributed more to this is the maturity in the working students. Unlike students who are not employed and only want to keep their parents' money flowing, employed students seriously value studies, and especially as a means to getting better jobs (Pern 1-261).
How does Government Policies and Regulations Affect Students who are in their Line of Work?
Government policies and regulations affect working students in many ways. They not only influence how learning institutions are organized, but also determine how much students need to work to meet their daily expenses. As of today, for instance, students can only receive 13% of their school fees from the government in form of loans. The rest they have to meet on their own. This has particularly necessitated the large number of students who are not on scholarships and sponsorships to look for extra jobs to meet their expenses. But it is not just about the 77% that they have to meet, they also have to deal with the large interest rates of paying back the government loan. Besides, the government has also prolonged the number of years taken to complete a degree course for students who are working either part-time and full-time. As a result, students have to deal with huge amount of debts by the time they complete their studies. This is one of the reasons students struggle to find employment and be able to repay their loans before they pile up (Patton A1-A9). It is, therefore, quite simple to see how government loan policies and regulations affect students who are in line of work.
Another policy that affects students who are working is the amount of money they can borrow at any given time from the government. According to the current government policy, students who work more borrow less from the government. Consequently, since they are given less, they take longer to finish their studies. On the other hand, students who work less borrow more from the government. In effect, they complete their studies within a shorter period compared to their colleagues who take full-time jobs (Joanne 26-29).
The policy of 'work less, borrow more' results into a situation where students find it easy to work part-time rather than full-time. As a result, the intensity of work reduces, thus, inevitably leading to a shift in school enrolment programs. When this happens, the outcome is that many schools will scratch out part-time studies since most students are available for full time studies. Also, given that part time jobs are mainly taken during evening hours, it would be realistic to set school programs during the day when most students are available rather than evening hours with a handful of students. But then there is danger to this especially with students who must work to pay their bills and meet their daily expenses. There is also a possibility that students will rely heavily on loans and thus lose out the importance of working for their own living. In addition, working enables students to mange their own resources and learn to take up adult responsibilities at an early age. However, when they are denied this opportunity, they are more likely to become lazy and heavily depend on their parents and government aids to meet their expenses (Joanne 26-29).
Apart from the 'work less, borrow more' policy, government has also restricted the requirements to qualify for aid programs. Working students will not only borrow less, but they will also find it really hard to qualify for both loans and Pell Grants. Students who are in line of work are equally affected by the 'Student Loan Forgiveness Act (SLFA)' and educational debt relief programs. Eligibility to these programs is a major worry for many students who are in line of work (Scott 18).
Students who have taken up jobs are also affected by the tax policies. As of today, the federal government does not tax employed students the same way it does with other employees. It is even better in 'Tuition Assistance Programs' which are not taxed at all. But the government has also ensured that students do not enroll for courses that would require them to be away from work during the listed working hours. In addition, the students must prove that their work will not affect the other employees in the workplace, especially if they have to cover up for them during scheduled hours. The other factors that also affect students who are in line of work include; working hours, shifts, working days, holiday programs and working year.
Taking up jobs while in college campuses is very important to the wholesome growth of students. They not only acquire knowledge and necessary experiences, but also learn to become responsible adults. They begin to manage their own resources while in school rather than after they complete their studies. Research shows that student employment contributes significantly to the student's growth in terms of financial assistance, occupation experience, and academic complementary experiences.
Nevertheless, students who are presently in line of work are also affected by the government policies and procedures in many ways. The federal government influences how much students need to work to meet their bills and expenses. The policy of 'work less and borrow more', for instance, discourages students from taking up full-time jobs to secure government loans. They also find it really hard to qualify for loans, Pell Grants and educational debt relief. Besides, the government has also prolonged the number of years taken to complete a degree for students who are working either part-time or full-time. As a result, they end up paying more fees than those who are on full-time courses. Lastly, students who have taken up jobs are also affected by the government tax policies.