Contributors to the Evolution of American Higher Education System

The evolution of higher(prenominal) directional System the unify States can be attributed from several components. Among these attributes are the 1944 GI superlative of Rights and the assigning of the prexys relegating on high Education by President Truman in 1946. Such significant contributions not only greatly affected the the Statesn Education System during those times but also served as catalysts that refer to benefit the groundbreaking society. These also paved the way alterment, acceleration and the widen the dodging of educational activity as well as has opened opportunities for Americans of past, bribe and future generations.The significant development of the American higher education scheme can be traced from the enactment by President Franklin Roosevelt on June 22, 1944 of the GI Bill of Rights which was also c wholeed as the Servicemens Readjustment Act of 1944 (cited in Greenberg, 2007, p. 47). The right changed the American economic and social standpoints since among its homeworks provided veterans of World War II an easy and immediate financial assistance by path of unemployment insurance.Most importantly, the integrity gave American veterans big opportunities such as vocational and practical activities relating to college encyclopaedism as well as free access to housing and crease loans (Greenberg, 2007). One of the permanent legacies of the GI Bill of Rights is now the ordinary supposition that anyone can and should have education irrespective of age, sex, race, religion, or family status (Greenberg, 2007, p. 49). The rightfulness was also noted for bringing back the veterans interest in education, bulk of who have not achieved even secondary diplomas because of the World War II.With the provision of a better flavor of higher education which the veterans have longed for, the natural law provided a broad and lasting acceptance of the notion that learning, particularly post-secondary or college education is the Americans pa thway to an improved employment and life (Greenberg, 2007). Aside from providing Americans from all walks of life a practical access to higher education, the GI Bill of Rights has also altered the definition of college learning in public a contendeness starting from 1950s until today.Before the war, the system was characterized mostly by private, liberal arts, small-college, rural, residential, elitist, and oftentimes discriminatory from institution to institution with respect to race and religion (Greenberg, 2007, p. 50). However, the authorized higher education system now is noticeably public that centers on occupational, technical, and scientific education, huge, urban-oriented, suitable for commuter attendance, and highly democratic (Greenberg, 2007, p. 50).At present, the system focuses and offers quality cultural, learning and financial aspects of higher education instead of just self-assurance of the upper members of the society. Lastly, the law is best noted as one ciph er that led to tremendous social change. Since there was shake up of perspectives as regards sex, religion, and race, the law subjected even the ordinary Americans to liberated ideas of the society by means of higher education (Greeberg, 2007, p. 51). Meanwhile, a lot of veterans returned to college or post-secondary education in 1946.The heavy influx of students and industrialization of the economy, however, overstressed the system, curriculum and facilities. Additionally, the increasing chip of war veterans studying again aggravated the existing educational problems being experient by regular college students. This is because the group of veterans has to struggle it out with the American youth in their pursuit of a quality higher education. Hence, ii the both groups increased the demands of college education.However, government assets and means of instrument are unable to line up with the requirements such as an increased enrollees as well as grade of needs and involvement s of both the veterans and youth as college students (Alexander, 1998). With the above situation in 1946, President Truman established a Presidents bursting charge on Higher Education and said that we should now reexamine our system of higher education in terms of its objectives, methods, and facilities and in the light of the social role it has to play (Presidents counseling on Higher Education, 1947).The committee was composed of 28 prominent and big Americans such as professionals and laymen like George F. Zook. The group immediately worked and in celestial latitude of 1947, made a 377-page report titled Higher Education for American Democracy which was composed of six volumes under the following titles Establishing the Goals, Equalizing and Expanding Individual Opportunity, Organizing Higher Education, Staffing Higher Education, Financing Higher Education and Resource Data (Presidents Commission on Higher Education, 1947, pp.1-3, 5-8, 25-29, 32-39, 47-49). With a task to carr y out what President Truman has said and define the obligations of colleges and universities, the commissions worked it out with the said educational facilities but were ab initio unsatisfied with the results. This is because education experts noted an apprehensive sense of failure or defect in the system. They also felt that the facilities are unable to take note up with the pace of the ever-changing state of the system as the society.Additionally, they fix a need to re-pattern everything in order to meet the needs and turn the concerns of the veterans and youth students which eventually will bring out the effectiveness of the modern education and system and society Moreover, the escalating desire of Americans to aspire for college education and sarcastic necessity for such effective system became the determining factors for the need to improve the execution of the conventional tasks.This, in effect, eventually enabled the system, to assume the new quarrel such the as re-entr y in college of war veterans as the growing number of youth students, who are both motivated to improve their value as a free and educated Americans (Alexander, 1998). The above-cited commission and measure are both significant as they greatly contributed on the evolution of the American Higher Education System. This is because the improved system of American higher education enabled the transaction of a more quality of living and democracy in the republic for the reason that the benefits equally extended to all citizens.The GI Bill of Rights and 1947 Presidents Commission on Higher Education have proven their existence and worth because they paved the way for renouncing the unfair education practices of discrimination and separation. Moreover, the said two contributors have resulted in leaders realization of the importance of quality and accessible college education system and equal opportunities in life. Ultimately, higher education system should be targeted at weakening as wel l as getting unloosen of learning discrimination and eventually establishing attitude that will offer the system freely accessible to all Americans. ReferencesAlexander, F. K. (1998). The Presidents Commission Higher Education for Democracy, 1947. The American College and University EOL 474. Retrieved June 20, 2008 from University of Illinois at Urbana-Champaign database. Greenberg, M. (2007). The GI Bill of Rights. Historians on America Decisions that Made America (pp. 46-54). Washington, DC U. S. Department of States Bureau of International Information Programs Presidents Commission on Higher Education. (1947). Higher Education for American Democracy A typography of the Presidents Commission on Higher Education. Washington, D. C. Government Printing Office.a