EDUCATION RIGHTS 8 Is Education a Right or a Privilege?NameCourse NumberModule NumberDate Abstract The debate over education continues with each passing year. Socio-economic changes, particularly in the United States, have made education essential to obtaining gainful employment. Better primary education, better teachers and smaller classroom sizes can help students succeed in the primary grades. As higher education becomes more important, this can open even more doors to technology, medicine and other high paying fields. Many would consider access to the best education to be a right which we should all be privy to. Looking at this issue from a global perspective reveals that quality education should be considered a privilege which should be valued and treasured. Running head: EDUCATION RIGHTS 2 Is Education a Right or a Privilege? In nearly every election and important political debate, education continues to be an common and controversial topic. Much of the discussion is around the “right” to quality education, and how social, economic and racial factors seem to favor one group or another with regard to quality education. In the landmark Supreme Court decision of Brown v. the Board of Education in 1954, education was proclaimed to be a “right which must be made available to all on equal terms” (Carson, 2004). Over sixty years later, it is clear that this goal still has not been reached, either nationally or internationally. As wealth equality has changed during that time period, similar trends are seen in education. As the economy shifts from manufacturing to technology in the United States, education becomes that much more important in securing high wage employment. The same is true in other counties. In fact, if a global and historic view of education is taken, I believe that it is clear that education is really a very important privilege, rather than a right. When the Affordable Care Act, aka Obamacare, was passed in 2010, many dismissed it as just another unnecessary social program that put more burden on the taxpayers in order to make sure that the poor and other less privileged parts of society had access to affordable health care. This was despite the fact that the United States was the only first world country that did not already guarantee healthcare for its citizens. Many of the people who opposed Obamacare as a “social program” have taken advantage of the free public education in the United States for themselves. Since it was a part of life that was taken for granted, free education was considered as much of a right as clean water or access to police and fire services. By looking at things more internationally, it is clear that the American perspective is probably altered by history, convention and perception. Wealth inequality was a constant topic of debate in the 2016 U.S. Presidential election. Bernie Sanders presented numerous statistics about the wealth o ...

1. EDUCATION RIGHTS
8
Is Education a Right or a Privilege?NameCourse NumberModule
NumberDate
Abstract
The debate over education continues with each passing year.
Socio-economic changes, particularly in the United States, have
made education essential to obtaining gainful employment.
Better primary education, better teachers and smaller classroom
sizes can help students succeed in the primary grades. As higher
education becomes more important, this can open even more
doors to technology, medicine and other high paying fields.
Many would consider access to the best education to be a right
which we should all be privy to. Looking at this issue from a
global perspective reveals that quality education should be
considered a privilege which should be valued and treasured.
Running head: EDUCATION RIGHTS
2
Is Education a Right or a Privilege?
In nearly every election and important political debate,
education continues to be an common and controversial topic.
Much of the discussion is around the “right” to quality
education, and how social, economic and racial factors seem to

2. favor one group or another with regard to quality education. In
the landmark Supreme Court decision of Brown v. the Board of
Education in 1954, education was proclaimed to be a “right
which must be made available to all on equal terms” (Carson,
2004). Over sixty years later, it is clear that this goal still has
not been reached, either nationally or internationally. As wealth
equality has changed during that time period, similar trends are
seen in education. As the economy shifts from manufacturing to
technology in the United States, education becomes that much
more important in securing high wage employment. The same is
true in other counties. In fact, if a global and historic view of
education is taken, I believe that it is clear that education is
really a very important privilege, rather than a right.
When the Affordable Care Act, aka Obamacare, was passed in
2010, many dismissed it as just another unnecessary social
program that put more burden on the taxpayers in order to make
sure that the poor and other less privileged parts of society had
access to affordable health care. This was despite the fact that
the United States was the only first world country that did not
already guarantee healthcare for its citizens. Many of the people
who opposed Obamacare as a “social program” have taken
advantage of the free public education in the United States for
themselves. Since it was a part of life that was taken for
granted, free education was considered as much of a right as
clean water or access to police and fire services. By looking at
things more internationally, it is clear that the American
perspective is probably altered by history, convention and
perception.
Wealth inequality was a constant topic of debate in the 2016
U.S. Presidential election. Bernie Sanders presented numerous
statistics about the wealth of the top 1% in relation to everyone
else. As countries, including third world countries, move
towards unregulated capitalist systems, the results are easy to
see. In Africa for example, there remains a stated goal for 100%
of all boys and girls to complete at least a primary education
(Ohanyido, 2012). Even though the enrollment rate increased

3. from 65 percent to 83 percent in the ten years following 1999,
the goal is still not being met today. Africa’s gross enrollment
rate remains the lowest in the world. Poorer countries in Africa
and elsewhere in the world struggle with infrastructure, teacher
retention and recruitment, war, famine and political strife.
Overcoming these and other issues is a huge task that makes
even the most basic of education an accomplishment.
Many poor countries require help from the United States, United
Nations or private citizens just to enable to most basic of
educational infrastructure. This includes nations where
education for women has been traditionally undervalued. The
long-term efforts of Greg Mortenson in Pakistan were recorded
in his own best-selling account (Mortenson, 2006). The fact that
a private citizen was able to, in some aspects, outperform the
government of an entire nation, gives perspective to the scale of
the issue internationally. Accounts such as this can give us more
perspective regarding the struggle that is required to obtain an
education of any kind. It is this sort of perspective that allows
us to understand the many privileges that our country engenders
for us. For example, while $25,000 per year for a family of four
is considered poverty level in the U.S., many citizens of third
world countries are forced to persist on just pennies per day.
Much of the debate in the U.S. today is based on the perception
that poorer areas of the country are in turn able to spend less
money on education, therefore the public education in these
areas tends to suffer as compared to the wealthier areas. This
can tend to blur the lines between racial and economic factors,
since many poor areas of the U.S. are predominantly non-white.
The idea of subsidizing private schools has sometimes been
proposed as an antidote for this issue. The idea behind this is
that parents will be provided a stipend for sending their child to
private school and essentially save the taxpayers and equal
amount by remaining out of the public school system. This in
turn creates competition for students between public and private
schools. Using this free market model, we would expect the
public school performance to improve in reaction to the

4. competition. Studies have shown that this is not necessarily the
case and that the students benefitting from the programs were
often from higher income families (Price, 2014). In order for
public schools to compete with private schools on a level
playing field, the public schools must have access to the same
resources. Since these resources are inevitably finite, it is not
truly possibly for public schools to compete against private on a
level playing field. It was also concluded through the study that
access to private school education would not necessarily
overcome the challenges that students faced at home and in
their neighborhoods, based on the lower income levels.
Other legislative initiatives, such as No Child Left Behind, use
a similar philosophy of forced equivalence to try to establish a
minimum level of quality education for everyone. These types
of programs often face the criticism that they are attempting to
solve a number of different problems with a single approach.
Since education is a complex and sensitive issue for most
families, perhaps it requires more thought and customized
programs to be successful. The forced bussing programs of the
1960’s and 1970’s were another example of a forced quality
standard. While many minority students, including Earvin
‘Magic’ Johnson and other successful citizens, benefitted from
the improved facilities and teachers they encountered after
bussing, the concept also stirred controversy and anger in many
communities. While strong personalities like Johnson were able
to overcome some of these barriers, this was not always the
case.
Despite the progress, even more recent studies have shown the
relationship between poorer students and lesser quality of
education. As recently as 2007, school districts and Seattle and
Louisville, KY have attempted to evoke Brown v. the Board of
Education in order to defend more progressive bussing and
magnet school programs designed to continue the progress
towards a level playing field (Bazelton, 2008). In Louisville,
almost every school was between 15-50% African American.
Continuing the progress towards quality education for all

5. requires looking at all socio-economic factors, including race,
income, family structure, etc.
While education in general, and primary education in particular,
has been viewed as a birth right for American citizens for
generations, the disparity between races and economic classes
with regard to quality of education has been acknowledged as
well. This is why Brown v. the Board of Education is still
viewed as such a watershed event. The ruling in favor of
desegregation was perhaps ahead of its time and a huge leap
forward from the Jim Crow laws of the past that suppressed
African Americans disproportionately. Ten years after the
decision, 98% of African American students still attended
predominantly black schools and by the 1970s, resistance to
school desegregation had become national (Carson, 2004).
Despite the resistance, the progress of African Americans in
society has been persistently evident, including the election of
an African American President in 2008. While the events of the
1950’s helped move our nation towards more equality in
educational quality, we cannot deny that education itself is a
privilege that many other countries are not as lucky to regard as
such. It is perhaps the privilege we have had for so long in this
country that leads many to view these blessings as a birth right.
The events of the 1950’s and 1960’s put educational equality
into the spotlight. Although it had long been accepted that
everyone had a right to an education, it was also commonly
known that the quality of this education tended to vary. This
variation is easier to see when we look at the issue on a national
basis. On this basis, we also perceive this education as a right
that we sometimes take for granted. In fact, the privilege aspect
is sometimes only thought of when distinguishing between the
higher and lower quality institutions. By looking at this issue
globally instead, it is easy to put ourselves in the shoes of those
who may not have even had the option of primary education.
When we look at the issue on that basis, it is easy to conclude
that education is a priveledge rather than a right.

6. References
Bazelton, E. (2008). The Next Kind of Integration. From:
Muller, G. (2010) The McGraw Hill Reader, Issues Across the
Disciplines, 12th Edition, 201-211. New York, N.Y.: McGraw
Hill Education
Carson, C. (2004). Two Cheers for Brown v. Board of
Education. From: Muller, G. (2010) The McGraw Hill Reader,
Issues Across the Disciplines, 12th Edition, 219-225. New
York, N.Y.: McGraw Hill Education
Mortenson, C., Relin, D. (2006). Three Cups of Tea. New
York, N.Y.: The Penguin Group
Ohanyido, C. (2012). The Pivotal Role of Education in Africa’s
Development.
Global Education Conference. Retrieved from
http://www.globaleducationconference.com/profiles/blogs/the-
pivotal-role-of-education-in-africa-s-development
Price, T., Wittkopf, S. (2014). How Publicly Subsidizing
Private Schools is Destroying Community Schools. Counter
Punch. Retrieved from
https://www.counterpunch.org/2014/10/24/how-publicly-
subsidizing-private-schools-is-destroying-community-schools/
Level 3 108 Margaret Street
Brisbane City QLD AUSTRALIA 4000

7. CRICOS NO: 02763G RTO NO: 31353
+61 (7) 3194 6549
BSBWHS605
Develop, Implement and Maintain WHS Management Systems
ASSESSMENT
Assessment 1
Student name
Tzu-Fang, Peng
Student Number
Qii00000fy
Assessor’s Name
Narelle McKay
written test
Assessment due date: 5.00 pm, <2nd Feb 2018>
Assessment type: Individual assessment
Assessment format: Knowledge based questions
Submission details:
· This assessment task is due to be completed in writing and
submitted as agreed with your assessor.
Any variations to this arrangement must be approved in writing
by your assessor. Students may request alternative arrangements
subject to individual circumstances in consultation with the
course coordinator and trainer of the unit.
A printed version of your assessment must be submitted with
any required evidence attached if requested.
· A completed cover sheet must be submitted with all
assessments.
· Failure to submit your complete assessment at the date
specified will be deemed as non-submission
· You are required to fill in, sign the academic honesty
statement, and attach the assessment cover sheet to the front of
your submitted assessment. Ensure you sign the receipt form
when submitting.
· Plagiarism: Failure to adhere to the plagiarism policy, as
outlined on the assessment cover sheet, will lead to the non-
acceptance of the submitted assessment, as well as a written

8. warning for breach of the policy.
Assessment description:
This assessment applies to the following situation:
Students who have previously and successfully completed
either: BSBRSK501A, BSBRSK501B OR BSBRSK501,
AND are required to also complete BSBWHS605.
For students who have NOT completed any of the versions of
BSBRSK501, as above, this gap assessment does NOT apply
and the student would be required to complete a full assessment
for BSBWHS605.
For this task you are required to answer all questions below as
directed/agreed with your assessor. You may be required to
submit some of the answers in writing, if you are required to
demonstrate your competency in written procedure/s. Your
assessor will inform you/agree on the assessment guidelines and
arrangements for completing this task.
Instructions for students:
Assessment 1 is compulsory. You are required to achieve
competency in all questions to be deemed Competent for this
unit.
You are required to demonstrate that you are able to address the
following:
1. Work Health and Safety Management System (WHSMS) is a
collection of plans, tools, activities and processes. List 3 of
these plans, tools activities or processes and explain what they
are.
Plan: it is goal/subjective. For example: emergency plan. The
goal or subjective of the emergency plan is to protect all onsite
staff and build up a safe and healthy work environment when an
emergency happens.

9. Tools: Emergency training is provided to all level of staff which
makes sure all of staff are aware of the importance of the emery
plan and committed to participate.
Activities and process: Regular meetings and audits, updating
WHS-related information like Standards, Regulations, Acts help
a company to understand their duties and maintain a good
quality of a safe and healthy work environment.
2. Explain in your own words the following principles and
elements of a WHSMS:
a) Commitment and policy
To identify what it is important to achieve for a safe and
healthy work environment and the company and their employees
needs to participate at all time with running a WHSMS.
b) Planning
Working on the details of steps includes determining who are
responsible to plan, for example, WHS office, consulting with
experts and training mangers and supervisors and following
WHS-related information. The incidents reports system will be
also part of planning.
c) Implementation
The hazard and the assess the risk will need to be identified on
each single item and then determining what tools and resources
are required. Building up a frame of management and who are
responsible for certain areas with related-training plans.
d) Measurement and evaluation
Monitoring the performance of WHSMS help to identify the gap
between the reality and the expectation. Regular meetings and
audits would be conducted and the information from the regular
reports will collected.

10. e) Review and improvement
Regular review will be conducted from meetings and the
company would understand the WHSMS is running well and
what have been done and what can be done more.
3. Section 4 of your workbook explains how to implement the
WHSMS.
a) Find 3 barriers to implementing the WHSMS.
Individuals and different parties has difficulty in
communicating the requirements of the WHSMS plan and
commitments.
Not easy to make sure the procedures and processes are
followed when it is struggling to work with individuals or
parties.
The participations of individuals are negated in the
implementation of the WHS plans.
b) Provide 3 strategies for overcoming the barriers identified.
One should spend the time to communicate the requirement of
the WHS plan to the individuals and parties so that it becomes
clear and can be gone for.
One should also ensure the relations between the workmates is
good and hence the policies and procedures are followed.
Each is made to work together with other, and therefore, in
unison, the barriers are overcome.
4. List 3 requirements for record keeping that address WHS,
Privacy and other relevant legislations.
Easy identification and traceability.
Filling, collection, and indexing.
Maintenance and storage.
5. Research Comcare (through the internet) and explain in your
own words what Comcare is and what Comcare does.
Comcare is a nationwide system of professional health and

11. safety of workers compensational laws, and the can be said to
have been initially established because of public sector
employees. Employees under the Comcare laws have protection
from the states a territory OHS and also workers
compensational laws.
6. Please explain the following in your own words.
a) Acts
Acts are formal decisions that can be considered as laws by the
legislature.
b) Regulations
A regulation is a directive that is maintained by the authorities.
c) Australian Standards
Australian standards document setting out specification,
procedures, and guidelines in Australia.
d) Guidelines and Codes of practice
Guidelines and codes of practice are the points where one
cannot exceed a method.
7. Explain in your own words the following elements required
to measure the success of the system:
a) Inspection, testing and monitoring
Inspection, testing, and monitoring are element carried out in
the given order for a system are checked, then undergoes tests
and then monitored if successful.
b) System audit
System audit: this is the official scrutiny of the system and its
functionality.

12. c) Reporting
Reporting: this is writing how the system is failing on and if it
is becoming a success or a failure.
d) Corrective action
Corrective action: this is where the wrong parts of the systems
are corrected and made suitable.
8. Provide 3 examples WHS duty holders and explain their roles
in establishing policy and maintaining WHS management
system.
Public companies.
Private companies.
Schools.
9. Provide 2 reasons why you need to communicate
implementation needs to important stakeholders.
Implementation needs must be presented to the stakeholders to
discuss the most suitable way out.
The second requirement is to acknowledge them on the
challenges of the system.
10. What are the 5 elements of a WHSMS structure? Explain
them in your own words.
Commitment and policy: here one identifies the objectives and
targets then he or she generates an administration system to
assess the risk and perils.
Planning: here planning takes place, and responsibilities are
allocated.
Implementation: in this area, there is the identification of risks
on an individual level so that management can be appropriately
delegated.
Measurement and evaluation: this is done to keep track of the
whole system.
Review and upgrading: the administration meets and evaluates
the operation.

13. 11. What is AS/NZS 4801:2001? Explain it in your own words.
It is an occupational health and safety management system
specification with use guidance.
1
BSBWHS605: DEVELOP,IMPLEMENT AND MAINTAIN WHS
MANAGEMENT SYSTEMS_ ASSESSMENT_VER 1.2
© Queensland International Institute 2018
“IMPORTANT: Remember to reference all the sources you use
to help you answer these questions and answer all questions in
your own words.”
Level 3 108 Margaret Street
Brisbane City QLD AUSTRALIA 4000
CRICOS NO: 02763G RTO NO: 31353
+61 (7) 3194 6549

14. Unit Schedule
BSBMGT608 + BSBINN601- (ALL IN RED)
Manage Innovation and Continuous Improvement + Lead and
Manage Organisational Change
This unit describes the skills and knowledge required to sustain
and develop an environment in which continuous improvement,
innovation and learning are promoted and rewarded.
It applies to people with managerial responsibilities who aim to
build a better and more effective work environment. Continuous
improvement and innovation have links with the model of the
learning organisation and people working at this level play an
important role in building the culture, values and attitudes of
the organisation.
This unit describes skills and knowledge required to determine
strategic change requirements and opportunities; and to
develop, implement and evaluate change management strategies.
It applies to managers with responsibilities that extend across
the organisation or across significant parts of a large
organisation. They may have a dedicated role in human
resources management, human resources development, or work
in a strategic policy or planning area.
The unit takes a structured approach to change management and
applies to people with considerable work experience and
organisational knowledge.
Week Number
Topics
Assessment Questions

15. A1
A2
1
09:30-05:30
· Introduction
· Overview of the course
· Housekeeping Rules
· Explanation of Assessment
1. Review programs, systems and processes
pp.
Q1
Q2
Q4a-b
Q6a-b
Q1
Q5
Q6
1. Identify change requirements and opportunities
pp.
Q1
Q2
Q4a-b
Q6a-b
Q1
Q5
Q6

16. 2
09:30-05:30
2. Develop options for continuous improvement
pp.
Q4b
Q6a-b
Q3a-e
Q6
2. Develop change management strategy
pp.
Q4a-b
Q5a-e
Q3a-e
Q6
Q7
3
09:30-05:30
3. Implement innovative processes
pp.
Q7a-c
Q8a-b
Q9a-b
Q2
Q3a-e
Q4a-c
3. Implement change management strategy
pp.
Q7a-c
Q8
Q9
Q2

17. Q3a-e
Q4a-c
Q7
Assessment Day
Submission of Assessment by 5pm
1
BSBMGT608: MANAGE INNOVATION AND CONTINUOUS
IMPROVEMENT + BSBINN601: LEAD AND MANAGE
ORGANISATIONAL CHANGE_UNIT SCHEDULE_VER 1.1
© Queensland International Institute 2017
Level 3 108 Margaret Street
Brisbane City QLD AUSTRALIA 4000
CRICOS NO: 02763G RTO NO: 31353
+61 (7) 3194 6549
BSBWHS605
Develop, Implement and Maintain WHS Management Systems
ASSESSMENT
Assessment 1
Student name
Student Number

18. Assessor’s Name
written test
Assessment due date:
Assessment type: Individual assessment
Assessment format: Knowledge based questions
Submission details:
· This assessment task is due to be completed in writing and
submitted as agreed with your assessor.
Any variations to this arrangement must be approved in writing
by your assessor. Students may request alternative
arrangements subject to individual circumstances in
consultation with the course coordinator and trainer of the unit.
A printed version of your assessment must be submitted with
any required evidence attached if requested.
· A completed cover sheet must be submitted with all
assessments.
· Failure to submit your complete assessment at the date
specified will be deemed as non-submission
· You are required to fill in, sign the academic honesty
statement, and attach the assessment cover sheet to the front of
your submitted assessment. Ensure you sign the receipt form
when submitting.
· Plagiarism: Failure to adhere to the plagiarism policy, as
outlined on the assessment cover sheet, will lead to the non-
acceptance of the submitted assessment, as well as a written
warning for breach of the policy.
Assessment description:
This assessment applies to the following situation:
Students who have previously and successfully completed
either: BSBRSK501A, BSBRSK501B OR BSBRSK501,
AND are required to also complete BSBWHS605.
For students who have NOT completed any of the versions of
BSBRSK501, as above, this gap assessment does NOT apply

19. and the student would be required to complete a full assessment
for BSBWHS605.
For this task you are required to answer all questions below as
directed/agreed with your assessor. You may be required to
submit some of the answers in writing, if you are required to
demonstrate your competency in written procedure/s. Your
assessor will inform you/agree on the assessment guidelines and
arrangements for completing this task.
Instructions for students:
Assessment 1 is compulsory. You are required to achieve
competency in all questions to be deemed Competent for this
unit.
You are required to demonstrate that you are able to address the
following:
1. Work Health and Safety Management System (WHSMS) is a
collection of plans, tools, activities and processes. List 3 of
these plans, tools activities or processes and explain what they
are.
2. Explain in your own words the following principles and
elements of a WHSMS:
a) Commitment and policy
b) Planning
c) Implementation
d) Measurement and evaluation
e) Review and improvement
3. Section 4 of your workbook explains how to implement the
WHSMS.
a) Find 3 barriers to implementing the WHSMS.

20. b) Provide 3 strategies for overcoming the barriers identified.
4. List 3 requirements for record keeping that address WHS,
Privacy and other relevant legislations.
5. Research Comcare (through the internet) and explain in your
own words what Comcare is and what Comcare does.
6. Please explain the following in your own words.
a) Acts
b) Regulations
c) Australian Standards
d) Guidelines and Codes of practice
7. Explain in your own words the following elements required
to measure the success of the system:
a) Inspection, testing and monitoring
b) System audit
c) Reporting
d) Corrective action
8. Provide 3 examples WHS duty holders and explain their roles
in establishing policy and maintaining WHS management
system.
9. Provide 2 reasons why you need to communicate
implementation needs to important stakeholders.
10. What are the 5 elements of a WHSMS structure? Explain
them in your own words.
11. What is AS/NZS 4801:2001? Explain it in your own words.

21. 3
BSBWHS605: DEVELOP,IMPLEMENT AND MAINTAIN WHS
MANAGEMENT SYSTEMS_ ASSESSMENT_VER 1.2
© Queensland International Institute 2018
“IMPORTANT: Remember to reference all the sources you use
to help you answer these questions and answer all questions in
your own words.”