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Running head: POLICY ANALYSIS DRAFT WITHIN THE DEFENCE SYSYTEM 1

POLICY ANALYSIS DRAFT WITHIN THE DEFENCE SYSYTEM 2

Policy Analysis Draft

Student’s Name

Institutional Affiliation

Policy Analysis Draft Within the Defense System

College access refers to the amount or type of effort made with the aim of fostering students from high school to pursue higher education. Most of the organizations or individuals associated with such programs help students through encouragement and helping them apply for financial aid. They also provide information on college options, enabling candidates to reach college requirements, and generally promoting college aspirations. Higher education relevance has thoroughly increased in the past decade with a college degree giving holders a higher chance at succeeding in life. Such individuals are war veterans and military members who in addition to serving the country will or have been discharged and need to get professions out of the army.

The United States is fundamentally threatened and shaken by the idea of a future of capitalistic global crisis given its higher education global leadership status. Projections stated that by the year 2018 the country would have needed to fill out an approximate of 46.8 million job openings resulting from vacated and newly created positions. 63% of the 46.8 million jobs required a minimum of a bachelor’s degree or some level of a college education. Failure to educate the future workforce will result in unemployment and reduced spending by consumers. The opportunity found in non-traditional student populations that include the military service members is a viable place to explore to deal with the aforementioned issues.

Apparently, 90% of people enlist to the military without a bachelor’s degree although some having intent of long term careers after their service. The termination of 375,000 armed forces members due to the shrinking of the servicemen on an annual basis gives the higher education move a suitable investment for the affected individuals. Military departments have come up with policies and regulations in an attempt to aid institutions of higher education meet the needs of service members (Kirchner, 2015). The system is balanced and checked by the guidelines and policies by ensuring service men have fair and complete access to colleges. Institutions and colleges are also supposed to be subjective and to be governed by a standard of excellence.

The veteran policies’ efficiency is estimated when they are enacted when the servicemen are still in service in order to ease the transition. The formulated policies have strictly instructed that higher learning institutions to indicate clear and distinct information regarding school attendance requirements, and general educational outcomes while providing support and higher educational academic services for service members and veterans. Institutions are expected to apply criteria for the Servicemembers Opportunity Colleges criteria aimed at easing credit transferability. Transfer and sharing of educational assistance is also applicable to the military members’ children and relatives. These laws enforce fair treatment and recruitment of veterans seeking college education. The mentioned policies provide an outlay for institutions to incorporate the appropriate parameters for military educational friendliness

Politics has always found a way of interfering with controversies for political gain and the GI Bill is no exception. Debates that are focused on veteran rights result into larger political battles and end up being irrelevant to the needs of the affected (Ortiz, 2012). The government enforced policies alone are not enough to remedy the constraints resulting from the GI Bill that could affect completion of higher education by servicemen. Most politicians are contacted on the issues pertaining to the GI Bill and contributions made to their campaign to help but once in office, nothing gets done. This implies the political perspective of the bill is mediocre at best and a view change is expected if any improvements are to be done.

Prolonging the issues of GI Bill ensures supporter turnout during the polls of subsequent years for aspirant politicians. Proper representation and power to the organization improves the outlook of the veteran needs and ensures adequate solutions are met. Perception is very important when it comes to organizational structuring and proves successful when it is positively portrayed. Given the tendency of the political atmosphere to alter situations for the personal agenda, incorporating the organizations like human rights activists and high-ranking officials in the military ensures fast racked results to the veterans and servicemen. Politics and serious issues only mix when there is a personal stake for the people in power.

Some of the ethical issues involve departments not making up the difference to student veterans who received less then what was owed to them in checks legally under changes in the GI Bill in 2017. Confidence in the ability of the Veteran Association is threatened by the failure to deliver promised benefits and care to the servicemen. A delay in checks for weeks has been experienced as students got inconvenienced while the housing stipend also got delayed (Borsari et. al, 2015). Apparently, the benefits are applicable only when the servicemen are employed or are part of the military which proves a dilemma for discharged or veteran military men.

The leadership of the Veteran Association requires to solely prioritize the needs of servicemen and champion for reforms within the bill that can benefit everyone involved. It is evident that oversight needs to be done on this organization in order to increase service and promote change in the sector. Joining the GI Bill was a way participants were to get higher education and become contributing members to society. The failure of the Veteran association to hold up its end of the bargain is disheartening for affected parties. Sean Delaire, a veteran states that the whole escapade feels like a betrayal of trust and he is validated to do so.

Military college students undergo uncommon obstacles unlike individuals pursuing a degree. These problems may lead to performance decrease, hinder college program completion ability and delay graduation altogether. Challenges mostly observed include frequent relocation, college integration difficulties, psychological and physical disabilities, and lack of family and social support. Academic efficacy and inevitably outcomes from university outcomes are threatened by unresolved setbacks (Heineman, 2016). Although ratings of universities as military friendly by publications like the New York Times, in-depth understanding is lacking on the level and true definition of military friendliness. There are models instituted to create an ideal framework for the transition of military students.

Schlossberg’s model highlights the need for students to motivation development, sense of control and building support networks. Tailored support is needed in institutions to enhance servicemen student transition. Educators are required to be aware of current services that are offered and create a safe environment for student veterans and service members. There is a spreading stereotypic mindset about veterans that causes issues when it comes to education and equality in the learning environment. By understanding and creating measures of containing the negative effects of segregation, educators create a free and amicable environment for servicemen and veterans to realize their dreams of higher education.

Most military individuals come from working backgrounds thus the money they get from their service is used in higher education purposes. The common belief is that the course or program taken will result in practical experience in the field. Servicemen require that after releasing from the forces that they will find formal work and converge with the civilian workforce through attaining of degrees (Hitt et. al, 2015). Through better communication and course information accessibility, these individuals are able to make the right choice and have an easy transition into the education system.

In the diverse changes experienced in the world, it is a vital requirement that institutions of education particularly higher education, should demonstrate practices aimed at attracting and preparing individuals to seek higher education degree with the aim of meeting future global demands set by employers. The military personnel the world are a pool rich in talent but have problems when it comes to degree completion and ineffective civilian employment preparation. Psychological disabilities have always been the main shortcoming of war veterans and servicemen. Transition into the modern world and the normal routine has always been a cumbersome endeavor. As an academic global community, we should formulate measure that is suitable for military personnel.

Legislative Policy Letter

Senator Mark Parsley

Senate Bldg Room number,

New York, New York,

Dear Senator Mark Parsley,

My formal name is John Perkins. I identify as Veteran activist with the Veteran Association in New York. My reason for writing is in regards to request your aid for the reforms required in the GI Bill review. This review is aimed at assisting our city’ veteran association in the meeting with the new national standards for the Veteran Association described in details in the Consensus Model for Veteran Association (it can be proven by going through the webpage; https://www.benefits.va.gov/). These refurbished changes got formulated by the officials across 48 Veteran Association organizations that are supported by the Veteran Associates in our city. The intent and aim of these changes is to ensure that veterans and servicemen in every part of the United States have the recommended qualifications and benefits of higher learning or college are able to benefit from the GI Bill. This law will ensure that the veterans and servicemen in New York get the optimum higher education standards through the Veteran Association the revised GI Bill will get to provide. In addition, these reviewed standards are to increase acceptability of the GI Bill and is intended to provide access to education.

The Veteran Association includes certified human rights practitioners, Retired veterans, certified registered Law practitioners as well as persons in office of the current administration. VA’S are a highly valued and important part of the Veteran Benefits Association. They also have the necessary expertise and skills to address veteran and servicemen in the absence of any other representatives and can greatly improve access to Higher education systems in remote areas of the city.

Review of the GI Bill will result into changes in service provision which will

• ƒImprove veteran benefits by ensuring that advanced practice registered personnel are to be licensed as VA’s. Currently, our city and community does not require this. This is expected be in addition to the registered veteran association license and is a recommendation in the Consensus Model for Veteran Association Regulation. Licenses would be regulated and issued by the city’s board of Veterans.

• ƒ Establishment of the graduate level of post military education as the required level of academic qualification for veteran association licensing . The graduate level of higher education will require some advanced courses in many areas, including law, an extensive administrative practice course, in order to attain the required graduate degree.

• Make sure that all VA’s have met thoroughly the recommended requirements for advanced education offered from an accredited graduate program. The GI bill requires that all VA education of higher learning programs to go through a board of Veteran Association approval process and be certified and given the go ahead by the United States Department of Veterans Affairs.

• Request professional qualification certification for VA licenses. Graduates within higher education qualifications are expected to undertake and successfully pass an important examination in their area of military specification. This inclusive exam is aimed at aiding them to attain entry-level requirements. VA’s are to be held accountable to the professional educational standards that are established by the relevant body in charge, in addition to the city’s Veteran service delivery act.

• Reinvent the overall understanding of who is in charge of veteran educational welfare. The different states acknowledge the VA’s by an array of titles. In New York it got decided to use the title Veteran Association New York Regional Office or VA. This acronym can cause confusion if veterans and servicemen have relocated from state to another where VA’s have a common identifiable acronym. The overall aim is for the title “Veteran Associates” to be incorporated by every state in order to provide a professional identification in the respective states. VA’s are expected to legally present themselves as Veteran Associates, sequenced by their special role.

• Enable VA’s to work and provide services independently. Current city law requires VA’s (Served in the army under period of war, retired or got discharged from the military with honor or under honorable conditions) in order to get help and be attended to. Numerous studies over the past 30 years have indicated VA’s provide adequate aid without administrative or congressional management.

I diligently request that you support the GI Bill review to restore the provision and access of higher education required by servicemen and veterans of New York.

Faithfully,

John Perkins

Veteran Activist

References

Borsari, B., Yurasek, A., Miller, M. B., Murphy, J. G., McDevitt-Murphy, M. E., Martens, M. P., ... & Carey, K. B. (2017). Student service members/veterans on campus: Challenges for reintegration. American Journal of Orthopsychiatry, 87(2), 166.

Heineman, J. A. (2016). Supporting veterans: Creating a “military friendly” community college campus. Community College Journal of Research and Practice, 40(3), 219-227.

Hitt, S., Sternberg, M., Wadsworth, S. M., Vaughan, J., Carlson, R., Dansie, E., & Mohrbacher, M. (2015). The higher education landscape for US student service members and veterans in Indiana. Higher Education, 70(3), 535-550.

Kirchner, M. J. (2015). Supporting student veteran transition to college and academic success. Adult Learning, 26(3), 116-123.

Ortiz, S. R. (2012). Veterans' Policies, Veterans' Politics: New Perspectives on Veterans in the Modern United States. University Press of Florida.