The National Endowment for the Humanities and the Andrew W. Mellon Foundation are teaming up on a new grant program that seeks to turn out-of-print books in the humanities into freely available e-books.
Many provosts report that their institutions are not feeling the impact of the widely reported improved economy. Most do not feel their institutions are operating in an improved financial situation, and many anticipate further budget cuts and paying for new initiatives through reallocations, not new funds.
The reality outside the ivory tower of academia is that doctoral students need jobs just as much as anyone else, and so long as these programs do not sacrifice academic rigor, they can help them get employment without having to churn out more academics.
Job growth has been focused on the high-skill and low skill occupations, with losses in the middle of the skill scale (i.e. those jobs “for which computer technologies are well-suited and can largely replace human labor”), indicating increasing polarization in the labor market.
As the testing debate continues in the new year, it’s time for the education field to get a little more specific about the testing problem they’re trying to solve–and the trade-offs the proposed solutions may create.
Graduates are now responsible for forging their own careers in a fluid market compared with the jobs for life that were the norm a few decades ago and employers are demanding a completely different set of skills. Does this model, then, remain fit for purpose?
Competency-based education, broadly defined as a form of higher education in which credit is provided on the basis of student learning rather than credit or clock hours, has begun to catch the attention of federal and state policymakers, foundations, and colleges. Among the model’s promising features are its potential to lower college costs and serve adult students in need of flexibility.
Whatever path you choose in regards to your academics (method of learning and/or by whom, full time faculty versus part time faculty) is your personal decision; just get all the facts beforehand and whatever you choose will most likely pay off.
This publication is based on 2013 data collected in the first half of 2014 from the OECD-INES Network on Labour Market, Economic and Social Outcomes of Learning. It is an update of the series published in Education at a Glance 2014: OECD Indicators, released in September 2014, and will be followed by the publication of 2014 data in Education at a Glance 2015: OECD Indicators. This Education at a Glance Interim Report presents updated data on three major topics: educational attainment, labour market outcomes, and the transition from school to work. Link to the full report here:
As we envision a future education system with modular customizability, we need to recognize that getting to that future will require investment in innovations to develop better competency-based assessment and tracking systems.
This book presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity.
The "creative destruction" caused by technology combined with an absurd, unsustainable cost structure will give rise to whole new centers and ways of learning — just as has happened throughout history.
The book is a history and critique of standardized testing in the American K-12 educational system. The book is divided into three parts: a critical overview of the history of tests; some possible alternatives to tests; and tips for parents on helping their kids navigate the tests they have to take.