In the last year alone, companies such as Anthem, Fiat Chrysler Automobiles, McDonald’s and Starbucks have announced that they will pay to send their employees to college -- or back to college. At the same time, many institutions have entered or are in the process of entering the adult learner market, offering programs catering to working adults or signing agreements with corporations to offer tuition discounts to their employees.
Paul LeBlanc, president of Southern New Hampshire University, has become a leading proponent of competency-based education, a way to award degrees based on testing and portfolios rather than "seat-time" in a traditional course. Last year the university started a competency-based degree program, called College for America, that has enrolled about 2,000 students. Mr. LeBlanc has been in Washington to counsel the U.S. Department of Education on the issue, as part of a three-month assignment as a senior adviser to the under secretary of education, Ted Mitchell. He stopped by The Chronicle's offices recently to talk about his vision of competency-based education and what has surprised him from his college's own experiment.
As Stanford political science department overhauls undergraduate major, other political science departments have reported declines in numbers of majors since the recession, and there was a 4.5 percent drop in political science and government degrees conferred between 2008 and 2013, according to data from the Education Department's Integrated Postsecondary Education Data System provided by the American Political Science Association.
It's graduation time! Have we learned much? No. College has become a scam. Some students benefit: those with full scholarships and/or rich parents so they don´t go deep into debt. If we really want to build a better future and not just keep going through the same old motions, experiments like that are a much smarter idea than throwing more money at the college bubble.
Young people around the world are struggling to enter the labour market. In some OECD countries, one in four 16-29 year-olds is neither employed nor in education or training. The OECD Skills Outlook 2015 shows how improving the employability of youth requires a comprehensive approach. While education , social, and labour market policies have key roles to play, co-ordination between public policies and the private sector is also crucial. The publication, which builds on the results of the 2012 Survey of Adult Skills (PIAAC) presented in the first edition of the Skills Outlook, also presents examples of successful policies in selected countries.
Short-format, alternative credentials for students changing careers, like certificates and digital badges, are garnering intense interest from senior executives---and the survey suggests a doubling of such offerings over the next five years. Close to 50% of respondents plan to add customizable certificates to their portfolio in the next five years, compared to the 4% of respondents who currently offer this type of credential. Thirty percent of respondents plan to offer digital badges in the next five years.
In this free, one-hour webinar, student learning assessment experts will provide practical strategies that higher education institutions can use to evaluate if they’re collecting the right data. Speakers will discuss the pros and cons of various data types and provide best practices on how to efficiently link data collection with actionable plans on campus. Speakers will also provide some suggested processes and practices that higher education professionals can use to easily assemble their “data story” for administrators and other stakeholders. A representative from a public university will also join the panel to share how she turned student outcomes data into action at her own institution, with limited resources.
This webinar is sponsored by ETS and hosted by The Chronicle of Higher Education.
Wednesday, May 27, 2015 11:00 a.m. PT, 2:00 p.m. ET
The next time someone tells you the price of college is going up because of cheap states – or even just remorselessly greedy schools – tell them to go jump in a lake. Or even better, a lazy river with a raindrop fountain, fire pit, and AquaClimb Wet Wall.
At a time when higher education is actively experimenting with competency-based education (CBE), confusion abounds about what CBE is and the extent of its contribution to the present transformation of higher education.
It’s not enough for graduates to get a job. They must know they’re ready to excel in it. That requires a bold reorientation of how we think about postsecondary credentials, not just in terms of classes completed, but also competencies gained. And it demands a new way of explaining what degrees and other credentials mean – for the benefit of students, employers, communities and our future.
Few people know the challenges faced by community colleges as well as Scott Ralls. For the last seven years, he has been president of the North Carolina Community College System (NCCCS), the nation's third largest community college system. He will soon leave for a new challenge: he will become the president of North Virginia Community Collegeâ€”the nation's 11th largest college. Jay Schalin of the Pope Center had a long talk with him about the role of community colleges, about how the NCCCS has dealt with a variety of issues, and where the NCCCS stands today.
The millennial generation is still lagging in the workplace, making up about 40 percent of the unemployed in the U.S., says Anthony Carnevale, a director and research professor for Georgetown University’s Center on Education and the Workforce.
The primary aim of the Global Freshman Academy is to open up access to higher education to students who would otherwise be unable or unwilling to enroll in a degree program, contrary to a popular critique that it aims to steal students. The program flips the traditional education model on its head by asking students to pay upon completing the course, rather than before it begins. By analyzing the data from these courses, institutions may gain some interesting insights into what it takes to serve first-time, entering students.
Only one in five college students say they feel "very prepared" to join the workforce, according to the results of McGraw-Hill Education's annual student workforce readiness survey. While 45 percent of the roughly 1,000 respondents said they feel "somewhat prepared" to begin a career after college, slightly more than half said they did not learn how to write a résumé. And 56 percent did learn how to conduct themselves in a job interview. The survey found that less than one-third of students said career services on campus were effective. Only 14 percent reported using career services frequently, with nearly a quarter saying they never used career services.
Monica Herk, the Committee for Economic Development’s vice president for education research, suggests that all institutions of higher learning focus far more on certifying competencies in particular skills that employers demand rather than on simply requiring students to complete a fixed number of classes.
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