Tuesday, 3 January 2017


The renewal of the Higher Education Act by the Congress got started last year. However, the work in the depth of the formation and testing of new policies and regulations will pick up steam in 2014. At this point, it seems reform reliance to be one of the few issues the parties agree on although there is a need for consensus on the purpose of which is available .
Workforce development takes greater significance as employers once hiring again but are still having trouble finding applicants with the necessary skills. This is to create a dialogue about the "skills gap" America and the need for higher education to do better prepare workers for the future. At the same time, business and industry remain largely on the sidelines in terms of efforts to increase the degree of completion of the employee.

Competency-based education (the central bank) are of interest from the media on more schools dipping toe in these new waters. There is a lot to be done here. Little understanding of exactly what is meant by "efficiency," and know how to measure it, or understand what can actually be done with the certificate obtained through this process (employers may wish to do so, but what about the school grad). And even questioned the appropriateness of the term "competency-based education," which some such programs are concentrated on the evaluation of an individual's ability to apply what they have learned already got rather than achieving new learning. This must be the "credits on the basis of merit" (CBC)?
It became a reliance on "piƱata" in both political and policy communities. Few of those who criticize this understanding of the current system, a large part of the problem. However, before you can make any meaningful reform, there must be agreement on whether the current system is "very difficult" or "very lax", and whether the State desired end is a body regulatory or one enforcement to ensure quality .
Rating became a major concern for higher education. Increasingly, regulators and accreditors are moving away from the input formats and instead asking, "What is the country that gets in return for the billions spent on higher education and how do we know if it was effective?" Learning assessment results became the basis for the identification of institutional effectiveness. However, the availability of suitable tools and methods necessary to identify learning and acquiring skills accepted widely prove difficult to obtain.
Quality learning is the institutional guarantee is one of the many terms embarrassment attached to the granting of an equation similar to learning within an academic institution. There is a growing consensus on the existence of the need for standards and greater transparency as in the process of determining the creditworthiness of learning that has been achieved outside the academy. This aspect of higher education dominated for a long time by the American Council on Education. As more and more institutions began to make such decisions independently from each other, the Higher Education Council was established by the adoption (Xia) committee to look at what is required. All want some assurance of quality, but no two residents use the same scale.
There is a need to recognize (and not between all that-) the new majority in the student bodies. While higher education has witnessed a major shift in the demographics of students, the media or society does not show the policy to fully recognize that the typical student today is no longer a full-time study of 18-24 years on campus. In fact, there is no data suggesting that less than 20% of the nearly 20 million now enrolled fit this traditional description. The rest are "post-traditional" students who are older, work part-time, often traveling, either by car or, increasingly, the Internet. After, policies and programs are still based on the needs of a declining minority assumptions mode.
Leadership crisis looming on the horizon. To be sure, whether the need to prepare new leaders in higher education is coming or have already arrived. According to demographic data increasingly "seasoned" group at the top of our colleges and universities. According to the American Council of Education report ( "The American College President 2012"), "Two decades ago, the average age of college and university presidents 52. Today, he is 61." It seems that only community college sector to recognize this as a problem and they are taking action. The leadership of the community college programs to appear in schools across the country. And while some may question whether these are the right places to be future leaders training in areas such as the use of technology and innovation, advocacy and thinking projects, there is little else to fill the void.
The economy is gaining strength and job opportunities and rising once again. While this is generally good news, it also gives fuel to those who insist that university education is not necessary to work in. Comparisons of the cost of the value that cast doubt on the degree of investment in today's prices (always "spreading" tuition fees for private elite institution) are increasing in frequency. Student p.

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