Essay On Education For All

Essay On Education For All-52
We mean the kind of thinking that elevates “branding” and “marketing” in importance and priority above educational programs and academic quality as ways to attract students and secure robust enrollments.

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There must be real change -- change beyond simplistic answers such as reducing costs and improving efficiency -- to improve value.We allow passivity to dominate students’ already slight engagement with courses and faculty.Collectively Putting Learning First The common lament that higher education has become a business, or that it has emerged from its recent struggles having too much “corporate” character, is not the primary issue.The leaders of many, if not most, colleges and universities might agree with this assessment of the problem, but would likely argue, with some justice, that no single institution can risk being the only one to change; that restoring attention to the fundamentals, rather than the frills, would put that one institution at serious risk.Indeed, it is true that this is a collective problem, and that action by many schools, supported by a strong national impetus for change, is a necessary condition for success.Colleges focus too much on rankings and pushing students through, and too little on academic rigor and quality.Change -- and not a little -- is needed across higher education, Richard Keeling and Richard Hersh argue. Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers. How can this be if American higher education is supposed to be the best in the world?We mean the enormous expenditures devoted purely to securing a “better ranking” in the magazine surveys.We mean the progressive reduction in academic, intellectual, and behavioral expectations that has undermined the culture, learning conditions, and civility of so many campus communities.We do not demand enough (doing that would conflict with consumer friendliness, perhaps); our standards are not high enough (setting them higher creates retention worries); we accept half-hearted work from students who do not insist on enough from themselves and do not know how to ask for more from their teachers (doing otherwise would make college more serious; how could it still be “fun”? Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.A weak educational culture creates all the wrong opportunities.

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