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Over the past twenty-five years in the realm of higher education, I have consistently supported a proactive approach to innovation, characterized by a blend of fixing existing issues and embracing disruption. This perspective helps me navigate the current situation where millions of potential students are not enrolling in colleges compared to a decade ago. Such disruption serves as a catalyst for transformative change within educational institutions.
Recent data indicates a rebound in enrollment numbers; however, the primary growth areas are increasingly skewed towards non-traditional formats rather than four-year degrees. For example, over 2.4 million individuals enrolled last fall for certificates or non-degree credentials, reflecting a growing preference for “just-in-time” learning among both consumers and employers. Additionally, approximately 1.6 million high school students opted for classes to advance their education without navigating the lengthy degree process. This shift signals a demand for new educational models, even if they are in the preliminary stages of development.
My conversations with learners who have bypassed traditional college pathways reveal the evolving landscape of education. Take Patrick, for instance, who leveraged industry certifications obtained in high school to secure an impressive six-figure job by the age of 23, all without a college degree. He viewed himself outside the typical college narrative and faced rejection from his sole university application.
Similarly, there’s Crystal, a 50-year-old single mother who aspired to be a teacher but faced life’s challenges. She enrolled at Reach University, a nonprofit institution emphasizing apprenticeships, which enabled her to earn her teaching credentials while working as a teacher’s aide. During our Zoom call, she expressed her disbelief at her fortunate circumstances, highlighting the potential of alternative educational routes.
The time has come to broaden our understanding of what constitutes a college education, encompassing effective pathways that extend beyond traditional four-year degrees.
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Employers are adapting to these new educational trends as well. Pinnacol, a traditional insurance firm in Colorado, recognized the urgency of addressing the aging workforce issue and the challenge of attracting young underwriters in a competitive landscape. Their solution has been to invest in apprenticeships that enable high school graduates to transition into professional roles.
In a similar vein, Amazon’s Career Choice program has developed one of the largest side-learning initiatives outside the U.S. military, engaging over 200,000 frontline employees in recent years. This program offers free coaching, upfront tuition for college, and industry-recognized certifications for high-demand roles—services that traditional colleges can also provide.
These pioneering initiatives illustrate a departure from the conventional higher education model. They experiment with alternatives that could gain traction by mid-century, raising the question: Should higher education institutions adapt to the evolving preferences of learners in America?
Based on my research and discussions, I have identified key design principles for a transformative approach to higher education. This would allow pathways similar to those experienced by Patrick, Crystal, and the employees at Pinnacol and Amazon to be accessible to all.
As learners increasingly demand diverse educational options, here are five strategies colleges can implement to align with this desire by mid-century:
1. Adopt a flexible stepladder approach to education. Implementing shorter learning tracks that can be combined like building blocks would enable students to engage in education while simultaneously entering the workforce. More than a hundred community colleges are currently collaborating with local employers to establish “micro-pathways,” though many of these programs currently lack financial aid eligibility.
2. Equip students with relevant work experience. Employers frequently expect candidates for entry-level positions to possess two to three years of experience, contributing to the growing sentiment among many Americans that “college isn’t worth it.” It is essential for colleges to facilitate opportunities for students to gain relevant experience that prepares them for the labor market.
3. Offer community-building and self-exploration components separately. One important yet often overlooked advantage of college is its ability to foster social skills and forge connections. However, with the rise of just-in-time learning, many learners may skip over the relationship-building aspects of traditional education. What if colleges could offer these elements in structured programs, perhaps as semester or year-long boot camps? Importantly, financial aid should be available for students pursuing these enriching opportunities.
4. Foster collaboration between institutions. Today’s students seek comprehensive learning experiences from various providers. They might complete an online Google IT certificate, attend an in-person experiential boot camp, and pursue a teaching credential through an apprenticeship. Higher education institutions should embrace a culture of interoperability, yet many still restrict transfer credits, leading to unnecessary course duplication for students.
5. Prioritize affordability. This is the most critical factor of all. The average annual cost for a four-year degree is $38,000. Having served on the board of a large public university, I understand the financial pressures institutions face concerning fixed costs. However, from my recent interviews with hesitant high school graduates, mounting debt remains a principal concern deterring them from pursuing higher education. Many young Americans are feeling the weight of economic strain.
Related: Some colleges have an answer for students questioning the value of higher ed: work-based learning
The political landscape appears to be shifting towards new funding possibilities for alternatives to traditional degree pathways, including certificates, work experiences, and industry certifications, all of which could be eligible for federal financial aid, such as Pell Grants. Colleges are uniquely positioned to provide the oversight and evaluation needed for these options.
The landscape of learning and professional valuation must diversify. As we approach mid-century, a variety of educational pathways should be recognized as “college,” affording them the prestige and access to government support.
Kathleen deLaski, a former journalist turned professor, focuses on educational reform. She has co-founded several national nonprofits and is the author of the forthcoming book “Who Needs College Anymore? Imagining a Future Where Degrees Won’t Matter.
Source
hechingerreport.org