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Resolved: Higher Education Is Broken

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Miller Center of Public Affairs

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Chapters

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01 hr 27 min 50 sec

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01.: Introduction

01 min 37 sec

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02.: Background Video

03 min 49 sec

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03.: Low Rate of College Completion in America

03 min 53 sec

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04.: U.S. Is Globally Competitive in Higher Education

03 min 14 sec

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05.: Not Enough Investment in Community Colleges

03 min 18 sec

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06.: Three Different Models of Education

03 min 18 sec

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07.: System Is Not Designed for the Modern Student

01 min 43 sec

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08.: Community Colleges Adapt Quickly

02 min 02 sec

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09.: Is College Worth the Rising Costs?

02 min 29 sec

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10.: Access to College and Impacted Nursing Programs

01 min 57 sec

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11.: High Costs and Student Debt

10 min 16 sec

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12.: Private Universities Have it Easier than Public

06 min 04 sec

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13.: Comparing For-Profit Institutions to Public

05 min 19 sec

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14.: Closing Arguments

07 min 40 sec

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15.: Q1: Control of Tuition Costs

04 min 11 sec

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16.: Q2: Costs of Athletics and Auxiliary Programs

05 min 23 sec

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17.: Q3: Improving K-12 and College Readiness

04 min 32 sec

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18.: Q4: Inflation of Costs

04 min 29 sec

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19.: Q5: Three Year Degrees

03 min 15 sec

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20.: Q6: Replacing Lost State Funds

03 min 57 sec

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21.: Q7: Access for Minorities

04 min 34 sec

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: Watch Full Program

01 hr 27 min 50 sec

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Previous FORAtv comments:

Andrew Atkin

Posted: 05.28.10, 09:30 PM

Don't forget that the traditional model of education in large part only exists because we never had the tools to do it any different. It was NEVER the true ideal. With the Internet we can say that the traditional model of education is outdated. Tertiary education (and virtually all education in fact) should evolve *parallel* with the individual. So, as you move through your career over time, you aquire knowledge and education alongside your training but only when and as required. In other words education can and should lean closer to the apprentiship model - not the institutional model that we are so familiar with. The apprentiship model is far more efficient because the material is learnt in a natural way and in context (you don't really learn what you "learn" until you work with what you learn); and there is no unnecessary learning that is not really relevant. Those old universities -and the degree and diploma system included- are an ancient tradition well past their use-by date. Unfortunately universities are not in the business of going out of business, so they will use their established inertia to fight and sadly therefore delay the inevitable change into a fluid and truely demand-responsive form of educational process. "Safe" debates like what has been presented here are, I believe, an example of preserving a university-focused educational establishment. The truth is we can now do much, much better.