Wednesday, August 13, 2008

Intriguing and appalling at the same time...

What happens when we forget that a human relationship is essential for education:
From the
Wall Street Journal: OPINION

For Most People,
College Is a Waste of Time
By CHARLES MURRAY
August 13, 2008

Imagine that America had no system of post-secondary education, and you were a member of a task force assigned to create one from scratch. One of your colleagues submits this proposal:

First, we will set up a single goal to represent educational success, which will take four years to achieve no matter what is being taught. We will attach an economic reward to it that seldom has anything to do with what has been learned. We will urge large numbers of people who do not possess adequate ability to try to achieve the goal, wait until they have spent a lot of time and money, and then deny it to them. We will stigmatize everyone who doesn't meet the goal. We will call the goal a "BA."

You would conclude that your colleague was cruel, not to say insane. But that's the system we have in place.

Finding a better way should be easy. The BA acquired its current inflated status by accident. Advanced skills for people with brains really did get more valuable over the course of the 20th century, but the acquisition of those skills got conflated with the existing system of colleges, which had evolved the BA for completely different purposes.

Outside a handful of majors -- engineering and some of the sciences -- a bachelor's degree tells an employer nothing except that the applicant has a certain amount of intellectual ability and perseverance. Even a degree in a vocational major like business administration can mean anything from a solid base of knowledge to four years of barely remembered gut courses.

The solution is not better degrees, but no degrees. Young people entering the job market should have a known, trusted measure of their qualifications they can carry into job interviews. That measure should express what they know, not where they learned it or how long it took them. They need a certification, not a degree.

The model is the CPA exam that qualifies certified public accountants. The same test is used nationwide. It is thorough -- four sections, timed, totaling 14 hours. A passing score indicates authentic competence (the pass rate is below 50%). Actual scores are reported in addition to pass/fail, so that employers can assess where the applicant falls in the distribution of accounting competence. You may have learned accounting at an anonymous online university, but your CPA score gives you a way to show employers you're a stronger applicant than someone from an Ivy League school.

The merits of a CPA-like certification exam apply to any college major for which the BA is now used as a job qualification. To name just some of them: criminal justice, social work, public administration and the many separate majors under the headings of business, computer science and education. Such majors accounted for almost two-thirds of the bachelor's degrees conferred in 2005. For that matter, certification tests can be used for purely academic disciplines. Why not present graduate schools with certifications in microbiology or economics -- and who cares if the applicants passed the exam after studying in the local public library?

Certification tests need not undermine the incentives to get a traditional liberal-arts education. If professional and graduate schools want students who have acquired one, all they need do is require certification scores in the appropriate disciplines. Students facing such requirements are likely to get a much better liberal education than even our most elite schools require now.

Certification tests will not get rid of the problems associated with differences in intellectual ability: People with high intellectual ability will still have an edge. Graduates of prestigious colleges will still, on average, have higher certification scores than people who have taken online courses -- just because prestigious colleges attract intellectually talented applicants.

But that's irrelevant to the larger issue. Under a certification system, four years is not required, residence is not required, expensive tuitions are not required, and a degree is not required. Equal educational opportunity means, among other things, creating a society in which it's what you know that makes the difference. Substituting certifications for degrees would be a big step in that direction.

The incentives are right. Certification tests would provide all employers with valuable, trustworthy information about job applicants. They would benefit young people who cannot or do not want to attend a traditional four-year college. They would be welcomed by the growing post-secondary online educational industry, which cannot offer the halo effect of a BA from a traditional college, but can realistically promise their students good training for a certification test -- as good as they are likely to get at a traditional college, for a lot less money and in a lot less time.

Certification tests would disadvantage just one set of people: Students who have gotten into well-known traditional schools, but who are coasting through their years in college and would score poorly on a certification test. Disadvantaging them is an outcome devoutly to be wished.

No technical barriers stand in the way of evolving toward a system where certification tests would replace the BA. Hundreds of certification tests already exist, for everything from building code inspectors to advanced medical specialties. The problem is a shortage of tests that are nationally accepted, like the CPA exam.

But when so many of the players would benefit, a market opportunity exists. If a high-profile testing company such as the Educational Testing Service were to reach a strategic decision to create definitive certification tests, it could coordinate with major employers, professional groups and nontraditional universities to make its tests the gold standard. A handful of key decisions could produce a tipping effect. Imagine if Microsoft announced it would henceforth require scores on a certain battery of certification tests from all of its programming applicants. Scores on that battery would acquire instant credibility for programming job applicants throughout the industry.

An educational world based on certification tests would be a better place in many ways, but the overarching benefit is that the line between college and noncollege competencies would be blurred. Hardly any jobs would still have the BA as a requirement for a shot at being hired. Opportunities would be wider and fairer, and the stigma of not having a BA would diminish.

Most important in an increasingly class-riven America: The demonstration of competency in business administration or European history would, appropriately, take on similarities to the demonstration of competency in cooking or welding. Our obsession with the BA has created a two-tiered entry to adulthood, anointing some for admission to the club and labeling the rest as second-best.

Here's the reality: Everyone in every occupation starts as an apprentice. Those who are good enough become journeymen. The best become master craftsmen. This is as true of business executives and history professors as of chefs and welders. Getting rid of the BA and replacing it with evidence of competence -- treating post-secondary education as apprenticeships for everyone -- is one way to help us to recognize that common bond.

Mr. Murray is the W.H. Brady Scholar at the American Enterprise Institute. This essay is adapted from his forthcoming book, "Real Education: Four Simple Truths for Bringing America's Schools Back to Reality" (Crown Forum).

5 comments:

Marie said...

It seems to me that to fill the need for employment/employability, certification with apprenticeship would be most human, most efficient method, and would leave a lot more space for authentic relationship. And maybe even more room for the desire/need for authentic relationship.

I'm curious what you find to be the appalling part of the article.

What I think I find most appalling is how education becomes nothing more than a ticket to a job (nothing about human formation, except to encourage living for grasping the next unsatisfying goody in the future, rather than looking NOW for my life). Yet, in reality, isn't that exactly the way most colleges are marketed? This approach is, at least, honest about that.

Suzanne said...

Yes, I agree with your practical assessment, and I would love to take a couple of these tests to see what all my self education has done for me! But what bothers me is that the learning that takes place in college isn't merely the acquisition of knowledge. Yes, an apprenticeship might better accomplish what the college milieu can do for the formation of the human person...But I also think about people who aren't good at tests, whose particular intelligence can't be "measured" and the fact that God didn't drop a manual from heaven with the order, "Memorize!" but instead came in Person. I don't think that education should become less personal but rather MORE personal. And the whole thing is so frighteningly utilitarian and individualistic!

Emily said...

I can't really add much to what you've already written here, Suzanne, other than to say that I totally agree.

I just wonder if anyone would have thought to ask this question even 20 years ago. The explosion of the Internet has led to the dissemination of information never before dreamed of. Yet, there's something very disturbing about allowing my Compaq Presario or iPod Nano to become my "teacher."

Let's say that there's no BA. There's no MA, no MS, no PhD. In the end, who's recognized as the "authority" to make these certification tests? Whoever can make enough noise? Whoever is part of the prevailing school of thought at the time?

Suzanne said...

Thanks for making these points, Emily. Helps me a lot.

Emily said...

And I know we all like to whine and complain about state standards, "teaching to the test," curriculum mapping and alignment... But you have to admit that a faulty system is better than no system at all.

The idea of learning enough to pass a certification test minimizes the chances of a person receiving a well-rounded education, too. It doesn't always work so well, of course, but it seems that many liberal arts schools have something resembling a core curriculum in place -- a sequence of classes they feel all students should take in order to be whole human beings.

I think apprenticeship would have to be in addition to, not in place of, the traditional model of education. Let's say you hook up with the wrong "expert" in a given field, and you don't even know it because you don't have the knowledge you would have possessed had you taken those "stepping-stones" classes in the BA program.

It just seems that this model would create a nation of people even more singularly focused on gratification rather than on the growth of the person.

I think if we want to fix the problem of university degrees, we need to go back to the basics:

1. What does it mean to be human?
2. What is education?
3. What should the role of the teacher be?

Dumbstruck by the Mystery

...our temptation is always to impose our prejudices or our measure on reality -- except when we are faced with a fact that leaves us dumbstruck, and instead of dominating the fact ourselves, we are dominated, overcome by it. If there were no moments of this kind, the Mystery could do anything, but in the end, we would reduce everything to the usual explanation. But not even a Nobel Prize winner can stop himself from being dumbstruck before an absolutely gratuitous gesture. If there were not these moments, we would find answers, explanations, and interpretations to avoid being struck by anything. It is good that some things happen that we cannot dominate, then we have to take them seriously, and this is the great question of philosophy. If the conditions for the possibility of knowledge (see Kant) impose themselves on reality or if there is something that is so powerfully disproportionate that it does not let itself be "grasped" by the conditions of possibility, then the horizon opens. If this were not the case, then we could dominate everything and be in peace, or at least without drama. Instead, not even the intelligence of a Nobel Prize winner could prevent him from coming face-to-face with a fact that made him dumbstruck -- instead of dominating, it was he who was dominated. Here begins the drama, because I am called to answer. It is the drama that unfolds between us and the Mystery, through certain facts, certain moments, in which the Mystery imposes itself with this evidence. These are facts that we cannot put in our pocket, which we cannot reduce to antecedent factors.
-- Julian Carron in "Friends, that is, Witnesses."