Smart people, stupid choices

Why Should Everyone Else Pay for Other People’s Dumb (and Hedonistic) Career Choices? asks Barry Rubin on PJ Media.

He starts with a hard-working 28-year-old man who is “puzzled and increasingly bitter that he cannot make a good living” with a degree in linguistics — to which he’s adding Oriental philosophy studies.

He cannot make a living because the market for people with degrees in linguistics and in Oriental philosophy is limited. He should have known that. Someone should have told him that. The calculation of practicality should have been made. It wasn’t.

Young people need to be taught “the world doesn’t owe them a living,” whatever politicians may say, Rubin writes.

If you have a profound passion for art, literature, or other such things, go for it. But be aware of what’s likely to happen afterward.

. . .  Studying the social sciences and humanities, not to mention all of the phony degree programs that have sprung up, does not make one employable, nor does a degree have written on it “hire this person at a high salary.” Even as they charge more, universities — especially certain departments in them — are creating neither qualified professionals nor serious intellectuals.

“Get a useful education, a job, and a hobby in that order,” Rubin concludes. “And don’t expect the hardworking people, who have had to make compromises in their own lives, to pay for you to do whatever you want.”

More schooling doesn’t always mean more $

A college degree is the “gateway to the middle class,” but more education doesn’t always mean more money.

Also on Community College Spotlight: Redesigning adult ed to combine basic skills with job training.

The overeducated bartender moves up

Don’t listen to doomsayers who knock the value of a college degree, writes Ed Sector‘s Kevin Carey.  The college-educated bartender will move up; workers with only a high school diploma keep falling farther behind.

Also on Community College Spotlight: The skills gap.

College hopes, costs

From Princeton Review’s annual College Hopes and Worries survey of college applicants and their parents: Sixty-one percent say the main benefit of earning a college degree is to qualify for a “better job and higher income” or “career training,” while 39 percent chose “education” or “exposure to new ideas.”

Eighty-two percent expect their child’s four-year degree will cost more than $75, 000; seven percent think the bill will be less than $50,000.

More degrees, more jobs

President Obama’s job-creation plan, as reported by The Onion, includes: Everyone permitted one fake college degree per resumé.

Also on Community College Spotlight:  From remedial ed to the workforce.

What does a degree mean?

Many college students get a credential but not an education, writes an author of the Lumina Foundation’s proposed framework for defining what competencies students should master.

Professors are fascinated, puzzled and skeptical.

Defining degrees

What does a college degree mean in terms of student learning? So many hours of  seat time? The Lumina Foundation has developed a framework to determine the knowledge and skills students should demonstrate to earn an associate, bachelor’s or master’s degree. But will colleges use the Degree Qualifications Profile?

Also on Community College SpotlightIs a college degree worth the debt? It’s a humorous (and bilingual!) animated video.

It’s a long road to the Big Goal

On Community College Spotlight: It’s a long road to Lumina Foundation’s Big Goal: 60 percent of adults with a two- or four-year college degree or a “high-quality” vocational certificate by 2025.

While 43 percent of GED earners enroll in college classes, few earn a degree.

Britain: 1 in 4 lap dancers has a degree

From Merry Old England: One in four lap dancers has a college degree, according to a University of Leeds study. The university graduates, who typically have arts degrees, say they couldn’t find other jobs. And the money’s good.

The preliminary findings of the year-long study, which will include interviews with 300 dancers, reveal that all the women interviewed had finished school and gained some qualifications. Most (87 per cent) had at least completed a further education course, while one in four had undergraduate degrees. Just over one in three dancers were in some form of education, with 13.9 per cent using dancing to help fund an undergraduate degree, 6.3 per cent to help fund a postgraduate degree, and 3.8 per cent using it to fund further education courses.

Via Hit & Run Blog’s Battle of the Sucky School Stats.

Inflating the F

The worst grade inflation turns F’s into D’s or C’s, writes Jason Fertig, a management professor at University of Southern Indiana. After changing the names, Fertig publishes semi-literate e-mails from a student who begged his way into an online class — he needed one more credit to complete a degree — then tried to pass by begging for unearned points. He failed.

Every F that is inflated to a D or C grade moves a given student to the next level without that student demonstrating satisfactory performance. . . . The damage to the worth of a college education and the ensuing credential inflation increases exponentially with every “Drake” that walks across that stage.

“Drake” is “not unique,” Fertig writes. And he’s a real student.