Module+1


 * Module 1 - The Expansion of Education and the Emergence of the Economics of Education**

This module began robustly with a debate entitled "Education: panacea or palliative?," where the class was divided in half as either proponents or opponents of the value of obtaining a higher degree/certificate/education. Several questions were raised by classmates:
 * Does achieving a higher education benefit the individual, society, and government?
 * Is it cost-effective, beneficial, and rewarding to get a college degree?
 * Is an individual guaranteed a better salary just because they went to college and obtained their degree?
 * Simply, do the costs of the education pay?

I was assigned the role of an opponent, and my conference response was:

//After early childhood experiences in school and continuing through our adult lives, we are repeatedly assured of the benefits of a higher education. We are encouraged to achieve as much education as possible. However, are any of us guaranteed financial and professional success by obtaining a certificate, diploma, or degree? An education alone cannot guarantee an individual's success, or even a reasonably well-paying job. One does receive a lovely and distinguished-appearing document verifying successful completion of a program or a degree. This degree, as the saying goes, "can never be taken away from you." You can now, officially, add the degree to your resume.//

//In today's retrenched economy in world-wide competition (often against equally degreed persons in foreign countries making one-tenth the salary for the same job) a degree might open some doors, but that door may be constantly revolving. Today, about nine percent of Americans are unemployed - many have degrees. In order to be professionally successfully, an individual needs to possess knowledge, skills, and sufficient experience. Wolf (2002) states an "important influence may be aspects of our personality or basic ability, which have nothing directly to do with education" (p. 28). Further, "might education not be serving...as a simple way of ranking, screening and selecting people in a mass society?" (p. 29). Therefore, individual expectations of success cannot be assured.//

//Reich (2006) asserts that "regardless of how your job is officially classified...your real competitive position in the world economy is coming to depend on the function you perform in it" (p. 308). Relationships between jobs, education, and the rewards to society are changing constantly. Brown and Lauder (2006) argue that "human capital has become a victim of its own success...subject to the laws of diminishing returns...losing its capacity as a source of competitive advantage for both individuals and nations because the 'positional' advantage of those with higher education and skills is not only declining domestically...but also globally" (p. 40). Although there has been an increase in tertiary education, there is also an increase in frustration - from the students and parents who expect a certain "standard of living" upon graduation, and employers with "overqualified and disgruntled" employees (Brown and Lauder, 2006, p. 50).//

//Today I interviewed four individuals for two receptionist openings at my company - 50% hold a Master's degree, 50% a high school education.//

No one is right or wrong on this issue. It can depend on the individual, their city, their government, or their country. Personally, I believe that if an individual has an opportunity to receive a tertiary education, they should take advantage of it! I feel it helps them grow personally and professionally, builds confidence, and can improve one's future opportunities. And, that is what I love about distance education - it can provide opportunities to receive an education to those that many years ago would have never imagined it being possible, due to economic, physical, or geographic boundaries.

Brown, P., & Lauder, H. (2006, March). Globalization, knowledge and the myth of the magnet economy. //Globalisation, Societies and Education //, //4 //(1), 25-57. Document posted in University of Maryland University College OMDE606 9040 online classroom, archived at http://webtycho.umcu.edu Reich, R.B. (2006). Why the rich are getting richer and the poor, poorer. In H. Lauder, Brown, P., Dillabough, J., & Halsey A. (Ed.), //Education, globalization and social change //, (pp. 308-316). Oxford: Oxford University Press. Wolf, A. (2002). Elixir or snake oil? Can education really deliver growth? In A. Wolf, //Does education matter? Myths about education and economic growth// (pp. 13-55). London: Penguin Books.
 * References **

The following week included important topics such as:
 * Human Capital Theory - [] - where the basic "assumption" is Education > Productivity > Earnings; education is viewed as an "investment."
 * Rates of Return to Education (RORE) - where the basic "assumption" is that the reason one pursues an education, is that it $$$pays$$$! If you get an education, you will get the riches! Really, all the time? No, not all the time.
 * Recurrent Education - where the basic "assumption" is that the longer you delay your educational investment (degree), the smaller your returns in lifetime earning potential.
 * Screening Theory - []) - where the basic "assumption" is Education > Talent/Out of School Socialization > Productivity > Earnings; Screening Theory separates the more talented from the less talented and "ranks" them.
 * Expansion of Education - Yes, the demand for education has soared over the past few decades; however, we still need to provide access to education to everyone - especially those in South Asia and Sub-Saharan Africa, where enrollment lags behind in primary, secondary, and especially tertiary education!
 * Distance Education - Everyone has a right to an education! (Article 26 of the Universal Declaration of Human Rights, December 10, 1948).
 * DE - the next 20 years - what to expect? My comments:

With the assistance of technology and multi-media, I expect DE to expand and increase in many areas during the next 20 years. I think it will be driven by technology, but many institutions and corporations will also take advantage of this opportunity to create courses, trainings, and seminars to compete in this popular field. The opportunities will be access to many people with lower costs to all; I could see threats being the copying and reproducing of materials, credibility of sources, and unprofessional course content.
 * DE programs and trainings will be available in the academic and corporate environments
 * Number of DE and hybrid courses will increase
 * Number and variety of certificates and degrees will increase
 * More universities will add a DE program to their university

I can see the traditional university not quite the same...students taking a combination of classes on campus, but also enrolling in online courses. Will students in 10 years think that going to college means going online? I can see more businesses training employees via programs delivered online, instead of sending them to an external / offsite vendor. Opportunities should be plentiful for those that design and create online content - but will we eventually replace the actual instructors? Scary...

//Nancy//