每日跟讀#746: 60 Years of Higher Ed — Really?
The 60-year curriculum.
It’s a new way of thinking about higher education. Not as a discrete four years of classroom learning, but stretching over the six decades or so that today’s college students are expected to work over their lifetime.
The 60-year curriculum, which is more an evolving model than a concrete program, is primarily taking shape in the continuing education arm of universities, with the goal of developing a higher education model that is much more nimble. It needs to respond quickly to the reality that employees now change jobs and careers many times and that rapidly evolving industries require them to continually learn new skills.
“The real driver of the 60-year curriculum is the job market and length of life,” said Huntington D. Lambert, the dean of the division of continuing education and university extension at Harvard University, who is a leader in the movement.
The employee of the future, he added, “typically will have a new job every five years, probably for 60 to 80 years, and probably every one of those will require skills you did not learn in college.”
While the 60-year curriculum may sound like a new name for lifelong learning, the difference is that it focuses on how an institution can provide formal education courses and programs, said Gary Matkin, dean of the Division of Continuing Education and vice provost of the Division of Career Pathways at the University of California at Irvine.
“The 60-year curriculum is really the organizing principle behind a lot of different trends in higher education, including the trend of being more accountable and very relevant to the work force needs of a particular region,” said Matkin, who is credited with coining the phrase. “It’s not just inward looking, in terms of students, but also outward looking in how the university can really help the community.”
It also includes more short courses that emphasize job skills — both hard skills, such as a new computer language or technology, and soft skills, such as learning how to engage in difficult conversations — using real-life problems and case studies.
Many continuing education programs already offer some of the elements. For example, the University of Washington Continuum College, which is the continuing education and professional development division of the University of Washington in Seattle, offers 99 certificate programs — most noncredit — as well as 111 graduate degree programs.
Source article: https://paper.udn.com/udnpaper/POH0067/346874/web/#2L-15887608L