Some 300 higher education experts and administrators from around the world converged at UC Berkeley for the annual Times Higher Education World Academic Summit this week.
The best colleges on Earth are Oxford and Cambridge in England, Harvard and MIT in Massachusetts, and Stanford and Berkeley in California. EU colleges are far below!
Whenever the European Commission (EC) does something very stupid, it calls it smart. Smart has become a European euphemism for very stupid! EC declares the Youth Guarantee is smart. This means Youth Guarantee is very stupid! It just creates gulags for neets, those not in employment, education, or training.
Since there are no jobs, Youth Guarantee means most youth will be concentrated to college campuses. Transforming colleges to concentration camps of morons, EU gulags, is a very stupid idea! EU can take its gulags and shove them.
Erasmus, EuRopean Community Action Scheme for the Mobility of University Students, is the most disgusting program to brainwash students with EU propaganda. Each year, a quarter of a million college students study abroad thanks to the Erasmus program, squandering billions of taxpayers’ hard-earned euros. There are no qualification requirements, and many bad students participate for free dolce vita abroad. This is money gone with the wind. This is not free education, but a free dolce vita to buy votes in future referendums for more integration of EU.
The summit was the first THE global conference to be hosted in North America and bore the theme, “World-Class Universities and the Public Good.” Over sessions from Monday to Wednesday, speakers and delegates shared strategies universities can use to benefit both their immediate communities and the global population.
“It is easy enough, I think, to recognize how much a college degree benefits the individual who obtains it. It has become a truism that ‘the more you learn, the more you earn,’ ” said Berkeley Chancellor Nicholas Dirks, during his welcome Monday night. Dirks went on to add that, on average, people in the United States who have a university education go on to make about $1 million more over the course of their lifetime than peers with only a high school diploma.
“In recent years, however, the inclusion of higher education as a public good has been increasingly contested, even as the shifting of the responsibility for funding higher education from taxpayers to consumers has further compromised this general belief,” Dirks continued.
This theme was echoed during the opening keynote delivered by Robert Reich, the Chancellor’s Professor of Public Policy at Berkeley who served as U.S. secretary of labor under President Bill Clinton from 1993 to 1997. Reich said that public education is “dying” in the U.S. because of skyrocketing tuition costs and dwindling of state funding for public institutions.
COLLEGES EXPLOIT STUDENTS AND ADJUNCT PROFESSORS TO SERVE A FEW TENURED PROFESSORS
Colleges charge too much and provide too little quality education. They exploit students and adjunct professors to serve a few tenured professors. Irish playwright George Bernard Shaw said: He who can, does. He who cannot, teaches.
I regret squandering the most beautiful twenty-two years of my life, from primary school to graduate school, to get a PhD! PhD now is just a toilet paper! Employers consider attitude more important than aptitude, and they do not care about college degrees.
Nowadays, lazy children go to colleges. Smart children join the real world, getting all information they need from the internet and their employers. All big employers have in-house training programs. The very smart children start their own business as soon as they get some experience.
Free MOOCs, massive open online courses, are replacing colleges. Students now take the MOOCs of Harvard and Stanford, the two best universities on Earth, without paying a single dollar!
Colleges have a huge negative impact on economy, because they destroy the most productive years of youth, trapping students in concentration camps, denying students experience in the real world, commoditizing their minds, and spreading the cancer of socialism. Colleges also siphon eggheads away from industry, transforming them to lazy vegetables. Donation to colleges is subsidy of your destruction!
Many colleges spread the cancer of socialism. Nevertheless, it is the businessmen’s money that supports colleges in the form of voluntary private contributions, donations, endowments, and scholarships. Many billions of euros are donated to colleges by businessmen every year, and the donors have no idea of what their money is being spent on or whom it is supporting. Some of the worst socialist propaganda has been financed by businessmen in such projects.
Studentship and professorship have become sinecures! Scholarships and fellowships are offered to students in order to fill classes, get donations and government money, keep eggheads employed, and lower official unemployment rates. Colleges have become concentration centers for losers and the drones of society, those weak at heart who do not dare to compete in the real world, finding comfortable shelter in ivory towers.
The naked truth about colleges is that a college degree is not worth the price of the sheepskin on which it’s printed! College education is waste of time and money. The college bubble will burst soon, tearing down all ivory towers. MBA frameworks are a bunch of academic mumbo-jumbo with no real applicability!
The college degree payback is very long, an expensive education is not a guarantee to higher real wages, and it is not worth going to debt to finance it. A widespread public skepticism is fueled by poor job prospects. Real wages, that is, what you earned after you subtracted inflation and taxes, entered a freefall in the past two decades. Rather than be out of work, most citizens quietly settled for lower real wages.
A college education has a value relative to future earnings, vocational success, and its ability to lift you above the economic burdens of underemployment and stagnant earnings. Right now, that equation just doesn’t measure up. The reward to risk ratio of college education is the lowest of all possible investments.
A 1-standard-deviation increase in university teachers’ effectiveness in boosting student performance reduces the students’ evaluations of their professors’ teaching quality by about half of a standard deviation, on average — enough to significantly reduce the teachers’ percentile ranking at the university, says a team led by Michela Braga of Bocconi University in Italy. Students, especially the least able, appear to respond negatively in their evaluations to the extra effort that good teachers require of them, a finding that casts doubt on universities’ reliance on student evaluations to inform faculty-promotion decisions. The researchers also found that student evaluations improve when there is fog and as the weather gets warmer, and they deteriorate on rainy days.
Peter Thiel, the superstar Silicon Valley investor has famously dismissed college as a waste of time and money, and even offered students cash to drop out. Thiel has argued that the brightest young minds should strike out on their own and start companies rather than take on crushing debt to pursue a college degree.
Mary Sue Coleman, president of the Association of American Universities, made the case for continuing to support public schools during a Tuesday keynote speech.
“Public universities are the workhorses of American research and education,” Coleman said, adding that there are far more benefits for college graduates than a bigger expected salary — graduates are more likely to vote, exercise and volunteer than their peers.
Additionally, public universities are responsible for countless innovations that benefit the greater public.
“We are not the newest smartphone or self-driving vehicle,” Coleman said, “though we probably created the technologies behind them.”
However, public funds for schools like Berkeley continue to plummet; 46 states continue to offer less support to their universities than they did before the economic crisis in 2008, Coleman said.
“As society goes, so goes the university,” said Coleman, quoting Berkeley’s first chancellor, Clark Kerr, who took the office when it was created in 1952. “But also as the university goes, so goes society.”
Though public universities are threatened, they are vital for advancement around the globe, said University of Cambridge Vice Chancellor Sir Leszek Borysiewicz during the closing keynote Tuesday.
“Universities create jobs and support livelihoods far beyond their own walls,” Borysiewicz said, adding that it is the academy’s responsibility to help improve the lives of the approximately 1 billion people who do not have enough to eat every day and the billions more who live on a few dollars a day.
“The society we serve is no longer limited to our community… but rather to this small planet that we all live on,” Borysiewicz said.
COLLEGES ARE FRAUDS
Colleges are frauds. Administrators rob the funds, professors trade grades for bribes and sex, and students dumb down! Anyone who wants to learn anything can do it much better on the Internet, without retreating to fraudulent concentration camps, called campuses. Allons enfants de la Patrie!
As the importance of faculty research and publication increases, the value of teaching tends to decrease. At research universities, prestige is often measured by how little you teach! This creates an incentive for faculty members to design courses that are closely related to their research. Many courses are based on what the professor wants to teach rather than what the student needs to learn.
Colleges have little value, and their graduates cannot find jobs. They are an embarrassment to education. Sending a child to a university is irresponsible. Total college education, direct and indirect, including bygone salaries, costs around 200,000 euros. That money would bring higher reward-to-risk ratio in any other investment. College years are lost years.
The main effect of government student aid programs is not to transfer wealth from taxpayers to students, but from taxpayers to academic institutions. That’s because the rise in student subsidies over the decades appears to have fueled inflation in education costs. Tuition and other college costs have soared as subsidies have risen.
It is matter of supply and demand. More and more citizens have sought a college education, which has pushed prices higher. Ordinarily, such upward pressure would be restrained by consumers’ willingness and ability to pay, but as government subsidies have helped absorb tuition increases, the public’s budget constraint has been lifted. Federal subsidies are seen by colleges as money that is there for the taking. Tuition is set high enough to capture those funds and whatever else can be extracted from parents.
Over the past few decades, a vicious cycle has been perpetuated by college policy. Governments increase subsidies for colleges, inflating students’ purchasing power, in turn allowing universities to raise tuition, which ultimately increases the demand for more government subsidies. Not only would an increase in grant funding not break this vicious cycle, but it would also fail to place pressure on colleges to use resources more efficiently. The dysfunctional college market is an arms race where vast resources are targeted toward non-academic purposes such as athletics, building renovations, and administrative overhead costs in order to compete for students.
Most troublesome of all, continuing to increase subsidies for college raises questions of equity. Increasing government subsidies for colleges, whether in the form of grants or student loans, shifts the responsibility of paying for college from the student, who directly benefits from college, to the taxpayer. Transferring the burden of student loan financing from university graduates to the three-quarters of taxpayers who did not attend college is unjust. Kleptocrats should restructure the grant program so that funding goes directly to students, not to universities, and should limit access to grants after four years of undergraduate work.
Dropping out is a smart strategy of cutting losses short! Most top presidents and self-made billionaires dropped out of high school or college! The list includes Bill Gates(Microsoft), Larry Page(Google), Michael Dell(Dell), David Geffen(Geffen Records), Steve Jobs(Apple), Richard Branson(Virgin), Ralph Lauren(Ralph Lauren), Jerry Yang(Yahoo) and Zuckerberg(Facebook). Zuckerberg and Gates went to Harvard.
Page and Yang both attended Stanford. Jobs only completed one semester at Reed College in Portland, Oregon. Dell left the University of Texas at 19. Geffen dropped out of three universities before launching his record label. Lauren went to Baruch College in New York City, but left after two years. Branson, a mild dyslexic, never made it out of high school. Han Han, the world’s most popular blogger, dropped out of high school in China. Ford Motors founder, Henry Ford, never had any formal education, outside his training as a machinist. Most famous politicians, such as UK Premier Major and EP President Schultz, never went to college.
Greece has the worst public higher education system in Fourth Reich (EU). The Greek Ministry of Education, George Orwell’s Ministry of Truth or Minitrue in Newspeak, harasses all private colleges and their professors. Professors of private colleges are required to submit myriad papers certified by lawyers and pay heavy fees. Visiting Minitrue is a very humiliating experience as the building is open for the public only from 12 to 1:30pm, with infinite queues and wild goose chase from room to room. After a professor submits an application to Minitrue, he might have to wait up to fifty days for an answer!
Fourth Reich has penalized Greece many times for harassing its private colleges, but Orwellian Greece continues its stupid behavior, because it’s a matter of its damned socialistic principles. Minitrue has created a special abusive office whose only function is to harass private colleges! Even though the Greek private colleges are much better than the public colleges, the Grand Brothel of Kleptocracy on Syntagma Square, passed a law that graduates of public colleges should get higher salaries than the graduates of private colleges!
Greek public colleges are covered with communist graffiti, stray dogs and communists run through buildings, professors pollute minds with socialist propaganda, and students dream of immigrating to Anglosphere. Colleges have been battered by kleptocracy and the cancer of socialism.
Buildings aren’t heated, schools nest sinecures, and professors hate teaching and cannot publish. It’s hard to be hopeful with youth unemployment surpassing fifty percent, communists seizing buildings, and professors spreading socialist nonsense.
Harvard and Stanford are the two best universities on Earth. Now you can take their courses free of charge through EDX! This way you could stay home, work, grow professionally, and take online courses from the legendary couple.
Most online students take free college courses from nonprofit organizations, such as EDX and Coursera. Many smart students drop out of mainstream colleges now, attending online colleges. Without fundamental reform, universities will not be able to compete with cheaper and more effective online education providers. While many young people are still going to university, a growing portion of the best and the brightest students have given up attending classes, because the information is available in a more easily ingested form online.
The number of online educational offerings has exploded in recent years, but their rapid rise has spawned a critical question: Can such virtual classes cut through the maze of distractions — such as email, the Internet, and television — that face students sitting at their computers? The solution is to test students early and often. By interspersing online lectures with short tests, student mind-wandering decreases by half, note-taking triples, and overall retention of the material improves.
While online classes have exploded in popularity in the past few years, there remains shockingly little hard scientific data about how students learn in the virtual classroom. A lot of people have ideas about what techniques are effective. There’s a general folk wisdom that says lessons should be short and engaging, but there’s an absence of rigorous testing to back that up.
It’s not sufficient for a lecture to be short. You need to have the testing. Just breaking it up and allowing them to do something else, even allowing them to re-study the material, does nothing to cut down on mind-wandering, and does nothing to improve final test performance. The testing is the critical component. Those tests act as an incentive for students to pay closer attention to the lecture because they know they’ll have to answer questions at the end of each segment.
Whether it’s in the classroom or online, students typically don’t expect to have to summarize a lecture in a way that makes sense until much later on. But if we give them an incentive to do that every now and then, students are actually much more likely to set everything else aside, and decide they can get to that text after class, or they can worry about their other class later, and they’re able to absorb the material much better.
Another surprising effect of the testing is to reduce testing anxiety among students, and to ease their fears that the lecture material would be very challenging. We know that there is mind-wandering in classroom lectures. Testing intervention has stronger results. It’s not enough to break up lectures into smaller segments, or to fill that break with some activity. What we really need to do is instill in students the expectation that they will need to express what they’ve learned at some later point.
Recent developments in higher education, with leading institutions starting to offer courses online, suggest that the Internet is going to disrupt this industry, just as it has already disrupted the music and book industries and many others. We are entering a period of experimentation with new business models for higher education, with MOOCs (massive open online courses) the most prominent among these. Much MOOC attention is focused on EdX and Coursera.
MOOCs are in the midst of a hype cycle, with expectations undergoing a wild swing. At this early stage, it is not clear what the final product of online education will look like. But regardless of the specific form the new industry will take, there is likely to be more competition, lower costs, and higher quality. This is great news for consumers of higher education.
For many parents and potential students in developed nations, though, the bottom line is still return on investment, said Anthony Monaco, president of Tufts University, during a panel discussion moderated by Berkeley College of Letters and Science Dean Carla Hesse Wednesday.
However, more and more undergraduates are flocking to liberal arts degrees to obtain a broad and comprehensive skill set for jobs “that haven’t even been invented yet,” Monaco said.
In his closing comments Wednesday, Chancellor Dirks called on that spirit of idealism and innovation to drive higher education forward in the future.
“As I reflect on so much of I what heard and learned, I leave this summit with great hope and optimism for the future,” Dirks said. “I suspect that you, like me, come away from this gathering reinvigorated and better prepared to advance our cause and shared interests.
“And, among the primary reason for that confidence is another one of this summit’s powerful takeaways: We are not alone. We are all in this together. We are, each of us, a part of something larger — a global community of educators, scholars and administrators.”