College in the 21st Century

College in the 21st century

In the chapter 1 “College in the 21st century” from a book called “Greater expectations a new vision for learning as a nation goes to college” author National panel report examines the college in America in the 21st century. They begin the chapter with an overview of the situation in America when the century is dawning. The author thought that as increasing numbers of people seek collegiate education, the country needed to ensure them not simply access to college. In addition, unprecedented expansion to enroll in colleges creates an exceptional opportunity for the preparation of a new society based on knowledge. Yet there is very real danger that the United States will squander this opportunity. Author confirmed that the united States deserve a university education quality. Thereafter, author turn to the great change that happened. College attendance in the United States has grown so rapidly over the past four decades that now 75 percent of high school graduates get some postsecondary education within two years of receiving their diplomas. Moreover, possession of a college degree-day is equivalent of a high school diploma before a hundred years ago. Also, college degree is the passport to most careers, and without it, people can find themselves trapped in under warding jobs. However, author revealed a problem that leaving colleges to remedy the educational gaps, and there is a study show that 40 percent of students in four years colleges and 53 percent overall take remedial courses. World is complex and depends on knowledge more than before, college has become a phenomenon necessary for individuals to build a life and function satisfactorily, employment opportunities for educated worker more, most attractive jobs in the near future require higher levels of education than it was in the past, resolve issues that affect mankind, and more peaceful world were reasons for going to college. Also, when people are well educated, they tend to engage more fully in their communities, and also to vote. Author support the reasons with some facts. For example, 87 percent of “elite job” holders and 53 percent of “good job” holders have more than a high school education, and college graduates earn 80 percent more than high school graduates or $1,000,000 over a lifetime. Also, the author mention the pressures on higher and secondary education for the twenty-first century, and the most important faces were; changing demographics, changing educational policies, and a stricter regulatory environment. The chapter also includes what people expect college to be. In the eyes of many students the college degree is the ticket to a good job, some focus short-term on their first appointment, and others focus on the longer-term at least a middle class lifestyle. Employers expect colleges to graduate students able to perform consistently well, think analytically, help solve problems, and the most important technology. Policymakers expect three points represented in; attracting business and industry to local districts, looking for economic growth, and improve living standard at the state level in which they live. The faculty expects students to write well and think clearly. As professors see it, college learning should rational and reflective minds, open to continuous learning throughout a lifetime. The public expects quality and empowering education from them all. As author sees it, public attention focuses primarily on “getting in” to college, paying the bills, and then “getting out” with a degree. The author thought that the public knows comparatively little about what actually happens during the college years. The author concludes the chapter by saying that what individuals and society need is an invigorated liberal education that expands horizons while nourishing the mind. Such an education develops practical competencies so students can make a difference in the world.