Az egyetemi kepzes egy buborek. Rengeteget fizetnek erte es nem eri meg az arat. De valoban igy van?
Egyfelol nincs indok, hogy az egyetemi kepzes ara ne lehessen alacsonyabb pl. Masfelol a valsag elhozta a helyzetet, hogy valoban a tudas szamit es kevesbe a diploma meglete.
Tudast pedig az iskolaban lehet szerezni. In Academically Adrift, their recent study of undergraduate learning, Richard Arum and Josipa Roksa find that at least a third of students gain no measurable skills during their four years in college.
For the remainder who do, the gains are usually minimal. For many students, college is less about providing an education than a credential—a certificate testifying that they are smart enough to get into college, conformist enough to go, and compliant enough to stay there for four years.
If you were really just in college to learn skills, it would be totally counterproductive. There has, of course, always been a fair amount of credentialism in education.
If students are gaining real, valuable skills in school, then putting more students into college will increase the productive capacity of firms and the economy—a net gain for everyone. Credentials, meanwhile, are a zero-sum game.
If employers have mostly been using college degrees to weed out the inept and the unmotivated, then getting more people into college simply means more competition for a limited number of kislemez körbe bad kreuznach jobs.