忙的忘記還有這個(gè)坑沒有填。。。
Learning and earning
慕課的回歸
These are still early days. Coursera does not give out figures on its paying learners; Udacity says it has 13,000 people doing its nanodegrees. Whatever the arithmetic, the reinvented MOOCs matter because they are solving two problems they share with every provider of later-life education.
現(xiàn)在還處于發(fā)展的早期階段。Coursera 并沒有公布付費(fèi)用戶的數(shù)據(jù)；Udacity 聲稱有 13000 用戶正在參與它的微學(xué)位課程。不管這些數(shù)據(jù)如何，正是由于重新回歸的慕課正在解決所有“后人生”教育提供者所面對(duì)的兩個(gè)問題使得其變得更加重要。
The first of these is the cost of learning, not just in money but also in time. Formal education rests on the idea of qualifications that take a set period to complete. In America the entrenched notion of“seat time”, the amount of time that students spend with school teachers or university professors, dates back to Andrew Carnegie. It was originally intended as an eligibility requirement for teachers to draw a pension from the industrialist’s nascent pension scheme for college faculty. Students in their early 20s can more easily afford a lengthy time commitment because they are less likely to have other responsibilities. Although millions of people do manage part-time or distance learning in later life—one-third of all working students currently enrolled in America are 30-54 years old, according to the Georgetown University Centre on Education and the Workforce—balancing learning,working and family life can cause enormous pressures.
第一個(gè)問題是學(xué)習(xí)成本問題，不僅僅是金錢還有時(shí)間。正式教育立足于時(shí)間帶來質(zhì)量的理念。在美國(guó)有可以追溯到 Andrew Carnegie 的一個(gè)根深蒂固的觀念“座位時(shí)間”，也就是學(xué)生和老師或者大學(xué)教授在一起的時(shí)間。最開始這個(gè)概念來自于在企業(yè)家在學(xué)校推行新興的養(yǎng)老金計(jì)劃時(shí)，針對(duì)想要取得養(yǎng)老金的老師所設(shè)置的一個(gè)前提條件。那些 20 出頭的學(xué)生由于沒有什么其他的事情，因此可以更加方便的拿出大量時(shí)間來進(jìn)行學(xué)習(xí)。盡管有數(shù)以百萬計(jì)的人通過業(yè)余時(shí)間或者遠(yuǎn)程教育來進(jìn)行后續(xù)學(xué)習(xí)，依據(jù) Georgetown University Centre on Education and the Workforce 的數(shù)據(jù)大約三分之一的注冊(cè)學(xué)習(xí)的學(xué)生年齡在 30-54 之間，平衡學(xué)習(xí)、工作以及家庭壓力巨大。
Moreover, the world of work increasingly demands a quick response from the education system to provide people with the desired qualifications. To take one example from Burning Glass, in 2014 just under 50,000 American job-vacancy ads asked for a CISSP cyber-security certificate. Since only 65,000 people in America hold such a certificate and it takes five years of experience to earn one, that requirement will be hard to meet. Less demanding professions also put up huge barriers to entry. If you want to become a licensed cosmetologist in New Hampshire, you will need to have racked up 1,500 hours of training.
同時(shí)，勞動(dòng)市場(chǎng)越來越要求教育系統(tǒng)能夠更快的向市場(chǎng)提供符合需求的勞動(dòng)力。以 Burning Glass 為例，在2014 年大約有不足 5000 個(gè)針對(duì)擁有 CISSP 網(wǎng)絡(luò)安全認(rèn)證的招聘廣告。由于在美國(guó)只有 65000 人擁有此種認(rèn)證，以及需要 5 年的工作經(jīng)驗(yàn)才能獲得此種認(rèn)證，這種招聘需求幾乎不能實(shí)現(xiàn)。需求更低的崗位同樣設(shè)立了巨大的準(zhǔn)入門檻。如果你想在 New Hampshire 當(dāng)一名認(rèn)證的美容師，你需要積累 1500 小時(shí)的培訓(xùn)時(shí)間。
