Catch up on the most compelling higher-ed news stories you may have missed this week
Every Friday, I’ll recap some of the most interesting and thought-provoking news developments that occurred over the week.
I can’t fit all of this week’s news stories here, though, so feel free to visit eCampusNews.com and read up on other news you may have missed.
This week’s stories focus on some less conventional approaches to higher education and education credit. High school graduates are seeking out these nontraditional approaches for their targeted goals and flexibility. Competency-based education might see changes with the Microsoft and LinkedIn partnership. Plus, new legislation would strengthen career and technical education.
Read on for more:
Could these 3 burgeoning nontraditional pathways be a boon for traditional institutions?
Unconventional education organizations say recent high school grads flocking to nontraditional pathways; could this be good for college and university admissions?
Could Microsoft’s LinkedIn revolutionize competency-based learning?
Higher education consultants say the Microsoft and LinkedIn pairing may change the competency game.
Members introduce bipartisan bill to strengthen career and technical ed
Led by Republican and Democratic members of the House Committee on Education and the Workforce, policymakers today introduced the Strengthening Career and Technical Education for the 21st Century Act. Introduced by Reps. Glenn ‘GT’ Thompson (R-PA) and Katherine Clark (D-MA), the legislation reauthorizes and reforms the Carl D. Perkins Career and Technical Education Act and will help more Americans enter the workforce with the skills they need to compete for high-skilled, in-demand jobs.
New partnership to create low-cost, alternative pathway to college credit
Cengage Learning and Excelsior College announced a partnership to create an innovative, low-cost, alternative pathway to college credit. The core of the collaboration will be a set of self-paced digital courses – using Cengage Learning market leading content – each with integrated diagnostic and formative assessments.