Open-Source Education – The Key to Meritocracy in America

Continued from part 2

Part 3 of 3: Proof of Knowledge

Not every college is going to give credit for learning to draw and animate (although mine did so it’s not unheard of). I advocate that where the credetial isn't required, evidence of expertise is all that is needed. Still, one may argue that the main benefit of college IS the credential. Even if it is true in some instances, one might ask why the teaching institution and the credentialing institution have to be the same institution? I don’t think they do, and there is already a model for this kind of learning using tests. Most colleges will give credit for College Level Examination Program (CLEP) exams. There are other programs too, like the Defense Activity for Non-Traditional Education Support (DANTES) exams, and General Record Exams (GREs). Most colleges will accept these exams and award credit for them in lieu of taking the course. Separating the acquiring of knowledge from the verification of knowledge is a critical innovation in making the pursuit of a degree open to everybody.

A friend of mine, Tony Haynes, used test outs and credits awarded for military experience extensively in pursuit of his degree. He even used the local library so he didn’t even have to buy books. Since taking CLEPs, DANTES, and GREs are free for those in the military, Tony had no out of pocket expenses. By using test-outs, Tony was able to stretch his GI Bill beyond a four-year degree. Because he tested out of all of his undergraduate work, he is now applying his GI Bill to his MBA classes at the University of Phoenix where he is currently enrolled. I suspect that the only reason Tony did not test out of an MBA program is because no institution offers tests for it yet. Perhaps this is a market opportunity that some organization will fill in the future, but I digress.

There is no reason why Tony’s method needs to be rare. People just need to be shown how to do it. Following Tony’s example, I used a hybrid of test-outs and attending classes to get my Associates degree in thirteen months. Others can do it too. Here is a small contribution to help the cause:

Passing the History of the United States I CLEP Exam

Whether studying for testing out for a degree, or studying to gain expertise, open source education makes effort — not money — the primary determinant of success. It is the key to universal education, lifelong learning, and has the power to make our democracy stronger by creating a more educated society. It can strengthen our public education system by giving hope back to those excluded by our current system — a system that at its heart has an exclusionary economic buffer that has led to stillborn potential among the poor. Access to knowledge is now abundant, and with that abundance we can march into tomorrow with the promise of education for all.

Back to part 2

3 Responses to “Open-Source Education – The Key to Meritocracy in America” »»

  1. Jo
    Comment by Jo | 10/26/07 at 8:59 am

    Gannon,

    Nice writing sir! You really go to bust the paper walls that keep many of us from fully realizing success. Glad to see someone looking at the whole education process critically - the whole thing has become a huge money making machine, I fear!
    Did you attend SPX - I was there late Saturday and for some of the panels Sunday. I just had a faint flicker of memory that you live nearby or might have been going? If so - sorry I missed the chance to meet you in person!

    Carpe Diem!

    -Jonathan

  2. Comment by Gannon Beck | 11/08/07 at 12:29 pm

    Thanks Jonathan,

    I didn't attend SPX. I'm not even sure what it is, so if it's something I should be going to, fill me in. I made it to the Baltimore convention this year. That may be an annual pilgrimage for me as it doesn't fall at one of the super-busy times of the year for me work-wise.

    Gannon

  3. Comment by jeremy l conn | 02/25/08 at 12:02 pm

    I like where you are going with this. However, I must correct at least one inaccuracy, and address some minor quibbles.

    Open source software is not free. You may receive a copy for free, but there is no guideline that requires that it should be obtainable for free. In fact, most open source software is sold, and some of it in stores alongside closed source software.

    There are currently ten criteria that must be fulfilled by software for it to be open source. None of those involve price. When you see the word free, don't think of money. think of liberty.

    http://www.opensource.org/docs/definition.php

    Actually, I believe that the model that you want is not open source software (which espouses a development model and imposes distribution guidelines that are specific to software); you want to look at free software (which is a set of ideals based on a guiding philosophy that is more readily applicable to other domains besides software, and is what the open source software definition is based upon). Using free software's definition as a model is more sensible, because it - and not open source - is directly attached to a philosophy of open sharing.

    see http://www.fsf.org/licensing/essays/free-sw.html

    Free (as in freedom) software is always open source, but not all open source software is free (as in freedom).

    Price is not involved anywhere. Free refers to our freedom, not our wallets.

    None of this takes anything away from the thrust of your ideas. In particular, I think you've hit upon something with the separation of education and credentialing. I think we can make the obvious further deduction though: that the school should not accept tests as credit, but the schooling should be one option for preparing for the tests.

    In other words, you get the degree/certification not from university, but from the credentialing organization. Whether you choose to obtain training in university or elsewhere is of no concern so long as you pass the test for proficiency.

    That way, it would no longer be sufficient for a university to have a good name. Schools would be forced to compete in a free market on the basis of their ability to best prepare their students for the tests for certification.

    On the other hand, being able to pass a test may not be the best measure for some fields, but then neither would school be the best preparation for those fields, and perhaps we should shift a lot more of higher education out of school and back into apprenticeship programs.

Leave a Reply »»