For over two hundred years the American a course in miracles system has been based on the right of all its citizens to an education. Through this guiding principle America has led the world to expanded education opportunity for women, oppressed minorities, and populations generally. As the world has come to embrace the American philosophy, America is abandoning this core belief and dividing education into the wealthy, who can afford education, and the rest of the country that will not be able to afford it.
For several decades, American education was in retreat in the technical areas of science and engineering. To address these deficiencies, technical schools in secondary education and for profit colleges came into existence. They encouraged students not inclined to pursue additional education to enter technical fields and pursue higher education. Students that would not become engaged in a process of learning were suddenly involved. Students who could not make passing grades were suddenly making the A’s and B’s in vocational technical courses and for profit technical institutions.
Today, these two areas of education constitute a growing number of successful students actively involved in higher education. Vocational schools and for profit colleges are designed to encourage students to become involved in technical careers, and are often structured without much of the liberal arts training that accompany traditional degrees. There’s been a longstanding disagreement as to whether students should be funneled into specific and very narrow technical educational streams, or weather all students should be forced to obtain a more generalized education designed to move them toward undergraduate degrees and eventually to graduate degrees.
Although this disagreement has ragged for several generations, the effect of vocational training and for profit technical institutions cannot be denied. They have successfully moved a large segment of the population into technical careers very successfully. However, in recent months the department of education has begun to take issue with the success of the schools because they cannot guarantee that their graduates will be able to meet income guidelines created to show the success of American education of dollars that are being spent for these programs. Vocational schools and secondary education are being cut across the nation in response to the economic downturn our society is currently facing, and this policy of the department of education. Rather than address the more complex issue of how we can meld traditional, and technical areas of education into a single educational system, federal funding to provide vocational training and technical education is being slashed by the Federal government.
At a time when the administration and the business community l recognize the need for a stronger commitment to technical education throughout the country, we are reducing the ability of students to obtain the education loans necessary to pay for their education because we have a fundamental disagreement as to whether there should be more general education in English, literature and the arts, and less a single minded focus on a narrow technical field. This seems to be an argument without merit since both have the single purpose of trying to educate the American public to be competitive in the marketplace of tomorrow. This is occurring at the same time that a recent study has demonstrated that the effect of a college education benefits all students whether it is in their field, general education, or in a narrow technical area. Rather than building on that premise to encourage students across the country to pursue higher education, our focus has turned to the ability of students to repay the loans to banks as the single determining factor as to whether the education was useful. The standard being put forward by the department of education does just that.