In a recent class discussion, my classmates and I talked about the emphasis that has been placed on obtaining a college degree in today’s society. Some students felt the emphasis was justified, while others disagreed with the sentiment. However, throughout the discussion, I noticed that my fellow classmates had all made an assumption that severely limited the discussion, primarily because it seems to be the same assumption that most individuals, lawmakers included, make when the topic of higher education comes up. This assumption is that there are only two options for individuals: the current college system or no college at all.
This assumption forces the discussion to completely ignore the possibility that the current system has flaws (which it does) and that alternatives to the current system exist.
What is the current system, though? When people think of college, a four-year university with a wide range of fields of study for individuals in the 18-23 age range comes to mind for most people. From this definition, the discussion moves forward, often ignoring that to many students “college” is something completely different.
Of course, many of you are likely thinking of community or junior colleges now, and they are the primary alternative, especially in Mississippi. Despite being the primary alternative, though, the community college system in Mississippi is grossly underfunded, and often ignored by lawmakers and citizens alike.
If the primary alternative is struggling, then what hope do other alternatives have? After all, online, for-profit schools like University of Phoenix and DeVry face an uphill battle against public perception, despite an increase in enrollment.
Online degrees and programs offered through traditional universities face many of the same difficulties. Unfortunately, many in the public consider these to be easy or inferior programs, even when offered alongside rigorous traditional programs at institutions such as Harvard and Princeton.
But these alternatives offer students routes that were not available even a few decades ago. They allow full-time workers to advance their education without interrupting their income. They allow individuals to choose programs that are not restricted by geography.
For students who cannot go through the traditional system, these alternatives offer a lot in actuality, but are unfortunately burdened by perception.
This perception has caused a divide in higher education where each route is looked at as a distinct system rather than as one part of a larger system. In turn, it has led to the individual systems having to fight for funding, students and recognition instead of working together to push American education and its benefactors forward.
The beginning of the solution to this is increased awareness and knowledge of what the different systems have to offer so that everyone will see that we can all benefit from the advantages that each offers.
Trenton Winford is a senior public policy leadership major from Madison.
