I agree, thus my suggestion that we try and move towards apprenticeships. But I think we should avoid framing apprenticeships/bootcamps/whatever as a replacement for universities, and instead frame them as an alternative.
addendum: imagine how self-referential and masturbatory Turing's 1936 paper would have seemed from the perspective of the time, especially given that it was written during the depths of the depression.
I realize that it's a stretch to imagine university bureaucrats changing their ways. That's why I think that academics and educators should tenaciously promote the value of education for its own sake, rather than trying to attach the value of education to some economic measurement. It's the use of this kind of rhetoric by academics themselves that unsettles me - for bureaucrats it's simply par for the course.
addendum: imagine how self-referential and masturbatory Turing's 1936 paper would have seemed from the perspective of the time, especially given that it was written during the depths of the depression.
I realize that it's a stretch to imagine university bureaucrats changing their ways. That's why I think that academics and educators should tenaciously promote the value of education for its own sake, rather than trying to attach the value of education to some economic measurement. It's the use of this kind of rhetoric by academics themselves that unsettles me - for bureaucrats it's simply par for the course.