(See the second post on this topic Beyond the Carnegie Unit)
Earlier today, the Carnegie Foundation for the Advancement of Teaching (CFAT) released their report The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape. [Disclaimer: I was a member of the Advisory Committee.] It’s a beautifully written report with sweeping historical context and fun little details. (Why is liberal arts college four years? Because CFAT, in designing the requirements for institutions of higher education to have access to Andrew Carnegie’s pension plan, said so.) It’s a must-read for the summary of how competency education is evolving in the K12 and higher education sectors.
However, if you are expecting something as big and bold as Andrew Carnegie himself would dream up, you’ll be disappointed. In fact, I imagine that deep under the snow in Sleepy Hollow Cemetery in Tarrytown, New York, Andrew Carnegie is wishing he could find a way to join the conversation.
It’s easy to agree with the findings—that Carnegie Unit (CU) rarely acts as an actual barrier, as in actually prohibiting innovation, with a few important exceptions such as federal financial aid. However, there is an enormous difference between an idea acting as a barrier and catalyzing improvements in the education system. In focusing the scope of the report on whether or not the CU is a barrier to improvements, CFAT trapped themselves in either-or-ness, rather than engaging in an open inquiry into how we might be able to move beyond the confines of the CU to a more equitable, flexible, and transparent system. Even an analytical report that takes us up close to how the CU operates in administering the education system, specifically higher education, would have allowed us to think more deeply about how to re-engineer the system. (more…)