Traditional vs. Nontraditional
Cheshire University's advanced academic evaluation process measures knowledge attained through ALL types of education, whether learned in a classroom, or through career, independent study/research, mentor, family, or other sources.
Although a degree based on assessment of prior learning, exams and/or research may seem to be granted in a shorter period of time that is not the reality.
In fact, completion of degree courses via traditional education is quicker and easier than the years involved in acquiring knowledge outside classroom walls. Many of the largest and best schools acknowledge the importance of experience gained outside the classroom.
Granting credits for learning completed outside the classroom is not unique to Cheshire and is an accepted process on the undergraduate level worldwide. Cheshire University has expanded that process into the graduate level to meet the needs of both the future employers and the students in a world that is putting more emphasis on competency as a means for selecting employees.
Traditional degrees are granted as an indication of ability in a given area. It is a credential presented at the completion of a process. The requirements are based on subjective opinions of what "educators" feel is necessary to qualify. These credentials may or may not qualify the student to perform well. Often the degree is no more than a ticket to get a job.
Cheshire University on the other hand, evaluates a person's proven qualifications objectively based on comparative analysis to standard curriculum requirements. The decision to grant the credits and the degree is based on an objective evaluation of the student’s actual demonstrated ability and competency in the field.
In a recent survey among large employers in the US, UK, Europe and Asia it was discovered that a common complaint is that new graduates with "traditional" degrees are often not properly prepared for the job, while many experienced people who can do the job can't get the opportunity because they lack the appropriate credentials.
72% of the employers surveyed believed that the traditional educational system is becoming obsolete, particularly in the US. A relevant, but frightening example can be found in international news articles about the recent failures of corporations, such as Global Crossing, WorldCom and Quest that were lead by people with "traditional credentials". Cheshire University Programmes provide a positive solution to a perpetual problem; finding and qualifying accomplished performers. Cheshire hopes to bring this into the corporate world within the next decade.
From Bear's Guide to Earning Degrees by Distance Learning, 14th Edition
Nontraditional education takes many forms, including the following:
- Credit (and degrees) for life experience learning, even if the learning took place before you entered school;
- Credit (and degrees) for passing examinations;
- Credit (and degrees) for independent study, even when not enrolled in a school at the time it was done;
- Credit (and degrees) through intensive study (for instance, 10 hours a day for a month instead of hour a day for a year);
- Credit (and degrees) through guided private study at your own pace, from your own home or office, under the supervision of a faculty member with whom you communicate on a regular basis;
- Credit (and degrees) for work done on your home or office computer, linked to your school's wherever in the world it may be;
- Credit (and degrees) from weekend schools, evening schools, and summer-only schools;
- Credit (and degrees) entirely by correspondence;
- Credit (and degrees) through the use of audio- and videotaped courses reviewed at your convenience.
Traditional education awards degrees on the basis of time served and credit earned.
Nontraditional education awards degrees on the basis of competencies and performance skills those of society over an entire lifetime.
Traditional education bases degree requirements on medieval formula that calls for some generalized education and some specialized education.
Nontraditional education bases degree requirements on agreement between the student and the faculty, aimed at helping the student achieve his or her career, personal, or professional goals.
Traditional education awards the degree when the student has taken the required number of credits in the required order.
Nontraditional education awards the degree when the student's actual work and learning reach certain previously agreed-upon levels.
Traditional education considers the years from age 18 to 22 the appropriate time
to earn a first degree.
Nontraditional education assumes learning is desirable at any age, and that degrees should be available to people of all ages.
Traditional education considers the classroom to be the primary source of information and the campus the centre of learning.
Nontraditional education believes that some sort of learning can and does occur in any part of the world.
Traditional education believes that printed texts should be the principal learning resource.
Nontraditional education believes that the range of learning resources is limitless, from the daily newspaper to personal interviews, from videotapes to computers to world travel.
Traditional faculty must have appropriate credentials and degrees.
Nontraditional faculty is selected for competency and personal qualities in addition to credentials and degrees.
Traditional credits and degrees are based primarily on mastery of course content.
Nontraditional credits and degrees add a consideration of learning how to learn, and the integration of diverse fields of knowledge.
Traditional education cultivates dependence on authority through prescribed curricula, required campus residence, and required classes.
Nontraditional education cultivates self-direction and independence through planned independent study, both on and off campus.
Traditional curricula are general oriented toward traditional disciplines and well-established professions.
Nontraditional curricula reflect a range of individual students' needs and goals, and are likely to be problem-oriented, issue-oriented, and world-oriented.
Traditional education aims at producing "finished products" - students who are done with their education and ready for the job market.
Nontraditional education aims at producing lifelong learners, capable of responding to their own evolving needs and those of society over an entire lifetime.
Traditional education, to adapt the old saying, gives you a fish and feeds you for a day.
Nontraditional education teaches you how to fish and feeds you for life.
Traditional education had nothing to offer the dead-tree-limb expert.
Nontraditional education made it possible for him to complete a good bachelor's degree in less than a year, entirely by correspondence and at a modest cost. His job is now secure.
(End of excerpt from Bear's book)
Cheshire University gives those who have gained college level or higher education levels an opportunity that is virtually impossible to obtain without enrolling full time in a traditional school.
<h2 id="references">Some Key Distance Education References</h2>
Asian Development Bank 1987
Proceedings of the Regional Seminar on Distance Education
Manila: ADB,
Stewart, David and Daniel, John S 1988
Developing Distance education
Oslo: ICDE,
Calvert, Jocelyn 1988
Distance Education Research: the Rocky Courtship of Scholarship and Practice
Oslo: Keynote paper presented at 14th ICDE World Conference
Keegan, Desmond 1994
Foundations of Distance Education
London: Rutledge,
Holmberg, Borje, Keegan, Desmond, and Stewart, David 1988
Distance education: International Perspectives
London: Croon Helm
Open University UK 1997
University Handbook
Milton Keynes, UK
Deakin University 1999
University Calendar
Geelong, Australia: Deakin University
University of New England 1999
University Calendar
Armidale, Australia: UNE
Keegan, D, and Rumble G 1982
The Distance Teaching Universities
London: Croon Helm
Peters, O 1973
Die didaktische Struktur des Fernunterrichts,
Weinheim: Beltz
Holmberg, B 1981
Status and trends of Distance Education
London: Kogan Page
MAJOR DISTANCE EDUCATION JOURNALS
Epistolodidaktika - Europe from 1977
Distance Education - Australia from 1980
Pakistan Journal of distance Education - Pakistan from 1984
Open Learning - UK from 1986
Journal of Distance Education - Canada from 1986
American Journal of Distance Education from 1987
