The recent recession forced many people out of jobs and back to the classroom to learn new skills. As a result, we now have an impending student loan debt crisis. Current reports show that U.S. student loan debt is surging above one trillion dollars, surpassing credit card and auto loan debt. Additionally, the majority (80 percent) of student loans are government-guaranteed, with 30 percent of these government-backed loans past due 30 days or more. That means the taxpayers are on the hook should the loans default.
But the real problem is not the student loan debt itself. Rather, the real problem is that even with their shiny new degrees, graduates (both young and old) are not finding jobs. What's the solution?
First, we have to retrain the high school and college counselors who give students advice about which major and career to pursue. Students aren't getting jobs when they graduate; yet, there is a great need in the U.S. right now in the areas of science, math, and engineering, as well as in areas that don't require a bachelor's degree, such as fiber installers, electricians, and mechanics.
Too many counselors aren't helping students see the path to employment based on the degree they're picking. Instead they tell students to "follow your interests and passion" and pick a major based on that. How about giving students a three column list that shows the path to employment based on various majors? The list can show the jobs you can get with a two-year technical degree, such as machinist and electrician; jobs you can get with a bachelor's degree only, like teacher, accountant, or engineer; and the jobs you need a masters degree or higher to get work, such as psychologist or sociologist. If more students knew that their chosen major requires an advanced degree to find employment, chances are high that they'd choose a different major.
Second, the U.S. can't maintain its competitiveness without people who have degrees in science, math, and engineering. So why not provide incentives to get students interested in those fields? For example, a student who gets a two-year tech degree to become a machinist, or a four-year degree in engineering or math, and then works in that field could get a tax break on their student loans every year they are employed. Yes, they'll pay less in taxes, but the money they would have paid in taxes is still collected because it's going toward paying off their student loan and they are helping to keep employment high.
Finally, we need to look at any existing programs for students and expand them to graduates. For example, some states use their lottery proceeds to offer high school students with a 3.0 or higher graduating grade point average free tuition if they go to an in-state college. Why not expand this program to help science, math, and engineering majors who have already graduated reduce or eliminate their student loans if they work in the state?
Remember, the real problem we're facing is not the amount of student loan debt. The real problem is that the U.S. has an under-employment crisis, meaning we have people who are trained for jobs that are going away or are trained to do things that there aren't jobs for because they need advanced education. If we're going to be competitive in the 21st century with China, India, and other places around the world, we need to give better guidance and counseling to our students, and we need to reward the behaviors and choices we want so we get more science, math, and engineering majors. Such an approach is good for all of us because it will make the U.S. more competitive internationally -- and that is the real cornerstone of our country's future prosperity.
Daniel Burrus
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We need more jobs.
We don't need more college graduates including STEM.
Young Americans are abandoning STEM because of the extremely grim job prospects.
Yes there is offshoring in STEM, but there is in Legal, Medical, and most professional services as well, and I won't say anything about offshoring in manufacturing.
Seizures probably are not the problem. Your age is working against you. If you are willing, with your science background, you can go into teaching without getting any further education. The school district will train you for free after you go to work. Where I live, science majors are in such short supply that you will earn $3,000 a year more than other teachers, right off the bat. I don't know where you are, but I live in Texas. Check it out.
Thank God. At last, someone with an ounce of common sense. I had someone from the
The World Owes Me Something generation tell me that he follows his passion in life rather than wasting it working at a job that suck said life out of him. This was said while he was whinning about having to repay his college loans. I applaude him for following his "passion." I just he did not expect me to pay for it.
I certainly feel that you should be able to take the courses that you enjoy. We all need to tip-toe through the tulips as much as possible. Just do not expect the tax-payers to pay for your useless degrees.
Get a decent job to support yourself, and you can still have an advocation in the area of liberal arts.
Research main dendritic organizational pathways for memory and design learning around clustering kids around teaching methods/pathways that best match their brain physiology - rather than age group. Alternately program etextbooks that offer the same lesson with appeals to multiple pathways. (color, frequency sweeps, etc etc)
Not age grouping is a tough one. A 6 year old who needs naps and a lot of potty breaks and wants his mommie with him will not fit well with a 13 year old whose main purpose in life is to ogle the girls and has not spoken to his mother in the last 2 years. Regardless of IQ and learning style.
A lst grader reading on a 6th grade level cannot be taught the same way as a 12th grader who reads on a 6th grade level.