We're witnessing the beginning of a much-needed revolution in education.
What would it take to create wildly profitable, culturally effective online education system? How could the system reflect the marketplace demands of an era of technology, and provide tangible resources for students to find and create opportunity? What would that look like?
Chances are it would not look quite like either the online education kingpin, University of Phoenix, or the many startups in the space. But there are elements from each that might make their way into a truly effective online educational system.
When the University of Phoenix offered its first online course in 1989, the internet was in its infancy, and for-profit online education was a revolutionary idea. Today Apollo Group, which owns University of Phoenix (UOPX), is No. 452 on the Fortune 500. Meanwhile, the internet is now ubiquitous, and next-generation educational platforms are starting to take hold across the country. The value proposition is based less on government subsidy and privileged access, and more on modern vocational training, affordability, and access as universal as broadband and mobile phones.
University professors have taken notice, and those in high demand have begun turning to entrepreneurship over their coursework. Sebastian Thrun, a former tenured Computer Science professor at Stanford, founded Udacity, which currently only features a dozen computer science courses. Udacity designs free university-level classes for anyone. You can program a robotic car, learn cryptography, or build an operating system. Coursera, founded by Stanford Computer Science professors Daphne Koller and Andrew Ng, offers machine learning, computer vision, and game theory. The Massachusetts Institute of Technology has entered the fray, toying with similar models of online education that award experimental certificates of completion, while iTunes University is now a rich repository of courses from Stanford, Duke, Yale, and others. Udemy's community of teachers and students create and consume online courses from each other on a web platform. Since their founding in 2010, 25,000 lectures have been created, and over 70,000 lectures are viewed a month. These numbers are not yet Fortune 500, but the industry is growing fast.
New education platforms use technology as their distribution platform, and load their curricula with courses in technology literacy. Sir Ken Robinson describes the existing model of education as insufficient at scale, and inappropriate to a market economy that prizes creativity: indeed, if creative capital is the dominant driver of growth, our models need to be updated. And the examples above certainly have been updated. They represent an education that has returned to apprenticeship, to people teaching each other, to valuing the creative capacity of individuals -- and doing so at unprecedented scale. But they share another common trait, which separates them critically from University of Phoenix: they don't provide the credential. This matters. Credentials send powerful and important signals to future employers.
The current higher education system developed as both an economic and intellectual response to the scientific revolution of the Enlightenment. Rational principles of science and classical thought were standardized and syndicated across the globe, laying the foundation for the Industrial Revolution. The modern university became the standard-bearer for economic achievement, and indeed into the 21st century, the statistics continue to support this tradition. Employment rates double for people aged 25-35 who have a "Bachelor's degree" versus "some college or an associates degree." The most reliable signal of future economic success was, and still is, the ability to complete a four-year college degree. Accordingly, higher education has been 'scaling up', with 20.3 million enrolled in the United States. Information technology has massively, exponentially accelerated the scaling process, and in doing so is transforming higher education.