"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.
The greatest thing in life is to keep your mind young." - Henry Ford
Accelerated Learning Would Add Trillions of Dollars in Wealth — The American Magazine: " . . . Sixty-three percent of employers said that recent college graduates don’t have the skills they need to succeed, the Association of American Colleges and Universities found in 2010. A separate survey showed that 25 percent of employers say that entry-level writing skills are deficient. What went wrong? . . . Public schools worked well in the United States, France, and other countries until about the 1970s. In fact, until that time, French public schools provided far better education than private ones. It was the underperforming students who were thrown out of public schools and went to private ones. . . .around that time, regulations, government, and unions came to mandate pay, prevent adjustments, and introduce bureaucratic criterion for advancement. Large education bureaucracies and unions came to dominate the landscape, confusing activity with achievement. Bureaucrats regularly rewrite curriculums, reshuffle "innovative" papers about theories of education, and require ever more administrators. The end result has been that, after all the spending, students in Western countries (including the United States) have worse math and reading skills than both their foreign peers and earlier generations spending far less on education. . . . smarter students can quickly see the mediocrity of most teachers and textbooks, and become bored to death. . . .Since education bureaucracies are measured by how many students graduate and what grades students get, no wonder that students graduate with top grades and little knowledge. As a result, whether students graduate has long stopped signaling selection of smarter, harder working, more ambitious kids. As Arum and Roksa put it, gains in critical thinking, complex reasoning, and writing skills have either been “exceedingly small or nonexistent for a larger proportion of students,” with 36 percent of them experiencing no significant improvement in learning whatsoever over their four years of “learning.”. . . .