Maybe I wasn't totally clear, but I think we actually agree.
To me, a focus on 'credit-based' system is about acknowledging that the boundaries of those domains are growing and changing. Gaining knowledge and expertise in one area can inform your work in another. The idea would be to broaden abilities, not focus on being 'exclusively prepared'.
> the biggest value of a university degree is teaching someone how to think and learn in combination with some domain knowledge.
I would add also: 'how to work', 'how to learn' and 'who to know'. By 'certs' I didn't just mean tech specializations. Courses can be about broader topics. A course on politics can be absolutely beneficial to an engineer. A more modular approach could also encourage lifelong learning rather than the "checkbox" that a degree satisfies.
>We have accreditation boards to determine what is required for a common base.
That's the problem. Those boards/requirements vary based on Universities and available instructors and resources. Yet, everyone comes out with the same degree.
To me, a focus on 'credit-based' system is about acknowledging that the boundaries of those domains are growing and changing. Gaining knowledge and expertise in one area can inform your work in another. The idea would be to broaden abilities, not focus on being 'exclusively prepared'.
> the biggest value of a university degree is teaching someone how to think and learn in combination with some domain knowledge.
I would add also: 'how to work', 'how to learn' and 'who to know'. By 'certs' I didn't just mean tech specializations. Courses can be about broader topics. A course on politics can be absolutely beneficial to an engineer. A more modular approach could also encourage lifelong learning rather than the "checkbox" that a degree satisfies.
>We have accreditation boards to determine what is required for a common base.
That's the problem. Those boards/requirements vary based on Universities and available instructors and resources. Yet, everyone comes out with the same degree.