Tag: College

Is a Traditional 4-year Degree a Terrible Investment?

Go Lean Commentary

This respected resource, Howard Tullman[a], asserts that 4-year Liberal Arts college degrees are bad investments for students. (Play VIDEO here).

VIDEO – Why a Traditional 4-Year Degree is a Terrible Investment | Inc. Magazine – https://youtu.be/ch4D5-9jdbk


Published on Jun 6, 2014 – Howard Tullman, CEO of 1871, explains exactly how over valued, and ripe for disruption, traditional higher education has become.

The book Go Lean…Caribbean stakes the claim even deeper, that traditional college education abroad have been an even more disastrous policy for the Caribbean in whole, and each specific country in particular.

This assertion requires a differentiation of the macro, versus the micro.

From a strictly micro perspective, college education is great for the individual; research by Economists have established the dogma that each additional year of schooling increase an individual’s earnings by about 10%. (Go Lean quotes these economic studies at Page 270). This should be viewed as a very impressive rate of return on an education investment (ROI). But from the macro perspective, (for the community), the ROI is different for the Caribbean; its not a gain, but rather a loss due to the incontrovertible brain drain.

Previous blog-commentaries on this same subject matter have quoted the Jamaican proverb of “fattening frogs for snake” – (see https://goleancaribbean.com/blog/?p=459). This is because more and more of the Caribbean college educated citizens abandon their tropical homes for foreign shores in the US, Canada and Europe. What’s worst, they take their Caribbean-funded education and skill-sets with them – sometimes taking any hope for collectability for student loans as well, thereby imperiling future generation of scholars from the benefits of a college education.

This broken system has many challenges and must be addressed.

Change has now come. The driver of this change is technology and globalization. Under the tenants of globalization, the Caribbean labor pool is a commodity; their talents are subject to the economic realities of supply-and-demand. So if there is greater reward for these Caribbean citizens to “take their talents to South Beach … or South Toronto, or South London”, it is hard to argue a contrarian stance. The Go Lean book posits therefore that the governmental administrations of the region should invest in higher education options with as much technological advances (e-Learning) as possible, for its citizens. The bottom-line motive should be the Greater Good.

The Go Lean roadmap provides turn-by-turn directions on how to reform the Caribbean tertiary education systems, economy, governance and Caribbean society as a whole. This roadmap asserts that the Caribbean is in crisis, and that this “crisis would be a terrible thing to waste”. As a planning tool, the roadmap commences with a Declaration of Interdependence, pronouncing the approach of regional integration (Page 12 & 14) as a viable solution to elevate the region’s educational opportunities.

xix. Whereas our legacy in recent times is one of societal abandonment, it is imperative that incentives and encouragement be put in place to first dissuade the human flight, and then entice and welcome the return of our Diaspora back to our shores

xxi. Whereas the preparation of our labor force can foster opportunities and dictate economic progress for current and future generations, the Federation must ensure that educational and job training opportunities are fully optimized for all residents of all member-states, with no partiality towards any gender or ethnic group. The Federation must recognize and facilitate excellence in many different fields of endeavor, including sciences, languages, arts, music and sports. This responsibility should be executed without incurring the risks of further human flight, as has been the past history.

xxvii. Whereas the region has endured a spectator status during the Industrial Revolution, we cannot stand on the sidelines of this new economy, the Information Revolution. Rather, the Federation must embrace all the tenets of Internet Communications Technology (ICT) to serve as an equalizing element in competition with the rest of the world. The Federation must bridge the digital divide and promote the community ethos that research/development is valuable and must be promoted and incentivized for adoption.

This book Go Lean… Caribbean, serves as a roadmap for the introduction and implementation of the Caribbean Union Trade Federation (CU). This represents change for the region. The CU/Go Lean roadmap has 3 prime directives:

  • Optimization of the economic engines in order to grow the regional economy.
  • Establishment of a security apparatus to protect the resultant economic engines.
  • Improve Caribbean governance to support these engines.

The Go Lean book posits that education is a vital consideration for Caribbean economic empowerment, but there have been a lot of flawed decision-making in the past, both individually and community-wise. The vision of the CU is a confederation of the 30 member-states of the Caribbean to do the heavy-lifting of championing better educational policies. The book details those policies; and other ethos to adopt, plus the executions of the following strategies, tactics, implementations and advocacies to impact the tertiary education in the region:

Community Ethos – Deferred Gratification Page 21
Community Ethos – People Respond to Incentives Page 21
Community Ethos – Job Multiplier Page 22
Community Ethos – Lean Operations Page 24
Community Ethos – Return on Investments (ROI) Page 24
Community Ethos – Ways to Impact the Future Page 26
Community Ethos – Ways to Foster Genius Page 27
Community Ethos – Ways to Help Entrepreneurship Page 28
Tactical – Separation of Powers – Education Department Page 85
Tactical – Separation of Powers – Labor Department Page 89
Advocacy – Ways to Grow the Economy Page 151
Advocacy – Ways to Create Jobs Page 152
Advocacy – Ways to Improve Education Page 159
Advocacy – Ways to Improve Governance Page 169
Advocacy – Ways to Improve Libraries Page 187
Appendix – Education and Economic Growth Page 258
Appendix – Measuring Education Page 266

Now is the time for all of the Caribbean, the people and governing institutions, to lean-in for the changes described in the book Go Lean … Caribbean. We welcome the efforts of entrepreneur Howard Tullman, and his desire to empower other entrepreneurs. This is due to another fact certified by Economists, that the majority of new jobs come from small-medium-sized enterprises (SMEs). So when there is the need for specific job training or business development skills, prudence dictates some facilitation for these skills. Education reform for the Caribbean should therefore be in vogue. This need for reform synchronizes with the CU/Go Lean effort.

The Go Lean roadmap is a complete solution for Caribbean elevation, thus helping the region to be a better place to live, work, learn and play.

🙂

Download the book Go Lean … Caribbean – now!

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a.   Appendix – Howard A. Tullman:

Howard A. TullmanAn American serial entrepreneur, venture capitalist, educator, writer, lecturer, and art collector. He currently serves as Chairman of Tribeca Flashpoint Media Arts Academy and of HYDR>BOX, LLC., CEO of 1871[e] (Chicago’s entrepreneurial hub for digital startups), and the Managing Partner of Chicago High Tech Investment Partners, LLC.

Entrepreneurial career
Tullman’s entrepreneurial career spans four decades and a broad swath of industries. As of May 2011, Tullman has started 12 companies, including Tribeca Flashpoint Media Arts Academy, CCC Information Services, Tunes.com, the Rolling Stone Network, Imagination Pilots, Experiencia, and others.[b] Tullman has also been tapped for senior executive positions at established companies such as Kendall College, where his expertise in turn-arounds saved the school from going into bankruptcy in 2003.[b]

Disruptive Innovation in education
Throughout his career in higher education, Tullman has been a proponent of revolutionizing the industry through disruptive innovation which is Clayton M. Christensen’s term to describe new, rapidly-iterated innovations that start from the bottom of traditional industries by providing small-scale and relatively inexpensive solutions (which quickly expand and improve) and which disrupt those existing marketplaces by displacing earlier, out-of-date programs with less expensive, faster and more effective solutions typically based on emerging new technologies.

As an early adopter of this philosophy, Tullman was among the first to bring disruptive innovation to for-profit education as evidenced in his work at Kendall College, Experiencia, and Tribeca Flashpoint Media Arts Academy.[c] In each of these education ventures, Tullman sought to create educational environments that fed creativity while providing skill sets for future successful employment in the new digital world:

At Kendall College, Tullman transformed a 75 year old failing college into a new entity and moved the campus from its home in Evanston to Chicago in a brand-new, purpose-built facility in order to put students closer to the real-world opportunities available in their fields (especially culinary and hospitality) and to provide them with the newest tools, technologies and equipment available.

At Experiencia (the parent of ExchangeCity and Earth Works), Tullman developed hands-on, learning experiences for children that reinforced the lessons learned in the classroom in a simulated city environment. Innovative partnerships with dozens of major businesses provided resources and access for the students to experience the real world of work.

At Tribeca Flashpoint Academy, Tullman and his partners designed and developed a hands-on, team-based, cross-disciplinary, fast-track approach to digital media arts training, allowing students to learn digital technologies faster and more economically than at traditional four-year competitors.

Tullman is also an outspoken opponent of tenure in education and the turf wars and lack of interdepartmental collaboration among faculty.[d]

Tullman’s innovations in education have been consistent with the high-end vocational education visions shared by Sir Ken Robinson, David Brooks, and Thomas Friedman, but have the additional benefit of being actually implemented and in use today.

Citations:
b.   Black, Johnathan (May 2011). “Howard Tullman’s Flashpoint Academy: A Digital-Arts Alternative to the Four-Year College Degree”. Chicago Magazine. Retrieved November 27, 2012
c.    Meyer, Ann (January 14, 2008). “Howard Tullman provides business lesson in running for-profit schools”. Chicago Tribune
d.   Tullman, Howard. “Why the Chicago Teachers’ Strike Will Help Education Entrepreneurs”. Inc.com. Inc. Retrieved April 22, 2013.
e.    1871 = Year of the Great Chicago Fire

 

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Student debt holds back many would-be home buyers

Go Lean Commentary

Diploma 1This point from the foregoing news article is most poignant: “Of the many factors holding back young home buyers … none looms larger than the recent explosion of college debt”.

The book Go Lean … Caribbean serves as a roadmap for the introduction and implementation of the Caribbean Union Trade Federation (CU), for the economic optimization in the region. If the target of the book is the Caribbean, why does this article about American student loans weigh so heavy in a consideration of Caribbean economics?

There are lessons to be learned here! Not just for student loans, but also regarding education policy. This issue is pivotal to the economics of the Caribbean region. This point is made early in the book’s Declaration of Interdependence (Page 13):

xxi. Whereas the preparation of our labor force can foster opportunities and dictate economic progress for current and future generations, the Federation must ensure that educational and job training opportunities are fully optimized for all residents of all member-states, with no partiality towards any gender or ethnic group. The Federation must recognize and facilitate excellence in many different fields of endeavor, including sciences, languages, arts, music and sports. This responsibility should be executed without incurring the risks of further human flight, as has been the past history.

Classic economic policy promotes that education has a direct effect on a community’s economy and the standard-of-living, quantified as each increased-grade-level, raises GDP by 3 percent (Appendix C2Page 258). But, the Go Lean roadmap posits that this rule is not true for the Caribbean, because of the debilitating emigration rate, the brain drain in which our educated population flees for foreign shores, or worse, students that do not return after matriculating – despite using funding from their Caribbean homeland. These are all investments with no return. In short, the economy of the Caribbean can be impacted by the activity of this recent-student population, when they repatriate; but when they emigrate, they hurt the economy.

By: Tim Logan
LOS ANGELES – Sarah Luna wants to buy a home in up-and-coming northeast Los Angeles before it’s too late.

At 31, she has a master’s degree and earns more than $70,000 as a court reporter and freelance editor. She daydreams about trading the Glendale apartment she shares for a little condo, maybe in Echo Park or Highland Park….

Just one thing holds her back: The $700 she’s paid every month since 2008, after she graduated from the University of Southern California — with $75,000 in student debt. With about half that total left to pay, buying that condo seems a long way off.

“Honestly, I don’t know if it’ll ever happen,” she said. “Barring some sort of awesome miracle, a down payment is hard to wrap my head around right now.”

Of the many factors holding back young home buyers — rising prices, tougher lending standards, a still-shaky job market — none looms larger than the recent explosion of college debt.

The amount owed on student loans has tripled in a decade, to nearly $1.1 trillion, according to the Federal Reserve Bank of New York. People in their 20s and 30s — often the best-educated and highest-earning among them — owe most of that tab. That is keeping a crucial segment of home buyers on the sidelines, deferring one of the traditional markers of adult success.

The National Assn. of Realtors recently identified student debt as a key factor in soft demand for home-buying this spring. A recent study by the trade group identified student loans as the top reason many home buyers delayed their purchase. Many more didn’t buy at all.

Surveys show today’s adults value homeownership just as much as their parents did. But the shaky job market, higher debt loads, and the roller-coaster market of recent years is keeping many from pulling the trigger, said Selma Hepp, senior economist with the California Assn. of Realtors.

“They’re just postponing,” she said. “It’s the economy and the recession and what that generation has gone through.”

The share of buyers who are first-timers has dropped well below historical averages — 28% of California buyers last year, compared with 38% typically, according to CAR surveys. The absence of a new generation of customers could become a long-term problem for the industry, said Dustin Hobbs, spokesman for the California Mortgage Bankers Assn.

“You have to have that swath of first-time buyers who will eventually be your move-up buyers,” he said. “When you take that out, it damages the whole chain.”

Traditionally, student borrowers were more likely than most people to buy a house, experts say, because college graduates tend to earn more. But that’s flipped since 2008, according to researchers at the New York Fed. Today, the share of 30-year-old homeowners who have student debt is lower than that of 30-year-old homeowners without it.

It’s a sign that skilled, educated workers are getting pushed out of the housing market.

“When people have less money to commit to housing, they don’t buy a house,” Hobbs said.

Jay Stewart Samilin sees that all the time. He’s an agent at Rodeo Realty in Beverly Hills and runs a tax preparation business on the side. Many of his younger clients are skipping the house until they pay down their debt.

“They’re maxed out on student loans, and there’s nothing else they want to think about until they pay that down,” he said.

Some who do start shopping quickly realize they can’t afford as much house as their income suggests. The more they pay each month on student loans, the less the bank will lend them to buy a house, said Natalie Lohrenz, director of counseling at Consumer Credit Counseling Services of Orange County. In a pricey market such as Southern California, that can severely limit a buyer’s options.

“You have to think about your quality of life after you purchase this home,” she said. “It’s OK to rent for awhile.”

That’s not to say some people don’t make it work.

Marco Manansala is starting to shop for a house, maybe a two-bedroom in Long Beach or on the Eastside, close to a freeway. When he began to think about it, the 28-year-old got preapproved for a loan — but only for $180,000.

“That gets you a shack,” he said. “I asked, how do I get more? They said I need to pay down debt.”

So he started aggressively paying off his car, and he’s worked his student loan balance down to $6,000, from $10,000. With a good job as a creative director for a Venice marketing agency, he has cut his spending to save up for a down payment. He’s getting close.

“I have a goal of buying something by June,” Manansala said. “I’m gearing up for it.”

But many others, like Luna, are forced to take a much longer view.

She graduated into the worst job market in decades. Although she eventually found work that enabled her to keep up with loan payments, it’s been hard to save much. In six years, she’s paid down nearly half of her original tab. When she borrowed the money for a master’s in professional writing, Luna acknowledges, she was an “idealistic” 22-year-old, and the numbers didn’t seem real.

Now the reality of a $700-a-month student loan payment makes it hard to get ahead, house or no house, even with a good salary. And she’s worried she’ll get priced out of the city she loves.

“It’s frustrating,” she said. “I think by the time I get a chance to get together that money and find a house, it’ll be unattainable.”

Source: Los Angeles Times – Online News Source – April 19, 2014 –http://www.latimes.com/business/realestate/la-fi-0420-student-debt-house-2-20140420,0,7975649.story#ixzz30Iw7x8Hz

Diploma 2The foregoing news article relates that education funding policies adversely affect major areas of the economy, in this case home-buying. The cause-and-effect paradigm is direct, within 5 to 10 years after graduation; a former student should be planning to buy a house. Apparently the macro economy is dependent on this relationship. According to the foregoing article, the National Association of Realtors (NAR) identified student debt as a key factor in soft demand for home-buying this spring (2014).

The Go Lean roadmap also identified that the 2008 financial crisis still deeply impacts the Caribbean economy; that it was not just the housing finance dysfunction alone that contributed to the crisis, but educational loans as well. This point is declared in Appendix IH on Page 286. This foregoing news article pronounces that the US economy continues to be impacted by a defective and dysfunctional student loan policy.

In the Caribbean, we do not want to follow this American model.

The economic solutions to effect change in the region are detailed in this book Go Lean … Caribbean as community ethos, strategies, tactics, implementations and advocates; as follows:

Community Ethos – Foster Genius Page 27
Community Ethos – Impact R & D Page 30
Community Ethos – Valedictorian è Diaspora Page 38
Strategy – Study: At home –vs- Abroad Page 50
Tactical – Education for a $800 Billion Economy Page 70
Separation of Powers – Education Department Page 85
Separation of Powers – Labor Training Oversight Page 89
Ways to Better Manage Debt Page 114
Reasons to Repatriate – Educational Inducements Page 118
Lessons Learned from 2008 Page 136
Ways to Improve Education Page 159
Ways to Impact Student Loans Page 160
Improve Local Government – Education Reforms Page 169
Better Manage the Social Contract: e-Learning Page 170
Federal Civil Service: Education Payback Schemes Page 173
Foster Cooperatives: Mutual Education Alternative Page 176
Ways to Improve Libraries Page 187
Ways to Impact the Diaspora – Education Reform Page 217
Ways to Impact Foundations – e-Learning Focus Page 219
Battles in the War on Poverty – e-Learning Solution Page 222
Help the Middle Class – Educational Stimuli Page 223
Ways to Impact Youth – Education Dynamics Page 227
Appendix C2 – Education and Economic Growth Page 258

The goal of the Go Lean roadmap is to make the Caribbean a better place to live work, learn and play. To elevate our economy, we must continue to place a high priority on education, thus the roadmap features our own student loan solution (Page 160) and numerous reforms and optimizations. But we need to be prepared for many of the same pitfalls that have befallen the US. We especially want to learn from these American mistakes:

It’s not the cost of the loan that’s the problem; it’s the principal – the appallingly high tuition costs that have been soaring at two to three times the rate of inflation, an irrational upward trajectory eerily reminiscent of skyrocketing housing prices in the years before 2008. – Ripping Off Young America: The College – Loan Scandal By Matt Taibbi, Rolling Stones Magazine; August 15, 2013. (Appendix IH – Page 286).

For the past 40 – 50 years, we have pushed too hard on college education, just for the sake of the “best practice” in economic elevation. We have suffered as a result, with a brain drain and excessive debt.

As a region, we cannot risk losing any more of our young adults and their contribution to their communities. Plus, we do not want to saddle them with overbearing student loans; this “paints them in a corner” where they must flee to earn enough money to repay the loans; (but so often, they have simply defaulted – which imperils the next generation).

We want to learn from our past mistakes!

We want to learn from America’s mistakes!

So we must deliver quality affordable education at home, without predatory lending habits. For the Caribbean, we do not want to be America. We want to be better!

Download the free e-book of Go Lean … Caribbean – now!

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CXC and UK publisher hosting CCSLC workshops in Barbados

Go Lean Commentary

images“Fattening frogs for snakes” – Jamaican expression.

As a region the Caribbean have invested much time, talents and treasuries for the education of our youth. Hooray for our efforts! This is an honorable commitment and those laboring in this profession, as depicted in the foregoing news article, should be duly recognized and applauded.

But…

… “do what we’ve always done, and we get what we always got” – Old Adage.

For far too often, the Caribbean has been grooming and preparing their young people to contribute and enhance the society… of other countries. And thus the intersection of the two expressions above, and this imagery: “sacrificing our babies on the altar of global trade”. See a related news story here:

BRIDGETOWN, Barbados — Over 50 secondary school teachers in Barbados stand to benefit from a series of workshops to be hosted by the Caribbean Examinations Council (CXC) and UK-based publisher Nelson Thornes on 7 and 8 April 2014 in Barbados.

The four workshops will be hosted over the two days and will focus on English and mathematics for the Caribbean Certificate of Secondary Level Competence (CCSLC).

The workshops will be facilitated by Novelette McLean-Francis, senior education officer responsible for linguistics in the ministry of education, Jamaica, and a published author; and Grace Smith, a Barbadian educator and one of the authors of the CCSLC mathematics text.

Two workshops will be hosted each day and teachers from the 22 public secondary schools in Barbados are expected to attend.

Registrar Dr. Didacus Jules stated, “These CCSLC workshops are very timely as over the next four weeks CXC is working with the United Kingdom National Academic Recognition Information Centre (UK NARIC) to benchmark CCSLC with similar qualifications internationally.”

“Ensuring that teachers are well equipped to deliver the CCSLC programme effectively will impact positively on students’ performance and on the benchmarking exercise,” Jules noted.

“Nelson Thornes, part of Oxford University Press, is delighted to be running the workshops for teachers across Barbados for the CCSLC qualification,” Sarah Townsend, Caribbean marketing campaign manager with Oxford University Press Education Division said. “Our aim is to provide a full understanding of the syllabus and what is expected in classrooms. Alongside this, teachers will gain valuable knowledge of how the texts came together and the authors’ experience of being involved in the teaching of CCSLC.”

“Working in conjunction with CXC and the ministry of education, we have invited teachers to attend one of the sessions for either mathematics or English, and we hope to be able to fully support them in their on-going quest of teaching CCSLC English and mathematics,” Townsend explained.

The Caribbean Certificate of Secondary Level Competence was introduced to schools in Barbados in September 2013.
Source: Caribbean News Now Online News Site; posted April 3, 2014; retrieved April 4, 2014 from: http://www.caribbeannewsnow.com/barbados.php?news_id=20558&start=0&category_id=26

CU Blog - CXC and UK publisher hosting CCSLC workshops in Barbados - Photo 2This subject matter aligns with the prime directive of the book Go Lean … Caribbean to re-boot the economic engines of the Caribbean to assuage the human flight problem that has afflicted so many Caribbean communities, for more than 50 years. The book, serving as a roadmap for the introduction and implementation of the Caribbean Union Trade Federation (CU) posits that education has been a failure for this region. Almost everywhere else education dynamics elevate a society, raising GDP by 1 percent for every additional (aggregate) year of schooling. But this is not true for the Caribbean; even though the educated population have fostered their abilities there, they have “taken their talents to South Beach”; and South Bronx; and South Toronto; and South London; and the South Paris, etc.

So education and economics must be intertwined. This is explored in full details in the book. This roadmap provides turn-by-turn directions for escalating educational resources (and results) in the region. As a planning tool, the roadmap commences with a Declaration of Interdependence, pronouncing regional integration (Page 12) as the approach to elevate educational opportunities:

xxi. Whereas the preparation of our labor force can foster opportunities and dictate economic progress for current and future generations, the Federation must ensure that educational and job training opportunities are fully optimized for all residents of all member-states, with no partiality towards any gender or ethnic group. The Federation must recognize and facilitate excellence in many different fields of endeavor, including sciences, languages, arts, music and sports. This responsibility should be executed without incurring the risks of further human flight, as has been the past history.

This optimization will apply to all levels of instructions: primary, secondary and tertiary.

The strategy is to confederate all the 30 member-states of the Caribbean, despite their language and legacy, into an integrated “single market”. Tactically, this will allow a separation-of-powers between the member-states governments (including their education proxies) and federal agencies, allowing the type of third party regional oversight as identified in the foregoing article, with entities like the United Kingdom National Academic Recognition Information Centre and Oxford University Press. Notice the leanings of those organizations: British. Instead, the Go Lean roadmap advocates the multi-lingual educational guidance for English, Dutch, French and Spanish all under CU federal administration.

Under this roadmap, the CariCom-backed Caribbean Examinations Council (CXC) would be integrated into a CU Cabinet Department of Education; this is detailed in the book (Page 85). Most importantly the roadmap recognizes that there are the costs dynamics for education, so the funding mechanisms are fully explored in 10 Ways to Pay for Change (Page 101).

Why is the expectation for education success so different in Go Lean…Caribbean compared to the status quo? Why haven’t the strategies and tactics described in this roadmap been employed by the member-states already?

Quite simply, the book posits that the problems for the Caribbean are too big for any one member-state to solve alone; there must be a regional solution! The problem of human flight/brain drain is described as resulting from “push-and-pull” factors. So the required solution is more than just a few bright ideas, taught in a workshop; there is the need for a new eco-system.

Go Lean … Caribbean introduces that eco-system, as a roadmap to make the Caribbean a better place to live, work, learn and play.

No more “fattening frogs for snakes”!

🙂

Download the book Go Lean … Caribbean – now!

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Collegiate Sports in the Caribbean

Go Lean Commentary

CampionExcelsiorK20120911IASports play a big role in Caribbean culture. Education plays a big role in the empowerment of communities. There is a junction between sports and academics; this is the sphere of college athletics.

Cuba has 37 universities…alone. In total, the Caribbean has 42 million people (2010 figures) in all 30 member-states. So surely there is enough of a student population to field sports teams.

More so, there is a fan base in the communities to complete the eco-system of sports spectators and community pride. Yet, there is very little college sports being facilitated in the region right now. Despite the breadth and talent base to form leagues and rivalries among the established universities within the Caribbean. Any system for college athletics is noticeably lacking.

This is the mission of the Caribbean Union Trade Federation (CU); to function as a Caribbean version of the National Collegiate Athletic Association (NCAA) in the US. We have much to learn from this organization’s history, successes & failures.

“The NCAA was founded in 1906 to protect young people from the dangerous and exploitive athletics practices of the time,” so states the NCAA on its official website.[a]

According to Dan Treadway, Associate Blog Editor for the Huffington Post online news magazine[b]:

The NCAA often likes to harp on tradition and the sanctity of the term “student-athlete,” but it fails to recognize its true roots.

The association in fact got its start because, at the time of its creation, football was in danger of being abolished as a result of being deemed too dangerous a sport. During the 1905 season alone, 18 college and amateur players died during games. In response to public outcry, Theodore Roosevelt, an unabashed fan of the sport, gathered 13 football representatives at the White House for two meetings at which those in attendance agreed on reforms to improve safety. What would later become known as the NCAA was formed shortly after on the heels of this unifying safety agreement.

Collegiate Sports is now big money; an economic eco-system onto itself. How much money does the NCAA make?

For the 2010-11 fiscal year, the NCAA revenue was $845.9 million, (not including College Football). Total rights (broadcast & licensing) payment for 2010-11 was $687 million, of all NCAA revenue. The remaining revenues are mostly event ticket sales.

How did the NCAA go from being an agreement to promote safety standards so as to prevent death on the playing field, to a multi-million dollar enterprise? Chalk that up to 100 years of social evolution.

The book Go Lean … Caribbean serves as a roadmap to advance to the end of the evolutionary process and establish the economic engines to empower the Caribbean region, even in areas like sports and culture.

So how to build sports franchises anew? How will colleges & universities create success from collegiate athletics? It’s a complex “art and science”, but first, it starts with facilities – the CU’s Fairground administration will fund, build and manage sports venues. The CU will be the landlord; the academic institutions, the tenants.

The Go Lean roadmap navigates the changed landscape of globalization and pronounces that change has come to the Caribbean but the region is not prepared. Despite the great appreciation for sports, and the excellent talent of its athletes, there is no business model for the consumption of Caribbean collegiate athletics.

Now, for much of the Caribbean, the population tunes in and pays for cable/satellite TV service to consume American collegiate athletic programming. But how many people in the region are watching Caribbean college sporting activities? None. Though there is a demand, undoubtedly, there is no supply process in place.

In the adjoining table in the Appendix, 36 schools are identified that are capable of fielding credible sports teams, if the appropriate facilitations were in place.

There is the demand. What’s missing is the organized market for consumption. The implementation of this Go Lean roadmap fills this void. This completes the supply!

Applying the model of the NCAA, much can be learned. We can copy their success, and learn from their pitfalls. The NCAA credits tremendous revenues for itself, but not necessarily for all of their members. Under NCAA supervision, the majority of athletic programs, in fact, lose money and are subsidized by funds from their respective university. While the NCAA is needed for academic integrity in college sports, many times, it fails at this responsibility. They lack the CU’s lean execution ethos.

After 100 years later, does the world still need the NCAA? Absolutely! For more than the collective bargaining/negotiations role for the business side of college athletics. They are also the governing body for college athletics, ensuring fairness and good sportsmanship. For the Caribbean Union, this role is to be assumed by the CU Sports Administration, to provide technocratic efficiencies. The resultant eco-system facilitates the CU mandate, to make the region a better place to live, work and play.

Download the book Go Lean … Caribbean – now!

———————-

APPENDIX A – References:
ahttp://www.ncaa.org/wps/wcm/connect/public/NCAA/About+the+NCAA/History
b – http://www.huffingtonpost.com/ daniel-treadway/johnny-manziel-ncaa-eligibility_b_3020985.html

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APPENDIX B – Caribbean Regional Colleges & Universities

Member-state

Legacy

Name

Antigua and Barbuda

British

Antigua State College
Aruba

Dutch

University of Aruba
Bahamas

British

College of the Bahamas
Barbados

British

University of the West Indies – Cave Hill, American University
Belize

British

University of Belize
Galen University
Bermuda

British

Bermuda College (Community College)
Cuba

Spanish

University of Havana Universidad de Oriente, Polytechnic University José Antonio Echeverría
Dominican Republic

Spanish

Universidad Autónoma de Santo Domingo (UASD) – (English: Autonomous University of Santo Domingo)
French Caribbean

French

University of the French West Indies and Guiana Guadeloupe Campus, Martinique Campus, French Guiana Campus
Guyana

British

University of Guyana
Haiti

French

Caribbean University / Université Caraïbe, Université d’Haiti
Jamaica

British

University of the West Indies – Mona, University of Technology (U-Tech), Mico University College, Northern Caribbean University (NCU), University College of the Caribbean (UCC), International University of the Caribbean (IUC)
Netherlands Antilles

Dutch

University of Curaçao
Curaçao
Sint Maarten University of St. Martin
Puerto Rico

USA/

Spanish

Caribbean University, Metropolitan University, University of Puerto Rico, University of Turabo
Suriname

Dutch

University of Suriname Anton de Kom Universiteit van Suriname
Trinidad and Tobago

British

University of the West Indies – Saint Augustine University of Southern Caribbean (USC) University of Trinidad and Tobago (UTT)
US Virgin Islands

USA

University of the Virgin Islands

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