Open AccessThree U.S. Post‐COVID Legislative, Regulatory, and Higher Education Recommendations: Future Considerations for Policy, Compliance, Accreditation, and Curricula
Author(s) -
James Alton
Publication year - 2021
Publication title -
the journal of competency‐based education
Language(s) - English
Resource type - Journals
ISSN - 2379-6154
DOI - 10.1002/cbe2.1252
Subject(s) - accreditation , license , legislature , workforce , curriculum , covid-19 , political science , legislation , compliance (psychology) , licensure , public relations , medical education , business , psychology , medicine , pedagogy , social psychology , disease , pathology , infectious disease (medical specialty) , law
The novel coronavirus has dramatically altered teaching and learning for the foreseeable future. In addition to economic and workforce effects, the present predicts gaps from learning deficiencies for all current K‐12 students (Education Journal, 2021). Therefore, the direct syllogism anticipates fewer numbers of qualified college applicants in the coming generation. Thus, bold action can mitigate negative potential future social disruption impacts. Virtual practitioner training, license and program reciprocity, and interdisciplinary studies can ensure quality practitioner mobility and the ability to meet the workforce needs of all fields across the nation—at local, state, regional, and national levels.