Relationship with professional education beral education and professional education have often seen as divergent. German universities moved towards more professional teaching in American students, who still pursued a liberal education, students elsewhere started to take professional courses in the first or second year of study. [13] In the early twentieth century American liberal arts colleges still required students to pursue a common curriculum, whereas public universities allowed a student to move on to more pragmatic courses after having taken general education courses for the first two years of study. As an emphasis on specialized knowledge grew in the middle of the century, colleges began to adjust the proportion of required general education courses to those required for a particular major. [14] As University of Chicago professor Martha Nussbaum points out, standardized testing has placed more emphasis on honing technical knowledge, and its quantitative, multiple-choice nature prompts rote learning in the classroom. At the same time, humanistic concepts such as imagination and critical thinking, which cannot be tested by such methods, are disappearing from college curricula.[15 Thirty percent of college graduates in the United States are likely to eventually work in jobs that do not exist yet [16] Proponents of a liberal education therefore argue that a postsecondary education must prepare students for an increasingly complex labor market. Rather than provide narrowly designed technical courses, a liberal education would foster critical thinking and analytical skills that allow the student to adapt to a rapidly changing workforce. 17 The movement towards career-oriented courses within a liberal education has begun at places like Dartmouth University, where a journalism course combines lessons on writing style with reading and analyzing historical journalism. 18] An American survey of CEOs published in 1997 revealed that employers were more focused on the long-term outcomes of education, such as adaptability than college students and their parents, who were more concerned with the short-term outcomes of getting a job. 19 Provision As of 2009, only eight percent of colleges provide a liberal education to four percent of students in the United States. [20] Liberal education revived three times in the United States during periods of industrialization and shifts of social preoccupations-before World War I, after World War Il, and in the late 1970s-perhaps as a reaction against overspecialization in undergraduate curricula. [21] Chinese universities began to implement liberal curricula between the 1920s and 1940s, but shifted to specialized education upon the establishment of the People's Republic of China in 1949 Higher education reform in the 1990s returned to liberal education. In 2000 Peking University started to offer a liberal education curriculum to its undergraduate students followed by other institutions throughout the countr3 Relationship with professional education Liberal education and professional education have often been seen as divergent. German universities moved towards more professional teaching in the nineteenth century, and unlike American students, who still pursued a liberal education, students elsewhere started to take professional courses in the first or second year of study.[13] In the early twentieth century, American liberal arts colleges still required students to pursue a common curriculum, whereas public universities allowed a student to move on to more pragmatic courses after having taken general education courses for the first two years of study. As an emphasis on specialized knowledge grew in the middle of the century, colleges began to adjust the proportion of required general education courses to those required for a particular major.[14] As University of Chicago professor Martha Nussbaum points out, standardized testing has placed more emphasis on honing technical knowledge, and its quantitative, multiple-choice nature prompts rote learning in the classroom. At the same time, humanistic concepts such as imagination and critical thinking, which cannot be tested by such methods, are disappearing from college curricula.[15] Thirty percent of college graduates in the United States are likely to eventually work in jobs that do not exist yet.[16] Proponents of a liberal education therefore argue that a postsecondary education must prepare students for an increasingly complex labor market. Rather than provide narrowly designed technical courses, a liberal education would foster critical thinking and analytical skills that allow the student to adapt to a rapidly changing workforce.[17] The movement towards career-oriented courses within a liberal education has begun at places like Dartmouth University, where a journalism course combines lessons on writing style with reading and analyzing historical journalism.[18] An American survey of CEOs published in 1997 revealed that employers were more focused on the long-term outcomes of education, such as adaptability, than college students and their parents, who were more concerned with the short-term outcomes of getting a job.[19] Provision As of 2009, only eight percent of colleges provide a liberal education to four percent of students in the United States.[20] Liberal education revived three times in the United States during periods of industrialization and shifts of social preoccupations—before World War I, after World War II, and in the late 1970s—perhaps as a reaction against overspecialization in undergraduate curricula.[21] Chinese universities began to implement liberal curricula between the 1920s and 1940s, but shifted to specialized education upon the establishment of the People's Republic of China in 1949. Higher education reform in the 1990s returned to liberal education. In 2000 Peking University started to offer a liberal education curriculum to its undergraduate students, followed by other institutions throughout the country