If profit motives are subordinated and replaced with long-term strategic global needs, the human race will recognize and benefit from permanent orders-of-magnitude increases in available skilled professionals in every known discipline. Furthermore, with the money obstacles removed, the limits to the number of doctors, nurses, scientists, engineers and other specialists available to meet every global demand will also be removed. These factors alone justifies the permanent removal of financial and other obstacles to free education worldwide.
Great resistance is expected among institutions and thinkers insisting on the expectation of profit. Education professionals may offer resistance because of job and financial security concerns. This further supports the notion that relevant institutional thinking may resist global progress. Who can truly deny the worldwide benefits of such a plan? The G.E.T.V.P. free global education project can go unrealized because of the primary thinking obstacle “What’s in it for me?”
The most obvious obstacle is that a university may feel it to be self-defeating to offer knowledge resources freely to the global public. This is a reasonable point of speculation, assuming that the acquisition of money represents the greatest ideal. Because the G.E.T.V.P. project would be a global resource, any effect would be absorbed among the overall global education community. Emphasis is required on the global picture, recognizing that the permanent benefits for the human race far exceeds any conceivable profit from everyday operations of any university. Nevertheless, course enrollments may actually increase over the long-term as easy access to the global videos would advance more students at every level of learning and stimulate new interests and aptitudes for college-level learning. Thus, the pool of eligible college applicants could increase over time due to these efforts.
Although there are some web videos currently available, several institutions can take the lead initiative to produce complete libraries of videos enabling any individual the capacity to learn all objectives required for degree completion. Then, testing would be necessary to obtain appropriate credit and credentials.
Academic institutions will consider the cost associated with producing and making the videos available to the public. Because we probably will have not yet achieved retirement of global money systems in exchange for pure cooperation worldwide, governments may choose tax breaks or other monetary incentives for completion of each full video course. The purpose would not be to pay for the course but to offset a portion of administrative expenses incurred to make the full course video lecture available to government or other dedicated download sites.
International organizations or governments must have full rights to delegate the dissemination of the videos at zero cost and unencumbered by future changes in institutional policies regarding previous videos authorized for distribution. In other words, the global public must be immune from video access restrictions based on changes or legal loopholes empowering institutions with the ability to remove these most valuable resources in the future.
The value of these videos is elevated with closed captioning options for the hearing impaired and audio language translations. Media file formats should be compatible with a wide array of computer systems, portable media players and smart phones in global use.