Reposted from the WISE ed.review:
“Globally, study after study is coming up with one message: graduates lack essential skills to get by in the workplace. They lack skills like communication, teamwork, critical thinking, the ability to work under pressure, and even punctuality! In a global survey of business leaders by Hult International Business School (2013), one of the key insights was that leaders held mostly negative views on both the process and products of business education, noting that students lack ‘real world’ experience; both in terms of experience and learning from faculty with real world experience. The survey noted that same missing skills [namely self-awareness, comfort with uncertainty, creativity, and critical thinking] while noting that education systems overemphasize functional knowledge.
This has become a ‘global gap’, and the search for ways to close the gap are afoot; in early 2014, the Economist teamed up with Lumina Foundation to launch a global challenge [with a reward to 10,000 USD] to find solutions to bridge the gap between the workforce and higher education. The central question in this competition is: How can companies work with higher education to ensure that the higher education system better prepares workers to be successful on the job and teaches skills that will remain valuable in the future.
Are schools and higher education institutions doing enough to prepare students for the world of work? Isn’t it their role to equip students with the skills that employers demand? Why are employers not doing much about it, and should they do more to smooth the student’s transition into the work life? I argue the answer to these questions is ‘simple’. The world of work has changed so fast in the past 2 decades, and the higher education system simply did not catch up. We have 20th century higher education systems, institutions, and faculty, trying to prepare students for a 21st century world of work.”
Reposted from the Gallup Blog:
“Gallup research strongly suggests that the longer students stay in school, the less engaged they become. The Gallup Student Poll surveyed nearly 500,000 students in grades five through 12 from more than 1,700 public schools in 37 states in 2012. We found that nearly eight in 10 elementary students who participated in the poll are engaged with school. By middle school that falls to about six in 10 students. And by high school, only four in 10 students qualify as engaged. Our educational system sends students and our country’s future over the school cliff every year.
The drop in student engagement for each year students are in school is our monumental, collective national failure. There are several things that might help to explain why this is happening — ranging from our overzealous focus on standardized testing and curricula to our lack of experiential and project-based learning pathways for students — not to mention the lack of pathways for students who will not and do not want to go on to college.
Imagine what our economy would look like today if nearly eight in 10 of our high school graduates were engaged — just as they were in elementary school. Indeed, this is very possible; the best high schools in our dataset have as many as seven in 10 of their students engaged, akin to the engagement levels of our elementary schools. In fact, in qualitative interviews Gallup conducted with principals of these highly engaged high schools, we heard quotes such as, “Our high school feels like an elementary school,” when describing what they are doing differently.”
Reposted from te@chthought:
I think we can boil the desired results of “teacher” down to a few core obligations. An educator must arguably cause four things in learners.
- greater interest in the subject and in learning than was there before, as determined by observations, surveys, and client feedback
- successful learning related to key course goals, as reflected in mutually agreed-upon assessments
- greater confidence and feelings of efficacy as revealed by student behavior and reports (and as eventually reflected in improved results)
- a passion and intellectual direction in each learner
With a genuine job description we can finally tackle a great problem in education, the common view that the job is to cover the content. No: “marching page by page through a textbook (or the written curriculum) can never be your job as a teacher” – ever. The textbook or curriculum is written completely independently of your goals and students; it is a generic resource that merely pulls together a comprehensive body of information and lessons in a package for use by thousands of people with varying needs all over the United States. It is utterly insensitive to formative assessment results and the near certainty that deviations from the pagination will be needed to cause high levels of learning.
Reposted from the Greensboro, NC News & Record:
“I would like to posit a scenario where “job performance and value” are based on the following objectives and conditions:
- You are meeting with 35 clients in a room designed to hold 20.
- The air conditioning and/or heat may or may not be working, and your roof leaks in three places, one of which is the table where your customers are gathered.
- Of the 35, five do not speak English, and no interpreters are provided.
- Fifteen are there because they are forced by their “bosses” to be there but hate your product.
- Eight do not have the funds to purchase your product.
- Seven have no prior experience with your product and have no idea what it is or how to use it.
- Two are removed for fighting over a chair.
- Only two-thirds of your clients appear well-rested and well-fed.
- Make your presentation in 40 minutes.
- Have up-to-date, professionally created information concerning your product.
- Keep complete paperwork and assessments of product understanding for each client and remediate where there is lack of understanding.
- Use at least three different methods of conveying your information: visual, auditory and hands-on.
Does this business model seem viable? Of course not…”
Rather than focusing on future jobs, this infographic looks at future work skills: proficiencies and abilities required across different jobs and work settings that will reshape the landscape of work. You can read the full report from which this infographic acquired its data here.
Mia MacMeekin offers this infographic that includes a definition of both intrinsic and extrinsic motivation, followed by 27 suggested actions for promoting curiosity, effort, engagement, and academic success. Reposted from te@chthought.