The iPad is such a boon in education. It is making a slow but steadfast revolution in the way instruction is both delivered and received. Teachers Simple Guide on The Use of iPad in Education clearly manifests this transfrmation and provides tips on how educators can leverage the power of this device in educational settings.
Let's encourage all our kids to own and tell their stories! We begin by telling stories we learn from others, then we start making up our own. Next we tell our story to ourselves and those we love. When we construct the narrative of our journey we gain agency over our days, our experiences and our lives. Tell your 'own' story to 'own' your life! This is the very definition of self advocacy.--Lou
Sense-making, social intelligence, novel & adaptive thinking, cross-cultural competency, computational thinking, new-media literacy, transdisciplarity, design mindset, cognitive load management, virtual collaboration. These are the 10 skills needed for the future workforce. For a full report, see the work done by Apollo Research Institute (formerly the University of Phoenix Research Institute) looking at the Skills Needed by 2020. A summary of the report and detailed findings about each of the skills are also available.
McKinsey just published a groundbreaking study of the impact of education on employment (“Education to Employment“), and it demonstrates the challenging mismatch between our educational system and the job skills employers need.
1. The paradox of high unemployment and a war for talent continues.
We don’t have a jobs crisis in the world, we have a skills crisis. Some clear evidence from this report.
45% of US employers say lack of skills is the “main reason” for entry-level vacanciesOnly 42% of worldwide employers believe new graduates are adequately prepared for work.
This data echoes the data we hear regularly from clients. Companies need to invest heavily in internal development programs to stay competitive. Our research shows that the training industry grew by 12% this year, the highest level in 9 years.
This research also shows that employers would be willing to pay new workers 22% higher salaries if they did have the skills they need. Employers want “ready made” employees.
2. Worldwide educational institutions are out of sync with employer needs.
While 42% of employers believe newly educated workers are ready for work, 72% of educational institutions do. This is an enormous mis-match. Primary and secondary educational institutions are not keeping in touch with corporate recruiters and the needs of business.
Again our research validates this completely. Most of our clients are investing heavily in new corporate universities, onboarding programs, and what we call “continuous learning” programs. In fact the L&D industry is in the middle of a renaissance, as companies try to reinvent all types of training around new internet technologies.
3. Students don’t perceive that traditional education methods drive job skills.
The #1 cited way (60%) students believe they learn skills is through “on the job training.” (Our reserach shows that 72% of business managers say the same thing.) 58% cite that “hands-on learning” is best.
Lectures are the lowest rated learning method (30%) tied with “traditional online learning” (30%).
Unfortunately most colleges still rely heavily on lectures and the “for-profit” distance learning institutions rely heavily on “traditional online learning.” (Only 24% of academic program graduates say that they use hands-on learning in their program.)
The differences between literacies, skills and competencies shouldn’t merely be glossed over and ignored. These differences are important.
Literacy is the ability to read and write. Traditionally, this has meant the ability to read and write using paper as the mediating technology. However, we now have many and varied technologies requiring us to ‘read’ and ‘write’ in different ways. As a result we need multiple literacies.
Because literacy depends upon context and particular mediating technologies there is, to my mind, no one literacy to ‘rule them all’. Literacy is a condition, not a threshold.
A skill is a controlled activity (such as a physical action) that an individual has learned to perform. There are general skills (often called transferable skills) as well as domain-specific skills.
Skills are subject to objective thresholds. So, for example, badges awarded by Scouting organisations signify the reaching of a pre-determined level of skill in a particular field.
A competence is a collection of skills for a pre-defined purpose. Often the individual with the bundle of skills being observed or assessed has not defined the criteria by which he or she is deemed to be ‘competent’.
Competencies have the semblance of objectivity but are dependent upon subjective judgements by another human being (or beings) who observe knowledge, skills and behaviours.