Focusing on a Holistic, Integrated and
a Relevant Approach
Training for Societies
in Change
Objectives
• Examining how educators can rise to the challenge of
change in an uncertain world?
• What are the 4 pillars of education and why are they so
important to the future training needs of the global
workforce?
• What is a holistic, integrated and relevant framework
for developing human capital for the future?
• What are the pillars of lifelong learning and how can
those concepts be utilized to improve individuals and
communities educational needs and ultimately quality
of life?
2
Present and Future Change
• Every 2-3 years the knowledge base doubles
• Every day, 7,000 scientific and technical
articles are published
• High school graduates have been exposed to
more information than grandparents were in a
lifetime
• There will be as much change in the next
three decades as there was in the last three
centuries
3
What Does the Future Look Like?
FUTURE
4
Characteristics of Today’s and Tomorrow’s Workplace
Traditional Model
High Performance Model
Strategy
Mass production
Long production run
Centralized control
Flexible production
Customized production
Decentralized control
Production
Fixed automation
End-of-line quality control
Fragmentation of tasks
Authority vested in supervisor
Flexible automation
On-line quality control
Work teams, multi-skilled workers
Authority delegated to the worker
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Characteristics of Today’s and Tomorrow’s Workplace
Traditional Model
High Performance Model
Hiring and Human Resources
Labor-management confrontation
Minimal qualifications accepted
Workers as a cost
Labor-management cooperation
Screening for basic skills abilities
Workforce as an investment
Job Ladders
Internal labor market
Advancement by seniority
Limited internal labor market
Advancement by certified skills
Training
Minimal for production workers
Specialized for craft workers
Training sessions for everyone
Broader skills sought
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Global: % Having Difficulties Filling Jobs
2013Talent Shortage Survey Research Results manpowergroup.com
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2013Talent Shortage Survey Research Results manpowergroup.com
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2013 Talent Shortage Survey Research Results manpowergroup.com
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2013 Talent Shortage Survey Research Results manpowergroup.com
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2013Talent Shortage Survey Research Results manpowergroup.com
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2013Talent Shortage Survey Research Results manpowergroup.com
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2013Talent Shortage Survey Research Results manpowergroup.com
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Talent Shortage Survey Findings
• "The underlying reasons for talent shortages
are here to stay." This global talent mismatch
will continue to grow until labor markets catch
up to the job realities of the new world of
technology. The educational preparation and
skill set updates that employers are requiring
are becoming ever more specific and refined.
This is making it even more difficult for
organizations to find the perfect candidate
and for individuals to find a "good job." (2010)
15
The Impact of Technology on Education
• Technology
16
HOW EDUCATORS CAN RISE TO THE
CHALLENGE OF CHANGE
in an Uncertain World?
17
Data for Full-Time Wage and Salary Workers
Educational Attainment
Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers.
Source: U.S. Department of Labor, Bureau of Labor Statistics, Current Population Survey.
Labor Market Returns to Post Secondary
Education: Unemployment 2011
• Educational Attainment
Preparing Students for the Future
• A Global Workforce
20
WHAT ARE THE FOUR PILLARS OF
EDUCATION?
Why are they so important to the future training needs of the global workforce?
21
The Four Pillars of Education
• Necessary for the 21st
Century
22
The Four Pillars of Educational Reform
Teachers
Curriculum
Goal: Attract and develop very highly
qualified teachers
Goal: Develop well-Defined and Holistic
Curricula
•Attract among top 30% of graduates
•Improve instruction through coaching,
practical training, enabling teachers to learn
from each other, and supporting the adoption
pedagogical practices that have been proven to
work
•Set challenging objectives for teachers and
students by creating specific and wellarticulated outcome objectives
•Create curricula with a strong focus on he
math skills and literacy in the early years, and
relevant content and high standards at all levels
Leadership
Accountability
Goal: Develop High-Quality System
Leadership
Goal: Create Practices and Regimes That
Can Improve Processes and Outcomes
•Get the right teachers to become principals
•Develop instructional leadership skills
•Foster excellence and accountability at all
levels of schooling
•Use independent bodies to track examination
and school performance and intervene quickly
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WHAT IS A HOLISTIC, INTEGRATED
AND RELEVANT FRAMEWORK
for developing human capital for the future?
24
SCANS Competencies and
Foundation for Solid Job
Performance
The Secretaries Commission on
Achieving Necessary Skills (SCANS)
issued a report “Learning a Living”, the
report identifies the skills and
competencies necessary for the
workplace and the report outlines
how to incorporate them into the
schools.
Competencies for Productive Workers
•Resources: allocating time, money, materials,
space, staff
•Interpersonal Skills: working on teams, diversity
•Information: acquiring and evaluating data,
interpreting and communicating
•Systems: designing or improving systems
•Technology: applying technology to specific tasks
Foundation Skills for Productive Workers
•Basic Skills: reading, writing, math, speaking
•Thinking Skills: making decisions, knowing how to
learn
•Personal Qualities: individual responsibility, selfmanagement
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Percentage of employers reporting that they have a
“high need” for training programs in these skills
•
•
•
•
•
Critical thinking/problem solving 92%
Ethics/social responsibility 71%
Professionalism/work ethic 70%
Creativity/innovation 69%
Lifelong learning/self-direction 64%
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Career Pathways
• A career pathway is a coherent sequence of
rigorous academic and career courses that
begins in middle school and leads to an
associate degree, a bachelor’s degree and
beyond, and/or an industry-recognized
certificate or license. Career pathways are
developed, implemented, and maintained by
partnerships involving educators, community
leaders, and employers.
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Example of a Career Pathway for Business Management and Administration
Middle School Courses by Grade Level
5th Grade
Keyboarding
0510
6th Grade
Keyboarding
0610
Corresponding Career Clusters
7th Grade
8th Grade
Exploring Agricultural
Sciences
0785
Exploring
•Agriculture, Food, & Natural Resources
Agricultural Sciences
0885
Keyboarding
0710
Keyboarding
0810
Contact
Consultant:
Steven Gass
•Business Management & Administration Consultant:
•Finance
Joy Smith
•Human Services
Bethany Wilkes
•Information Technology
•Marketing
Document Formatting Document
0713
Formatting
0812
•Business Management & Administration Consultant:
•Finance
Joy Smith
•Information Technology
•Marketing
Teen Living
0562
Teen Living
0648
Teen Living
0784
Teen Living
0884
•Education & Training
•Human Services
Consultant:
Deborah Thompson
Exploring
Technology
0561
Exploring
Technology
0647
Inventions and
Innovations
0782
Technological
Systems
0882
•Manufacturing
•Science, Technology, Engineering, &
Mathematics (STEM)
Consultant:
Bethany Wilkes
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Distinguishing Among Different Types of Readiness
WORK
Ready
• Meets basic expectations regarding
workplace behavior and demeanor
JOB Ready
• Possesses specific knowledge necessary
to begin an entry level position
PATHWAY
Ready
• Possesses knowledge and learning skills
necessary to begin to focus in an area of
study or training
Distinguishing Among Different Types of Readiness con’t
POSTSECONDARY
Ready
CAREER AND LIFE
Ready
• Is prepared to succeed in
a wide range of
postsecondary courses
• Can pursue a career and a
fulfilling life as a
productive citizen
4 Dimensions of College and Career
Readiness
Transition
Knowledge
and Skills
Academic
Behaviors
Key Content
Knowledge
Key Cognitive
Strategies
Finding the Path to 21st Century Learning:
Holistic Transformation
• 21st
Century
Skills
• Adapted
Systems
Reform
Holistic
Transformative
Transformative
Holistic
• 21st
Century
Pedagogy
• Technology
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Percent of Returns in each VET Field of Study
• Significant Returns on
VET are Indicated in Red
Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary
Education System, 2010-11 Completions file and 2011-12 Institutional Characteristics file.
WHAT ARE THE PILLARS OF
LIFELONG LEARNING ?
that can serve as templates for training a global workforce?
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Success Depends on:
• Learning How to Learn
• Lifelong Learning
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Lifelong Learning
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The 4 Pillars of Life Long Learning*
Learning to Know
Involves the development of knowledge and
skills that are needed to function in the
world. These skills include literacy,
numeracy and critical thinking.
Learning to Do
Involves the acquisition of skills that are often
linked to occupational success, such as
computer training, managerial training and
apprenticeships.
Learning to Live Together
Involves the development of social skills and
values such as respect and concern for others,
social and inter-personal skills and an
appreciation of the diversity of Canadians.
Learning to Be
Involves activities that foster personal
development (body, mind and spirit) and
contribute to creativity, personal discovery
and an appreciation of the inherent value
provided by these pursuits.
Canadian Council on Learning, The 2010 Composite Learning Index: Five Years of Measuring Canada’s Progress in
Lifelong Learning (Ottawa: 2010). pp. 1–16.
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Innovative Learning Processes
Process
What Students Are Doing
How Teachers Support
Them
Frame problems
Researching to identify
root causes of issues,
finding right-sized
problems, understanding
multiple perspectives
Crafting a driving question
or design brief to frame
problem, ensuring students
have a need to know,
aligning project with core
academic content,
incorporating student voice
and choice, building
empathy
Generate solution
Brainstorming, borrowing,
adapting, or improving on
existing ideas, seeking
inspiration from
unexpected sources
Asking questions to
encourage in-depth
inquiry, encouraging risktaking, modeling
brainstorming strategies
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Innovative Learning Processes con’t
Process
What Students Are Doing
How Teachers Support
Them
Refine ideas
Engaging in generative
cycles of prototyping,
testing, getting feedback,
reflecting, evaluating,
revising
Allowing for multiple cycles
of review and revision,
providing timely feedback,
encouraging learning from
failure
Engage with others
Collaborating with team
members, networking with
broader audience,
engaging with experts
Encouraging effective
collaboration skills, helping
students identify and
connect with experts
outside the classroom
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Innovative Learning Processes con’t
Process
Share results
What Students Are Doing
How Teachers Support
Them
Communicating through
various media, advocating,
inspiring others to grow
worthy ideas
Conducting authentic
assessment, inviting public
audience, encourage
reflection
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Instructional Principles--To help students become
self‐directed, lifelong learners
• Instructors should help students learn to:
•
•
•
•
•
•
1. Assess the demands of the task,
2. Evaluate their own knowledge and skills,
3. Plan their approach,
4. Monitor their progress, and
5. Adjust their strategies as needed.
These key meta‐cognitive skills are critical to being an
effective lifelong learner(Ambrose et al, 2010). Research
shows that students tend not to apply meta‐cognitive
skills as well or as often as they should. They need your
support and significant practice.
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Canadian Composite Learning Index links
• http://www.cliica.ca/en/explore/interactives.aspx
• http://www.cli-ica.ca/en.aspx
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http://www.planwithyouth.org/
wpcontent/uploads/2012/11/Skills_
Recommendations.pdf
Recommendations and policies
for youth programs
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• http://www.planwithyouth.org/wpcontent/uploads/2012/11/SkillsTransition_Francesca-Rosso.pdf
• Working together learning for life
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Blooms Revised Taxonomy
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Sample of One Project Based Learning Model for
Education
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2013Talent Shortage Survey Research Results manpowergroup.com
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Classroom Examples of Digital Tools
• Digital Tools
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Example of Being Globally Connected
• http://www2.clustrmaps.com/counter/maps.
php?url=http://clustrmaps.com
• http://www.iearn.org/projects/index.html
• http://www.youtube.com/watch?v=kfrONZjak
RY
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For emerging business careers, employers
today are looking for new employees who
have both a solid liberal arts education, good
verbal communication abilities, writing and
thinking/problem solving skills,
plus specialized career
knowledge.
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As new technologies and
innovative ideas continue to
appear on the horizon, even
those already in the
workforce will need to update
their education and training
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21st Century Schools
• Creating schools for the 21st Century requires less time
looking in the rear view mirror and more vision
anticipating the road ahead.
• Teaching has been an activity undertaken behind
closed doors between moderately consenting
participants.
• Technology enables students, teachers, and
administrators to reach out beyond the school building.
• Innovative classrooms are not defined by fixed places
but by their spirit of curiosity and collaboration among
students, teachers, and others in a true learning
community.
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Qualities of Student Innovators
Action Oriented
A networker
A risk-taker
Forward-looking
Able to overcome obstacles
Able to help good ideas grow
Will be….
Able to recognize problems and
advocate for worthy solutions
Able to collaborate, build on others’
ideas, access resources
Willing to suggest or consider
conventional solutions
Able to benefit consequences and
benefits, recognize potential for gamechanging ideas
Persistent, able to apply problemsolving strategies to overcome
setbacks
Able to attract others to support an
idea
• Student Innovators
A Student Who is….
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21st Century Pedagogy
Finding the Way to 21st Century Learning
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What is Project/Problem-Based Learning?
• PBL is curriculum-fueled and standards-based.
• PBL asks a question or poses a problem that
ALL students can answer. Concrete, hands-on
experiences come together during projectbased learning.
• PBL allows students to investigate issues and
topics in real-world problems.
• PBL fosters abstract, intellectual tasks to
explore complex issues.
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