Tag Archives: future-ready

How far is the future?

Everywhere you look, there’s an article about preparing students for the future.

Read those articles carefully: They almost never specify what time in the future they’re talking about.

The timing is important.

Laura Arnold, the associate commissioner of Kentucky’s Department of Education who is cited in a recent article in Education Week, hinted at why it’s important to know how far into the future someone is thinking:

In helping turn Kentucky into a national leader in career-and-technical education, Arnold has used data about local labor-market trends to guide decisions about what workforce-development programs schools should offer.

But it’s hard work: Employers tend to be focused on their immediate needs. Schools have a hard time developing courses around medium-term opportunities, like robot maintenance. And the long term is just so uncertain.

“We don’t have reliable data on jobs 20 years out,” Arnold said. “The best we can do is create strong career pathways and hope they evolve.”

Resources for seeing into the future

Here are a few articles that educators and community leaders may find useful in preparing for themselves and their students for the workplace of 2017 and beyond:

Could a robot do your job? This 2014 story in USA Today looked at the likelihood of jobs being replaced by robots. Their conclusion of was that half of all jobs—and 70% of low-skill jobs—may be replaced by robots or other technology by the decade between 2024 and 2034.

That means half the jobs available for the students who entered kindergarten in 2012 will be gone by time they graduate.

Can a robot do your job? This 2015 article by John C. Goodman in Forbes dips into three books that discuss the future from technological, economic and sociological perspectives. The quotes Goodman selects should scare you.

From janitors to surgeons, virtually no jobs will be immune to the impact of robots in the future.  Whether someone retains a job will depend on whether their skills “are a complement to the computer or a substitute for it. ”

Will a robot take my job? (2017) Plug in your job title and learn the likelihood your job will be done by a robot. The predictions are take a long-term vision of the future, looking ahead to thirty, forty or fifty years from now.

©2017 Linda Aragoni

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Required knowledge for 2037

What can we be sure students will need to know 20 years from now?

I’ve been working at revamping content from my “you can teach writing” website begun in 2008 — a date that seems like an eternity ago — I’ve been taking a hard look at what from that bygone time is still valid.

Obviously anything that has passed its sell-buy date in 2017 has to be scrapped.

I’ve deleted the “current events” references and the rotted links: Information expires.

Now what?

How do I decide what to keep?

Skills are more durable than information, so I’m starting by looking at them.
What skills will students need 20 years from now?

I’ve started making a list of what I’m pretty sure students will need to be able to do on their own without the benefit of a teacher/supervisor 20 years from now:

That seems to me to be a reasonable method of determining what of my 2008 website content (which, truth to tell, was the accumulation of 40 years of experience as a writer, editor, and writing teacher) is durable.

In 2037 students will need to be able to:

Here’s in the order in which I thought of them are my ideas of what students will certainly be required to do in 2037.

I invite you to share your reactions in the comments section.

  • learn by reading
  • write to communicate
  • communicate by speaking
  • learn from listening
  • learn by observing
  • formulate useful questions
  • translate information from one communication medium into another
  • read and write a language other than their native tongue (language here can include computer code)
  • communicate via images
  • curate content
  • control machines
  • collaborate to achieve goals
  • get along with people unlike themselves
  • learn without a live teacher present
  • adjust their behavior in response to their learning
  • identify problems
  • formulate solutions to problems in ways that are testable
  • distinguish between causation and correlation
  • find people able and willing to share their expertise
  • distinguish between essential and non-essential activities
  • distinguish between what people need and what they want
  • manage their time well

Help me out.

What have I missed that everyone will need to do? Math skills for sure, but which?
What are essential skills in the social sciences? in the fine arts?
What’s on the list that is dubious?

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Filed under Lifelong learning, Workforce readiness

Teaching future-ready students: What skills should we teach?

In a previous post, I sketched how skill at learning to use digital tools for re-purposing information outlasts both the tools and the information. If you missed that post, you’ll find it here.

Today I’d like to look at what we should be teaching so that our students exit high school with skills that will last them for more than a decade.

Background of stone wall with overlaid words "Teachers aren't expected to teach everything;they're expected to teach the most important things.

Future-readiness is a historical problem

I’m a baby-boomer. Born and raised in a rural New York community not far from the site of the Woodstock Festival, I was the first in my family to go to college. My college roommate was from a rural Ohio community, the first in her family to go to college. Both of us toggled together scholarships, loans, and jobs to pay our way through college.

In the 1960’s our college said it was preparing us for the year 2000.

My roommate became a chemist whose work took her all over the Americas not only doing lab work, but helping cogeneration facilities maintain environmentally friendly practices. I became a writer/editor/teacher in the gig economy before the term was invented.

Although neither of us always had work we loved, each of us was able to move from job to job within different economic sectors with relative ease.

Our college delivered on its promise to prepare us for the year 2000.

Knowledge obsolescence overblown

Granted the speed of technological change from 1966 to 2016 was pokey compared to the speed of change in the last 25 years, but does that mean we can’t make any reasonable predictions about what skills students are going to need in 10-15 years?

Is world really changing so rapidly that anything we teach students today will be obsolete before they get to the workplace?

That suggestion prompts a pit-of-the-stomach reaction from anyone who has ever gotten a notice from a vendor saying the DuzAll software program they purchased for $29 the week before is being discontinued and replaced with DuzAllBetter (for an additional $110).

However, such visceral reactions to change don’t prove that we can’t make any predictions about tomorrow’s workplace.  If anything, they suggest there’s an ongoing need for a tool that solves the problem the original DuzAll set out to solve.

In the business world, if a problem persists, companies will continue making products to solve the problem.

Persistent problems show needed skills

We can make some reasonable guesses about the skills students are going to need in 10, 20, or 30 years by

  • looking at the problems today’s workplace tools attempt to solve
  • examining what skills enable today’s workers to use those tools efficiently and effectively

If we do that, I believe we’ll be able to identify within the general education program a fairly small set of teachable skills that we can be fairly confident will enable students to function well in their workplaces, including:

  • data storage
  • data analysis
  • process/systems analysis
  • identifying a problem that needs a solution (which may entail finding the root problem among a cluster of derivative problems)
  • communicating a nonfiction message clearly and concisely

(For Career Technical Education students, an additional set of teachable skills would need to be identified, probably on a per-program basis.)

Once we have our list, we can look at our curricula and identify obvious and not-so-obvious places where instruction and practice in our work-readiness skills fit well.

Desirable acquired workplace traits

While we’re doing our analysis of the workplace tools and skills, we will probably notice that certain attitudes, abilities, and competencies are typically associated with top performing workers, such as

  • self-management
  • time management
  • grit and determination
  • cooperating and getting along with others
  • reliability

Such competencies aren’t learned well, if at all, from instruction.

Students can, however, acquire attitudes and abilities while engaged in activities designed to help them master some more readily teachable skills in their courses. Teachers just need to make sure they regularly assign work that helps students hone desirable “soft skills” while mastering more concrete material.

Who is responsible?

Whose job is it to figure out what the essentials skills to teach are?

If nobody else in your school is doing it, it’s yours.

It’s not as hard as it sounds.

And even if you miss something or include something that turns out not to have been essential, your students are still going to be better off than if everybody hoped somebody else would take responsibility.

 

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What’s not going to change in schools by 2025?

Calendar says 2025. Student says "why do we have to learn this stuff?"

Some things never change.

A quote from Jeff Bezos, Amazon founder and CEO, caught my eye this week:

I very frequently get the question: ‘What’s going to change in the next 10 years?’ And that is a very interesting question; it’s a very common one. I almost never get the question: ‘What’s not going to change in the next 10 years?’ And I submit to you that that second question is actually the more important of the two — because you can build a business strategy around the things that are stable in time. … [I]n our retail business, we know that customers want low prices, and I know that’s going to be true 10 years from now. They want fast delivery; they want vast selection. … When you have something that you know is true, even over the long term, you can afford to put a lot of energy into it. (See more at Passive Voice blog.)

Now change the focus from business to education.

What is true in education today that will be true tomorrow?

What are those things?

You can build your education policy and education strategy around the things that are stable in time.

 

 

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