The era of the lifelong career is over as the gig economy takes hold. Since the recession in 2008, the American labor market has shifted significantly and universities have been forced to embrace a new role: the incubator model. But given the need to prepare students for a new kind of labor market and the value successful graduates bring to an institution, the promise of this 'Shark Tank' model is significant.
With jobs being automated and knowledge being devalued, humans need to rediscover flexible thinking. That starts in schools. But how should educators prepare young people for the digital age? For Ireland’s president Michael D Higgins the answer lies in the teaching of philosophy: "One of the most powerful tools we have at our disposal to empower children into acting as free and responsible subjects in an ever more complex, interconnected, and uncertain world.”
“Agile” has become the mantra for the digital age. If you don’t move fast, so the thinking goes, you can never be any good. In many circles, this notion has become so well established that no one even thinks to question it anymore. While agility is a good thing for any organization, innovation is never a single event. The truth is that important innovations are rarely created in weeks or months. It usually takes about 30 years.
The US is a world leader in scientific innovation and advanced technologies. But in order to remain at the forefront of innovation and not lag behind, the US must address the disconnect between the skills required for 21st century jobs and young people’s ability to acquire those skills. Fixing this will require the country to evolve their approach to public education and training.
The recent political shifts in the UK and the US have increased the need for universities to produce students who know “how to handle change, creatively and empathetically”, according to Mark Taylor, the new head of Washington University in St Louis’ (WashU) Olin Business School.
“We expect most of our graduates will enter work contexts where they will soon face the following new challenges: working with knowledge that doesn’t yet exist, using practices that don’t yet exist, in jobs that don’t yet exist.” With this scenario we must treat our teaching and learning environments as model workplaces.
When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. But the end result is often one that lacks teacher support or genuine enthusiasm. Justin Reich outlines ways school leaders can identify, apply and nurture changes that are needed to make sure education is keeping up with students’ needs.
One of the biggest dilemmas of the modern age is thus: Is a college degree worth it? Yes. And also no. The College Board suggests another answer: Yes, but you may have to wait 12 years. According to new research, the average US bachelor’s degree recipient doesn’t recoup the cost of obtaining a degree—measured as tuition paid, plus wages lost from not being in the workforce for four years—until age 34.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2017.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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