2. Focusing on a Holistic, Integrated and a Relevant Approach Training for Societies in Change

3. 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

4. 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

5. FUTURE 4 What Does the Future Look Like?

6. Characteristics of Today’s and Tomorrow’s Workplace Traditional Model High Performance Model Strategy Mass production Flexible production Long production run Customized production Centralized control Decentralized control Production Fixed automation Flexible automation End-of-line quality control On-line quality control Fragmentation of tasks Work teams, multi-skilled workers Authority vested in supervisor Authority delegated to the worker 5

7. Characteristics of Today’s and Tomorrow’s Workplace Traditional Model High Performance Model Hiring and Human Resources Labor-management confrontation Labor-management cooperation Minimal qualifications accepted Screening for basic skills abilities Workers as a cost Workforce as an investment Job Ladders Internal labor market Limited internal labor market Advancement by seniority Advancement by certified skills Training Minimal for production workers Training sessions for everyone Specialized for craft workers Broader skills sought 6

8. Global: % Having Difficulties Filling Jobs 7 2013Talent Shortage Survey Research Results manpowergroup.com

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11. 10 2013 Talent Shortage Survey Research Results manpowergroup.com

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13. 12 2013Talent Shortage Survey Research Results manpowergroup.com

14. 13 2013Talent Shortage Survey Research Results manpowergroup.com

15. 14 2013Talent Shortage Survey Research Results manpowergroup.com

16. 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

17. Technology 16 The Impact of Technology on Education

18. HOW EDUCATORS CAN RISE TO THE CHALLENGE OF CHANGE in an Uncertain World? 17

19. Educational Attainment Data for Full-Time Wage and Salary Workers 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.

20. Educational Attainment Labor Market Returns to Post Secondary Education: Unemployment 2011

21. A Global Workforce Preparing Students for the Future 20

22. Why are they so important to the future training needs of the global workforce? WHAT ARE THE FOUR PILLARS OF EDUCATION? 21

23. Necessary for the 21 st Century The Four Pillars of Education 22

24. The Four Pillars of Educational Reform TeachersCurriculum Goal: Attract and develop very highly qualified teachers 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 Goal: Develop well-Defined and Holistic Curricula Set challenging objectives for teachers and students by creating specific and well- articulated 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 LeadershipAccountability Goal: Develop High-Quality System Leadership Get the right teachers to become principals Develop instructional leadership skills Goal: Create Practices and Regimes That Can Improve Processes and Outcomes Foster excellence and accountability at all levels of schooling Use independent bodies to track examination and school performance and intervene quickly 23

25. for developing human capital for the future? WHAT IS A HOLISTIC, INTEGRATED AND RELEVANT FRAMEWORK 24

26. SCANS Competencies and Foundation for Solid Job Performance 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, self- management 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. 25

27. 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% 26

28. 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. 27

29. Middle School Courses by Grade LevelCorresponding Career ClustersContact 5th Grade6th Grade7th Grade8th Grade Exploring Agricultural Sciences 0785 Exploring Agricultural Sciences 0885 Agriculture, Food, & Natural ResourcesConsultant: Steven Gass Steven Gass Keyboarding 0510 Keyboarding 0610 Keyboarding 0710 Keyboarding 0810 Business Management & Administration Finance Human Services Information Technology Marketing Consultant: Joy Smith Bethany Wilkes Joy Smith Bethany Wilkes Document Formatting 0713 Document Formatting 0812 Business Management & Administration Finance Information Technology Marketing Consultant: Joy Smith Joy Smith Teen Living Teen Living 0562 Teen Living Teen Living 0648 Teen Living Teen Living 0784 Teen Living Teen Living 0884 Education & Training Human Services Consultant: Deborah Thompson Deborah Thompson Exploring Technology Exploring Technology 0561 Exploring Technology Exploring Technology 0647 Inventions and Innovations Inventions and Innovations 0782 Technological Systems Technological Systems 0882 Manufacturing Science, Technology, Engineering, & Mathematics (STEM) Consultant: Bethany Wilkes Bethany Wilkes 28 Example of a Career Pathway for Business Management and Administration

30. Distinguishing Among Different Types of Readiness

31. Distinguishing Among Different Types of Readiness con’t

32. 4 Dimensions of College and Career Readiness

33. Finding the Path to 21 st Century Learning: Holistic Transformation 32

34. Significant Returns onVET are Indicated in Red Percent of Returns in each VET Field of Study 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.

35. that can serve as templates for training a global workforce? WHAT ARE THE PILLARS OF LIFELONG LEARNING ? 34

36. Success Depends on: Learning How to Learn Lifelong Learning 35

37. 36

38. Lifelong Learning 37

39. The 4 Pillars of Life Long Learning* 38 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.

40. 39

41. Thank You 40

42. Innovative Learning Processes ProcessWhat Students Are DoingHow Teachers Support Them Frame problemsResearching 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 solutionBrainstorming, borrowing, adapting, or improving on existing ideas, seeking inspiration from unexpected sources Asking questions to encourage in-depth inquiry, encouraging risk- taking, modeling brainstorming strategies 41

43. Innovative Learning Processes con’t ProcessWhat Students Are DoingHow Teachers Support Them Refine ideasEngaging 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 othersCollaborating with team members, networking with broader audience, engaging with experts Encouraging effective collaboration skills, helping students identify and connect with experts outside the classroom 42

44. Innovative Learning Processes con’t ProcessWhat Students Are DoingHow Teachers Support Them Share resultsCommunicating through various media, advocating, inspiring others to grow worthy ideas Conducting authentic assessment, inviting public audience, encourage reflection 43

45. 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. 44

46. Canadian Composite Learning Index links http://www.cli- ica.ca/en/explore/interactives.aspx http://www.cli- ica.ca/en/explore/interactives.aspx http://www.cli-ica.ca/en.aspx 45

47. http://www.planwithyouth.org/ wp- content/uploads/2012/11/Skills_ Recommendations.pdf http://www.planwithyouth.org/ wp- content/uploads/2012/11/Skills_ Recommendations.pdf Recommendations and policies for youth programs 46

48. http://www.planwithyouth.org/wp- content/uploads/2012/11/Skills- Transition_Francesca-Rosso.pdf http://www.planwithyouth.org/wp- content/uploads/2012/11/Skills- Transition_Francesca-Rosso.pdf Working together learning for life 47

49. Blooms Revised Taxonomy 48

50. Sample of One Project Based Learning Model for Education 49

51. 50 2013Talent Shortage Survey Research Results manpowergroup.com

52. Digital Tools 51 Classroom Examples of Digital Tools

53. Example of Being Globally Connected 52 http://www2.clustrmaps.com/counter/maps. php?url=http://clustrmaps.com 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 http://www.youtube.com/watch?v=kfrONZjak RY

54. 53 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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56. 55 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

57. 21 st 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. 56

58. Student Innovators Qualities of Student Innovators A Student Who is….Will be…. Action Oriented Able to recognize problems and advocate for worthy solutions A networker Able to collaborate, build on others’ ideas, access resources A risk-taker Willing to suggest or consider conventional solutions Forward-looking Able to benefit consequences and benefits, recognize potential for game- changing ideas Able to overcome obstacles Persistent, able to apply problem- solving strategies to overcome setbacks Able to help good ideas growAble to attract others to support an idea 57

59. 21 st Century Pedagogy Finding the Way to 21 st Century Learning 58

60. 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 project- based learning. PBL allows students to investigate issues and topics in real-world problems. PBL fosters abstract, intellectual tasks to explore complex issues. 59