Adaptability of the US Engineering and Technical Workforce Proceedings of a Workshop (2018) / Chapter Skim
Currently Skimming:
7 K12 Education and Out-of-School Learning
7 K12 Education and Out-of-School Learning
Pages 55-62
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 55... ...
T he second lightning round, on the potential of K–12 education and out-of-school learning to enhance adaptability, was moder ated by Betsy Brand, executive director of the American Youth Policy Forum.
|
From page 56... ...
Flex Factor immerses high school students in the world of advanced manufacturing and entrepreneurship through project-based learning activities. Students come up with a problem, think of a product that solves the problem, form product development teams, and then pitch their ideas to a panel of judges.
|
From page 57... ...
The program partners with K–12 schools and community colleges to build not just academic and technical skills but also professional skills, "because those are the kinds of skills that we hire for in IBM." The company calls jobs that require a high school diploma but not necessarily a four-year college degree new-collar jobs. By 2024, she said, an estimated 16 million such jobs will be created in the United States, whereas from 2008 to 2016 the US economy lost 7 million jobs for those with only a high school diploma.
|
From page 58... ...
The first cohort of students had a 56 percent graduation rate, more than four times the on-time national community college graduation rate of 13 percent, Suh reported. Graduates are the first in line for jobs at IBM, "because that's a promise we make to the young people, and it would be hollow if they weren't graduating with skills that industry actually needed." Of 100 graduates to date, IBM has hired 11, some of whom have already received promotions.
|
From page 59... ...
If we can provide these pathways and expectations for our students, they can succeed." Project Lead The Way also conducts professional development for teachers, because they "make everything happen," said Greer. The teacher training emphasizes student engagement through open-ended projects and problems, flipping the usual approach of lecturing and memorization.
|
From page 60... ...
It's not, and I think we can do better." BOSTON AFTER SCHOOL & BEYOND Schools are critical in building the skills associated with adaptability, but school-aged children spend 80 percent of their waking hours outside of school, noted Chris Smith, executive director of Boston After School & Beyond. After-school and summer programs therefore provide a tremendous opportunity to foster adaptability, although they tend to be fragmented -- Boston alone has more than 1,000 summer programs.
|
From page 61... ...
" KEY TAKEAWAYS Working in teams, the workshop participants articulated takeaways from the lightning round1: • With more respect, attention, and resources, two-year col leges could have higher expectations for themselves and their students. • Much learning takes place outside formal educational environ ments, and social support systems could strengthen such out-of the-classroom learning.
|
From page 62... ...
• Meaningful exposure to workplace settings, not just touring a plant or facility, can help students develop the skills they will need in those settings. • No one program or approach can meet the need for adaptability, though there may be common elements to programs that are successful.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.