Focusing on a Holistic, Integrated and a Relevant Approach

Training for Societies in ChangeThe world has changed. Work is changing. But despite their best efforts, most schools have not changed fast enough or moved far enough. For nearly a decade, education reform and itsrelationship to Americas place in the world have been high on the publics agenda. Reports have been developed, meetings convened, and announcements and calls to arms issued. Literallyhundreds of specific recommendations have been put forward by researchers, public leaders, opinion modern, and school officials.

It would be an understatement to say that we live in challenging times. Recent events have shaken the foundations of our economic system. Today, as never before, Americans look to our nations businesses and industries to create innovative strategies for providing jobs and bolstering American competitiveness in the global marketplace.

The world has changed. Work is changing. But despite their best efforts, most schools have not changed fast enough or moved far enough. For nearly a decade, education reform and itsrelationship to Americas place in the world have been high on the publics agenda. Reports have been developed, meetings convened, and announcements and calls to arms issued. Literallyhundreds of specific recommendations have been put forward by researchers, public leaders, opinion modern, and school officials.THE WORLD HAS CHANGEDA strong back, the willingness to work, and a high school diploma were once all that was needed to make a start in America. They are no longer. A well-developed mind, a passion to learn, and the ability to put knowledge to work are the new keys to the future of our young people, the success of businesses, and the economic wellbeing of the nation. Two events of the last generation serve as metaphors for how radically and irreversibly the economic environment for all work has changed, both for Americans and for the rest of the world. In 1973, the OPEC oil embargo made it unmistakably clear that our nations economic future was no longer ours alone to decide. Since then, the lessons of globalization and interdependence have been reinforced at every turn. In many ways, 1973 was a boundary line defining new territory. Two years later, the first plans for an unheard of new product & a personal computer & appeared in a popular scientific magazine. That device has altered both the speed with which work is done and its very nature. It has configured the world of work as have perhaps no other invention since electricity or the assembly line. It has created not only a new industry; it has redefined the way thousands of different kinds of work are now carried out. Globalization and technology contain both threat and promise. The threat is easily summarized in the economic implications of energy dependence, disappointing productivity growth, and stagnant wages.

With corporate downsizing and organizational restructuring, workers are increasingly making multiple career changes. These new trends accentuate he importance of life long learning and adaptability.

1ObjectivesExamining 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?2Present and Future ChangeEvery 2-3 years the knowledge base doublesEvery day, 7,000 scientific and technical articles are publishedHigh school graduates have been exposed to more information than grandparents were in a lifetimeThere will be as much change in the next three decades as there was in the last three centuries3We are moving beyond the information age to the knowledge age. The defining characteristic of the Knowledge Age is perpetual change.. Unlike previous transformations, the transformation to the Knowledge age is not a period of change, followed by stability. It will usher in an epoch of continuous change on an accelerating tope cycle. This means that the kinds of knowledge that will serve each individual and our society as a whole are constantly evolving.3FUTURE4What Does the Future Look Like?

One of the main driving forces bringing new career fields into the forefront is technology.

A jobs and skills disconnect continues to widen across the United States and around the world. Technological advances that continue at an unrelenting pace and global demographic shifts are producing a jobs revolution that looms ominously over individuals, businesses, and governments.

4Characteristics of Todays and Tomorrows Workplace Traditional Model High Performance ModelStrategy

Mass production Flexible productionLong production run Customized productionCentralized control Decentralized controlProduction

Fixed automation Flexible automationEnd-of-line quality control On-line quality controlFragmentation of tasks Work teams, multi-skilled workersAuthority vested in supervisor Authority delegated to the worker5Characteristics of Todays and Tomorrows Workplace Traditional Model High Performance ModelHiring and Human Resources

Labor-management confrontation Labor-management cooperationMinimal qualifications accepted Screening for basic skills abilitiesWorkers as a cost Workforce as an investmentJob LaddersInternal labor market Limited internal labor marketAdvancement by seniority Advancement by certified skillsTrainingMinimal for production workers Training sessions for everyoneSpecialized for craft workers Broader skills sought6Global: % Having Difficulties Filling Jobs7

Talent Shortage Survey Research Results manpowergroup.com7Talent Shortage Survey Research Results manpowergroup.com8

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2013 Talent Shortage Survey Research Results manpowergroup.com

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Talent Shortage Survey Research Results manpowergroup.com11

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Talent Shortage Survey Research Results manpowergroup.com13

Talent Shortage Survey Research Results manpowergroup.com14

Talent Shortage Survey Research Results manpowergroup.com 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)15Global competition is moving higher and higher up the skill and value-added economic ladder. More than ever, it is imperative that a broadly and deeply educated workforce be created.

Manpower's first quarter 2010 Talent Shortage Survey noted that 14 percent of U.S. employers reported difficulty in filling positions. The top 10 jobs for which vacancies were hardest to fill were:

This Manpower report states that, "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."

Global competition for skilled and educated employees will likely increase in the years ahead, said Jennifer Schramm,GPHRGPHR Global Professional of Human Resources..... SHRM's manager of workplace trends and forecasting. "Though we cannot know for sure, this drop may be related to high rates of unemployment in other developed economies, especially in the euro-zone," Schramm said.

15Technology16The Impact of Technology on Education

How Educators Can Rise to the Challenge of Changein an Uncertain World?17

Educational AttainmentData 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. Educational AttainmentLabor Market Returns to Post Secondary Education: Unemployment 2011

A Global WorkforcePreparing Students for the Future

20SCANS Report on next slide

New Social Media Jobs are the following: such as international community compliance chief, community manager, online reputation manager, blogger outreach manager, chief conversation expert.

As school administrators make decisions about local career and technical education (CTE) programs, and policymakers consider the nature of academic and CTE curricula, all involved need to consider our teens' interests and the impact of any given curriculum on their lives. Although few individuals would question the importance of careers in STEM, it should be apparent that there are growing career opportunities--such as positions as social media marketers, financial examiners, and project managers--for our students beyond the STEM world. And. while STEM professionals are certainly in demand, the social and economic value of their research is dependent on a business mechanism to translate their work into marketable goods and services. In effect, the growth of STEM positions and business jobs are symbiotic in nature; as one set grows, so does the other.

Rather than working full time for someone else, many social media marketers go into business for themselves. They commonly charge between $50 and $200 per hour for their freelance work.

Other new and emerging business careers include: search engine optimization analysts, catastrophe risk management specialists financial engineering analysts, and regulatory affairs managers.

Employers want employees who are multi-skilled because they will be challenged with projects that require many skills.

20Why are they so important to the future training needs of the global workforce?What are the Four Pillars of Education?21

21Necessary for the 21st CenturyThe Four Pillars of Education

22"UNESCO identified and advanced four pillars of learning: learning to know, learning to do, learning to be, and learning to live together. Together they constitute a new integrative framework for a global agenda for holistic education for the twenty-first century.

Learning to Know Learning to Knowinvolves 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 Learning to Doinvolves the acquisition of skills that are often linked to occupational success, such as computer training, managerial training and apprenticeships.Learning to Live Together Learning to Live Togetherinvolves 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 Learning to Beinvolves 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.

The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives. Click on each pillar for more information.

"Of all the well-intentioned strategies and interventions leaders may conceive and implement, slower and deeper conversations are simple and powerful means to shift the system's ground and move it closer toward its deeper purpose. These conversations and the questions of identity and meaning they provoke are the crucible for the emergence of the new story of learning and schooling." p.205

22The Four Pillars of Educational ReformTeachersCurriculumGoal: Attract and develop very highly qualified teachersAttract among top 30% of graduatesImprove instruction through coaching, practical training, enabling teachers to learn from each other, and supporting the adoption pedagogical practices that have been proven to workGoal: Develop well-Defined and Holistic CurriculaSet challenging objectives for teachers and students by creating specific and well-articulated outcome objectivesCreate curricula with a strong focus on he math skills and literacy in the early years, and relevant content and high standards at all levelsLeadershipAccountabilityGoal: Develop High-Quality System LeadershipGet the right teachers to become principalsDevelop instructional leadership skills

Goal: Create Practices and Regimes That Can Improve Processes and OutcomesFoster excellence and accountability at all levels of schoolingUse independent bodies to track examination and school performance and intervene quickly23

for developing human capital for the future?What is a Holistic, Integrated and relevant framework24

According to the report, roughly half of all young Americans arrive in their mid-twenties without the skills or labor market credentials essential for success in todays increasing demanding economy. A reason is the nations overreliance on a single four-year college pathway to help young people make the transition from high school to working life. The report calls for an intensive effort from employers, educators, and government and non profit leaders to build pathways that link work and learning and are aligned with labor market demand. 24SCANS Competencies and Foundation for Solid Job PerformanceCompetencies for Productive WorkersResources: allocating time, money, materials, space, staffInterpersonal Skills: working on teams, diversityInformation: acquiring and evaluating data, interpreting and communicating Systems: designing or improving systemsTechnology: applying technology to specific tasksFoundation Skills for Productive WorkersBasic Skills: reading, writing, math, speakingThinking Skills: making decisions, knowing how to learnPersonal Qualities: individual responsibility, self-managementThe 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

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%26About 30 per cent of employers across the globe continue to struggle to fill positions available despite the global economic downturn, says a new survey.

According toManpower's 2009 Talent Shortage Survey, the top three positions employers are having most trouble filling globally remain unchanged from 2008: skilled manual trades people, sales representatives and technicians (technical workers in the areas of production/operations, engineering and maintenance).

Manpower surveyed nearly 39,000 employers across 33 countries and territories to gauge employers' ability to find the talent they need. "Despite high levels of unemployment in many markets, this year's talent survey suggests amismatchbetween the type of individuals available for work and the specific skills that employers arelooking for," said Jeffrey A Joerres, chairman andCEOof Manpower.

"In an environment where companies are pressured to shift theirmindsetto think more strategically and creatively about how to do more with less, the same approach is being applied to how they manage their talent. Employers are looking for ways to accelerate their business strategy with less people.

It's this specificity of skills required in the individuals that employers are now seeking that is creating a sense of talent shortage amidst anoverabundantpool of available workers.

Thisconundrumisfrustratingboth employers and individuals. "The current economic downturn ismaskingmega trends such as demographic shifts and underlying talent shortages that are impacting the way companies and individuals view work around the world. Talent management strategies are no longer a one size fits all.

The importance of an organization's employer brand will become more critical as companies continue to adjust and align their workforce to prepare for the next cycle," added Joerres. "This downturn signifies how an agile workforce strategy is required to attract and retain the talent that a company needs in order to achieve its business strategy.

" According to the Global Talent Crunch -- WhyEmployer BrandingMatters Now, paper also released by Manpower, a strong employer brand will help organizations attract and retain the best talent; and therefore enable them to win during these challenging times and achieve their growth plans.

Manpower entered the Middle East market late in 2007 through its acquisition of Clarendon Parker Middle East,the region's largest staffing solutions provider. "As one of the world's leading employment services companies, Manpower has a global reputation for its surveys and research," said Pat Luby,managing director, Manpower Middle East.

"The work we do really helps employers to understand what's happening now and what's coming next in the world of work."A recent Manpower Middle East research paper highlighted the growing need for regional companies to implement retention plans for staff, based on findings that indicated employers are finding it increasingly difficult to attract and retain talent.

The study concluded that employers have realized that their HR strategies need to be upgraded to include innovative and progressive retention programs and practices if they are to retain and nurture their internal talent.

26Career PathwaysA career pathway is a coherent sequence of rigorous academic and career courses that begins in middle school and leads to an associate degree, a bachelors 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.27Middle School Courses by Grade LevelCorresponding Career ClustersContact5th Grade6th Grade7th Grade8th GradeExploring Agricultural Sciences0785Exploring Agricultural Sciences0885Agriculture, Food, & Natural ResourcesConsultant:Steven GassKeyboarding0510Keyboarding0610Keyboarding0710Keyboarding0810Business Management & AdministrationFinanceHuman ServicesInformation TechnologyMarketingConsultant:Joy SmithBethany WilkesDocument Formatting0713Document Formatting0812Business Management & AdministrationFinanceInformation TechnologyMarketingConsultant:Joy SmithTeen Living0562Teen Living0648Teen Living0784Teen Living0884Education & TrainingHuman ServicesConsultant:Deborah ThompsonExploring Technology0561Exploring Technology0647Inventions and Innovations0782Technological Systems0882ManufacturingScience, Technology, Engineering, & Mathematics (STEM)Consultant:Bethany Wilkes28Example of a Career Pathway for Business Management and AdministrationNote:While these courses are meant to provide a foundation for future success in Career and Technical Education courses at the secondary level, they are not funded by Career and Technical Education funds

28Distinguishing Among Different Types of ReadinessCTE Pathways U-Tube http://www.youtube.com/watch?v=_VSNv1nFZOY

according to the American Society for Training and Development, rather than being concerned about finding employees with specific degrees, employers are increasingly concerned about finding employees with specific skills, such as business acumen, leadership, technical literacy, adaptability, innovative thinking, and personal responsibility for learning.

While four-year degree programs, undoubtedly, provide training in these skill areas, CTE programs provide solid training and development in these areas as well. As such, CTE provides an excellent pathway for students to both secure well-paying jobs and develop skills that will make them marketable across multiple industries.

All students need to be college- and career-ready. College and career readiness requires both knowledge and skills. Its time to abandon the false dichotomy betweenknowledge and skills.

29Distinguishing Among Different Types of Readiness cont4 Dimensions of College and Career ReadinessKey Cognitive Strategies Problem formulation, research, interpretation, communication, precision and accuracy Key Content Knowledge Key foundational content and big ideas from core subjectsAcademic Behaviors (Key Learning Strategies) Self-management skills: time management, study skills, goal setting, self-awareness, persistence, effort-based attributionTransition Knowledge and Skills (College and Career Knowledge) Admissions requirements, financial aid, college types and missions, college culture, support resources, relations with instructors.31Finding the Path to 21st Century Learning: Holistic Transformation32Significant Returns on VET 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. that can serve as templates for training a global workforce?What are the pillars of lifelong learning ? 34

One reason for developing lifelong learning skills, particularly those associated with software, is that the world changes quickly and software you learn today may be gone in five years, according to John D. Lee, Industrial and Systems Engineering,UWMadison.

34Success Depends on:Learning How to LearnLifelong Learning

35How students learn has a decided impact on what they learn. Teaching and learning environments matter. Many students learn more when schoolwork is connected to their interests, to real-world problems, and to the worlds of work and college. Experiences outside the classroom, variation in the school day, and the ability to use technology and other hands-on tools engage students in learningand help them discover new interests and passions. Instructional strategies that foster higher-order thinking and personalize learning to meet students specific needs are critical as well.

How students learn has a decided impact on what they learn.

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36Lifelong Learning37

Lifelong learning is a philosophy that involves the development of knowledge, skills and values throughout all stages of a persons lifefrom early childhood through adulthood. It also recognizes that learning is not just an intellectual process, but one that permeates all aspects of an individual's life, including their role in the community, performance in the workplace, personal development and physical well-being.Lifelong learning is a philosophy that involves the development of knowledge, skills and values throughout all stages of a persons lifefrom early childhood through adulthood. It also recognizes that learning is not just an intellectual process, but one that permeates all aspects of an individual's life, including their role in the community, performance in the workplace, personal development and physical well-being.

The CLI was developed using a conceptual framework of lifelong learning put forward by UNESCOs International Commission on Education for the Twenty-first Century (under the leadership of Jacques Delors, the former president of the European Commission). The commission's 1996 report,Learning: The Treasure Within, presented a model that organized lifelong learning into four pillars:Learning to Know,Learning to Do,Learning to Live Together, andLearning to Be(see Table 1). The statistical indicators used in the CLI were chosen to best reflect the full spectrum of learning as proposed by the four pillar framework.

37The 4 Pillars of Life Long Learning*38Learning to KnowInvolves 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 TogetherInvolves 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 BeInvolves 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 Canadas Progress in Lifelong Learning (Ottawa: 2010). pp. 116.A product of the Canadian Council on Learning (CCL), the Composite Learning Index (CLI) is Canadas annual measure of progress in lifelong learning. It is based on a combination of statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community. The only index of its kind in the world, the CLI is an unprecedented measurement tool that expresses how learning in all aspects of life is critical to the success of individuals, communities and the country as a whole. On an individual level, Canadians stand to benefit from lifelong learning through higher wages, better job prospects, improved health and more fulfilling lives. Accordingly, Canada stands to gain through a more resilient economy and stronger bonds within and between communities. Although most Canadians are aware of the potential benefits of lifelong learning, until CCL launched the CLI in 2006 there was no way of measuring how Canadians were performing across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for more than 4,500 communities across Canada. A high CLI score means that a particular city, town or rural community possesses the kinds of learning conditions that foster social and economic well-being. A low CLI score means that a community is under-performing in certain aspects that are key to lifelong learning. It is important to note that these scores are not meant to single out winners and losers, but rather to help Canadians understand the state of lifelong learning in their communities and to encourage them to think of concrete ways that they can improve on these conditions. With new results published on CCLs website every spring, the CLI is an objective and reliable measurement tool that can help communities make the best possible decisions about learningdecisions that will strengthen social ties, bolster the economy and hopefully improve peoples lives. 38

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Dr. Sandra Poirier Middle Tennessee State UniversityMurfreesboro, TN. USThank You40Innovative Learning ProcessesProcessWhat Students Are DoingHow Teachers Support ThemFrame problemsResearching to identify root causes of issues, finding right-sized problems, understanding multiple perspectivesCrafting 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 empathyGenerate solution Brainstorming, borrowing, adapting, or improving on existing ideas, seeking inspiration from unexpected sourcesAsking questions to encourage in-depth inquiry, encouraging risk-taking, modeling brainstorming strategies41Innovative Learning Processes contProcessWhat Students Are DoingHow Teachers Support ThemRefine ideasEngaging in generative cycles of prototyping, testing, getting feedback, reflecting, evaluating, revisingAllowing for multiple cycles of review and revision, providing timely feedback, encouraging learning from failureEngage with othersCollaborating with team members, networking with broader audience, engaging with expertsEncouraging effective collaboration skills, helping students identify and connect with experts outside the classroom42Innovative Learning Processes contProcessWhat Students Are DoingHow Teachers Support ThemShare resultsCommunicating through various media, advocating, inspiring others to grow worthy ideasConducting authentic assessment, inviting public audience, encourage reflection43Instructional Principles--To help students become selfdirected, lifelong learnersInstructors 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, and5. Adjust their strategies as needed.These key metacognitive skills are critical to being an effective lifelong learner(Ambrose et al, 2010). Research shows that students tend not to apply metacognitive skills as well or as often as they should. They need your support and significant practice.44Canadian Composite Learning Index linkshttp://www.cli-ica.ca/en/explore/interactives.aspx

http://www.cli-ica.ca/en.aspx45http://www.planwithyouth.org/wp-content/uploads/2012/11/Skills_Recommendations.pdf

Recommendations and policies for youth programs

46http://www.planwithyouth.org/wp-content/uploads/2012/11/Skills-Transition_Francesca-Rosso.pdf

Working together learning for life

47Blooms Revised Taxonomy

48Sample of One Project Based Learning Model for Education

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Talent Shortage Survey Research Results manpowergroup.comDigital Tools51Classroom Examples of Digital Tools

Example of Being Globally Connected52http://www2.clustrmaps.com/counter/maps.php?url=http://clustrmaps.com

http://www.iearn.org/projects/index.html

http://www.youtube.com/watch?v=kfrONZjakRY

A blog where you can track the statistics from where people are living globally who read your blog

edutech4teachers writes, "... students.. really enjoy knowing that othersbeside their teacher and classmateshave read their essays, poems and stories... Besides providing instant gratification for teachers and students, Clustrmaps can be used for instructional purposes as well... geography, math and writing lessons.

5253For 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.

New an emerging business careers include: search engine optimization analysts, catastrophe risk management speciualists,financial engineering specialist, and regulatory affairs managers53

5455As new technologies and innovative ideas continue to appear on the horizon, even those already in the workforce will need to update their education and training21st Century SchoolsCreating 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.

56Student InnovatorsQualities of Student InnovatorsA Student Who is. Will be.Action OrientedAble to recognize problems and advocate for worthy solutionsA networkerAble to collaborate, build on others ideas, access resourcesA risk-takerWilling to suggest or consider conventional solutionsForward-lookingAble to benefit consequences and benefits, recognize potential for game-changing ideasAble to overcome obstaclesPersistent, able to apply problem-solving strategies to overcome setbacksAble to help good ideas growAble to attract others to support an idea

5721st Century PedagogyFinding the Way to 21st Century Learning58

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