I’ ve written quite a bit about students’ lack of preparation for both college and the job world. College-level educators complain that K-12 education isn’ t doing its job. At the same time, business leaders say that colleges are usually failing to prepare students for real life work environments.
The particular Association of American Colleges and Universities, meanwhile, started LEAP (Liberal Education plus America’s Promise) Employer-Educator Compact, an initiative seeking to ensure students obtain the experiences and knowledge base they need to succeed in the work place. On Mon in Boston, AAC& U plus LEAP co-sponsored one of several regional forums for educators, employers and policymakers to “chart a plan of action” for creating more successful college-to-career pathways.
While the prolonged economic economic downturn has caused hard times to drop on graduates of all types of institutions, liberal arts education has faced particular scrutiny from the public, mass media and politicians.
A survey out of Michigan State University’s Collegiate Employment Research Company found that the people interviewing generous arts students for jobs believe recent graduates have the work place expertise they need, but could not articulate or demonstrate their abilities and lacked several key technical and professional skills. While arts and sciences students ranked higher than their colleagues in skills including working in a diverse environment, communication and innovation, they lagged being in areas such as utilizing software, analyzing, and evaluating and interpreting data.
Another survey from Chegg found that science, technology, engineering plus mathematics students were “slightly much better prepared” than their peers. Those people students fared better among employers in skills including preparedness to describe information and preparedness to solve difficulties through experimentation.
These types of concerns are not lost on the weighty hitters of higher ed policy research, such as the Bill and Melinda Entrance Foundation. As one of the biggest funders associated with education policy thinking, the foundation has called for a top-to-bottom reimagining from the education experience, including college.
The Next Generation Learning Problem has selected nine colleges and universities to spend the next year re-imagining the college experience. The program, supported by the Bill & Melinda Gates Foundation, asks managers to think creatively about how to use technologies to lower the cost of college and encourage more students to complete their degrees. Of particular interest: Competency-based versions that let students earn credit for demonstrating skills, rather than logging hours in a classroom. Participating institutions include Austin Community College, Paul Smith’ s College, the University of New England, and Empire State College, part of the SUNY system.
Next Generation Learning Challenges increases educational innovation through applied technologies to dramatically improve college readiness and completion in the United States. It is a collaborative, multi-year initiative focused on identifying plus scaling technology-enabled approaches to dramatically improve college readiness and completion, especially for low-income young adults. NGLC, therefore , contact information college readiness and completion as being a continuum of interrelated issues comprising secondary and postsecondary education. The program provides grants, gathers evidence about effective practices, and works to develop a community dedicated to these persistent challenges.
NGLC re-imagines the ongoing future of student success with IT as an essential enabler, making customized, interactive understanding possible. IT also makes it possible to extend the particular reach and multiply the benefits of such innovations for the thousands of students who need them most. By participating in NGLC – as a grant seeker, any adopter, or a community member