The document discusses challenges facing the workforce of 2030 and skills gaps. It proposes that early childhood development programs can help address these gaps and close the skills gap by promoting skills like teamwork, self-awareness and social skills. Such programs include Head Start, Junior Achievement, Village Academies and Urban Youth Impact, which aim to develop leadership skills in youth. Evaluations found these programs improved student achievement, motivation and understanding of how the real world works.
How do high performing nations evaluate teachersSubhash Jain
Who decides if a teacher is effective and how is that determination made? In most nations, teacher evaluation systems are essentially a “work in progress.
In 'global educational survey‘ OECD (Organisation for Economic Co-operation and Development) Secretariat's Programme for International Student Assessment (PISA),which ranked India 72nd out of 73 countries.
DPS Sahibabad Magazine-Best School in Loni SahibabadDPSSahibabad
DPS Sahibabad is one of the best School in Sahibabad Loni Ghaziabad offering pre-nursery to higher secondary and senior secondary education in Loni, Sahibabad.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
Future of Work and Skills by Dr Martin Rhisiart, University of South Wales - ...University Alliance
Future of Work and Skills
Presentation by Dr Martin Rhisiart, University of South Wales
at University Alliance Summit 2015, Anticipation. Disruption. Excellence.
4 June 2015
University of South Wales
This presentation was presented during smart traffic ME conference in Abu Dhabi held from 18-19 May 2015. The presentation covers the concepts of smart government and smart cities and how the two relates together and provide insight about the digitalization trends in the transportation industry towards smart transport or smart mobility. And finally provides example from the UAE transportation sector.
How do high performing nations evaluate teachersSubhash Jain
Who decides if a teacher is effective and how is that determination made? In most nations, teacher evaluation systems are essentially a “work in progress.
In 'global educational survey‘ OECD (Organisation for Economic Co-operation and Development) Secretariat's Programme for International Student Assessment (PISA),which ranked India 72nd out of 73 countries.
DPS Sahibabad Magazine-Best School in Loni SahibabadDPSSahibabad
DPS Sahibabad is one of the best School in Sahibabad Loni Ghaziabad offering pre-nursery to higher secondary and senior secondary education in Loni, Sahibabad.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
Future of Work and Skills by Dr Martin Rhisiart, University of South Wales - ...University Alliance
Future of Work and Skills
Presentation by Dr Martin Rhisiart, University of South Wales
at University Alliance Summit 2015, Anticipation. Disruption. Excellence.
4 June 2015
University of South Wales
This presentation was presented during smart traffic ME conference in Abu Dhabi held from 18-19 May 2015. The presentation covers the concepts of smart government and smart cities and how the two relates together and provide insight about the digitalization trends in the transportation industry towards smart transport or smart mobility. And finally provides example from the UAE transportation sector.
Disruptive changes to business models will have a profound
impact on the employment landscape over the coming
years. Many of the major drivers of transformation currently
affecting global industries are expected to have a significant
impact on jobs, ranging from significant job creation to job
displacement, and from heightened labour productivity to
widening skills gaps. In many industries and countries, the
most in-demand occupations or specialties did not exist
10 or even five years ago, and the pace of change is set
to accelerate.
Education and Training for The Future WorkforceWISE
Are graduates happy with their career options? What skill do they need to be better prepared for future jobs? Is the future of degrees only in the hand of universities?
This presentation describes the technological trends developed to help charities and fund raising organizations overcome the current challenges. The presentation also describes how LINKDev charity solution introduces a competitive advantage to charities by helping them stay current with technological advances
In the past, careers were stable, linear and singular. People chose one path and pursued it over the course of their lives from college to retirement. In our modern age of technology driven exponential change - this model no longer works.
Careers are now complex, fragmented, specialized, collaborative and ever evolving. More often than not, our work life will be made up of a portfolio of micro-careers.
This presentation will show you a snapshot of 20 careers that will likely come of age in the next 10 years. Some of these jobs exist now, but will come into greater demand soon. Others do not exist yet, but through our daily scanning of future fringe signals we see strong potential in their emergence.
The ISG Index™ provides a quarterly review of the latest sourcing industry data and trends for clients, service providers, analysts and the media. For more than a decade, it has been the authoritative source for marketplace intelligence related to outsourcing transaction structures and terms, industry adoption, geographic prevalence and service provider performance.
http://blogs.sap.com/innovation/ - Business Innovation is the key ingredient for growth in the future of business. Changes in technology, new customer expectations, a re-defined contract between employees and employers, strained resources, and business and social networks are requiring businesses to become insight-driven businesses.
In this presentation, we have gathered 99 facts that represent the changes taking place in the world today. Each facts represents a key insight and suggests where we need to focus and change to become viable, sustainable and growing future businesses.
2019 AASA Disrupting Poverty a Moral ImperativeRobert Mackey
As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy.
This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.
DFA - Design for America
LS18 - Leadership Studio 2018
Presentation of Research for 2-day design sprint.
Student interviews: https://youtu.be/_F5y4WNUv5k
Researchers Role Every organization must have an action planning proce.docxhenry34567896
Researcher’s Role
Every organization must have an action planning process, which starts by creating mission, value, and vision statements. Through them, community initiatives by the organization become successful since they explain the organization's aspiration. Also, the statements help an organization stay focused on the important things while providing a basis for developing other strategic plan aspects. A person who conducts in-depth study on a subject to gain greater knowledge about that subject is called a researcher. There is no one set of duties that a researcher is expected to fulfill across all academic disciplines or professional domains. Researchers in the medical field may utilize clinical trials to evaluate the efficacy of a novel treatment, whereas social scientists may use questionnaires and in-person interviews to gain a better understanding of how people behave (Aspers, P., & Corte, 2019).
Through the processes of data gathering, analysis, and interpretation, the role of a researcher is to contribute to the existing body of knowledge in their respective discipline. Researchers acquire data through a variety of methods, some of which include controlled experiments, surveys, interviews, and direct observation (Bakker, 2018). Direct observation is another method. They first do statistical analysis on the data to derive conclusions, and then they interpret the findings of that study. They present their findings at conferences and publish them in academic journals and papers to share their findings with others and advance the field.
I am the former principal of George H. Oliver Elementary School. It was my role and responsibility to serve as the instructional leader of the school. As principal, it was also my responsibility to conduct informal and formal observations of teachers using the Mississippi Professional Growth Rubric. School administrators are required to be trained by the Mississippi Department of Education to give teachers ratings during observation (Mississippi Department of Education, 2022). I also worked with teachers to set learning goals based on the state approved curriculum.
As the leader of the school, I had to build partnerships with community stakeholders so that we could educate the whole child. I was also responsible for developing and implementing a school improvement plan. In my capacity, I served as support for new teachers and served on the district’s disciplinary committee. It was also my responsibility to manage GHO district and federal budget. I had to ensure that federal money was spent according to the needs of the school. Finally, as principal, it was my responsibility to improve the culture of the school by boosting teacher morale, decreasing the amount of discipline problems, and increasing attendance.
Description of the Setting
George H. Oliver Elementary School (GHO) is in Clarksdale, Mississippi, which is in the heart of the Mississippi Delta region. GHO is in the Brickyard neighborhood,.
Running Head LONG-RANGE PLAN1LONG-RANGE PLAN17.docxhealdkathaleen
Running Head: LONG-RANGE PLAN 1
LONG-RANGE PLAN 17
Long-Range Plan: 2019-2020
Grade Levels: 9-12
Long-Range Plan
Introduction
Professional school counselors serve a vital role in maximizing student achievement. Incorporating leadership, advocacy and collaboration, professional school counselors promote equity and access to opportunities and rigorous educational experiences for all students. Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community. Collaborating with other stakeholders to promote student achievement, professional school counselors address the needs of all students through prevention and intervention programs that are a part of a comprehensive school counseling program. To achieve maximum program effectiveness, the American School Counselor Association recommends a counselor-to-student ratio of 1:250. This comprehensive school counseling program long range plan is devised to incorporate a long-term counseling plan at Wilson High School.
Description of the School
Wilson High School is located in the north section of Florence, South Carolina and serves students 9th thru 12th grade. There are 1174 students attending Wilson High School. Of this total, there are 614 males and 583 females.
Wilson High School was founded in 1866 as a Freedom’s Bureau School following the American Civil War. Our school’s mission from the beginning has been to develop in all students the knowledge, skills and character to achieve personal success. At Wilson High School, we provide a wide variety of academic opportunities including a Middle Years Program, a Diploma Program as part of our International Baccalaureate World School, Advanced Placement courses and Dual Credit Classes. In 2016, Wilson High School instituted an Early College Program, where students will graduate high school with an Associate Degree from Florence-Darlington Technical College. This will better prepare our students for the workforce or post-secondary education.
Description of the Population of Students.
Florence is a very diverse community, which has a great impact on the educational environment. The chart below shows a breakdown of Wilson High School demographics and displays the various ethnicities.
Male Female
African American
397
389
Hispanic/Latino
13
3
Caucasian
152
126
Asian
41
35
American Indian/Alaska
3
0
Native Hawaiian/Pacific Islander
2
0
2 or more races
8
4
Due to the low socio-economic status: 64% of Wilson High School students receive free or reduced lunch and 36% are full pay. Wilson High School also benefit from APEX afterschool and International Baccalaureate Program.
Description of other Factors
Mission statement.
Wilson High School’s mission statement is as follows: “At Wilson High School, we commit to developing in all students the knowledge, skills, and character to achieve personal success.” In conjunction ...
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
Brand Identity For A Sportscaster Project and Portfolio I
Preparing Youth of Today for the Workforce of 2030
1.
2. OBJECTIVES
Why we are here?
What are the challenges?
What can we do about them?
How do we do it?
3.
4. Let’s take a look at one
young man who was
impacted by an early
childhood development
program.
5.
6.
7. THE WORKFORCE OF 2030
3% 2% 3%
5% 9%
16 to 19
16% 20 to 24
25 to 54
55 to 64
65 to 69
70 to 74
62% 75 and over
Source - Composition of workforce in 2030. Source U.S. Bureau of Labor
Statistics, 2011.
8. SKILLS GAPS
What employers want, what employees think they have, and
what is missing?
Source - Job Preparedness Indicator Study Results (Career Advisory Board, 2011).
9.
10. WHAT THE RESEARCH SHOWS
Source - A life-span approach to leader development (Murphy & Johnson, 2011, p. 461)
11. HOW DO WE ADDRESS THE GAPS?
Through education and development
programs:
• Junior Achievement
• Headstart
• Village Academies
• Urban Youth Impact
• Character Counts
12.
13. EDUCATIONAL PROGRAMMING OF JA
• Elementary School – 6
themes
• Middle School – 4 themes
• High School – 2 themes with
9 programs
14. JUNIOR ACHIEVEMENT - VALUES
• Belief in the potentials of young people.
• Commitment to the principles of market-
based economics and entrepreneurship.
• Passion for what we do and
honesty, integrity and excellence; in how we
do it.
• Respect for
talents, creativity, perspectives, and
backgrounds of all individuals.
• Belief in power of partnership and
collaboration.
• Conviction in the educational and
motivational impact of relevant, hands-on
learning.
15. TESTIMONIALS
• Alumni, Mark Richards-founder of The
Richards Group, LLC stated, “when you
start opening doors, more and more
doors begin to open for you”.
• “JA gives students a unique and valuable
opportunity to discover and develop their
own talents for working in today’s
exciting business world”. –Alumna:
Christina Gillen.
16. EVALUATION OF EFFECT
• 95% of teachers report JA students
have a better understanding of how
the real world operates.
• For middle school students, 71%
reported JA helped them recognize
importance of education and
motivated them to work harder
17. RESULTS
Comparison
between JA and
non-JA students
in elementary
school
achievement.
Comparison
between JA and
non-JA students
with work.
18.
19. HEADSTART
In 1964, President Lyndon B. Johnson declared "The War on Poverty" in his State of the
Union speech. A panel of experts gathered to draw up a program to help communities
meet the needs of disadvantaged preschool children.
In 1965, the Office of Economic Opportunity launched Project Head Start (HS) as an eight-
week summer program whose mission was to help break the "cycle of poverty" by providing
preschool children of low income families with a comprehensive program to meet their
emotional, social, health, nutritional, and psychological needs. At that time, part of the new
government thinking on the nature of poverty and the uses of education, and born of the
civil-rights movement, was that the government was obligated to help disadvantaged
groups in order to compensate for inequality in social or economic conditions.
In 1977, under the Jimmy Carter administration, HS began bilingual and bicultural programs
in about 21 states.
In 1984, under the Ronald Regan administration, HS’s grant budget exceeded one billion
dollars, and the number of children assisted was a little more than nine million.
20. HEADSTART
In 1995, under the Bill Clinton administration, the first Early Head Start (EHS) grants were
given serving families of children ages birth to three.
In October of 1998, HS and EHS were reauthorized to expand from the eight-week
demonstration project to a full day/full year program.
According to PBCHS/EHS’s 2009 Community Assessment, study after study has shown a
direct correlation between children coming from a preschool program that focuses on
school readiness and that child’s success in his elementary school years.
According to Children’s Services Council’s (CSC) 2008 State of the Child Report, a
comparison study examined the scores of children who took a school readiness test in
2002 and 2003 with the scores from their third-grade achievement tests in 2006 and 2007.
The findings revealed that children who came from a preschool setting as described
above successfully scored on grade level on the Florida Comprehensive Assessment Test
(FCAT).
21. HEADSTART
Vision
To promote school readiness by enhancing the social and
cognitive development of children through the provision of
educational, health, nutritional, social and other services to
enrolled children and families.
HS/EHS programs realize that a child’s first years are the most
crucial to their health and social-emotional development. Meeting
these needs better equips a child’s readiness to learn and
prepare for school. When these needs go unmet, they usually are
not ready for school.
22. SCHOOL READINESS & VPK
Given its importance, the State of Florida
legislatively mandated the Voluntary
Prekindergarten (VPK) program to prepare
every four-year-old in Florida for
kindergarten and build the foundation for
their educational success.
The VPK program gives each child an
opportunity to perform better in school and
throughout life with quality programs that
include high literacy
standards, accountability, appropriate
curricula, substantial instruction
periods, manageable class sizes, and
qualified instructors. Parental choice is a
priority; therefore, both private and public
providers may participate.
23. SCHOOL READINESS & VPK
Florida State Board of Education set the minimum VPK Provider Kindergarten
Readiness Rate for 2007-08 at 214.
Of the 19 PBCHS/EHS Centers approved to deliver the VPK education
curriculum, only 7 or 37% were identified as meeting performance standards.
There are many factors that impose upon PBC’s ability to meet and/or exceed
expectations:
• One-third of Florida's welfare recipients have low literacy levels
• 71% of mothers receiving AFDC or TANF have not completed high school
• 20% of Florida's children live in poverty and are likely to have parents who have
not finished high school.
• One-half of these children begin school two years behind their peers in
development
• 1.5 million Florida Residents speak little or no English and have difficulties with
everyday survival skills; therefore, we are educating two generations at the same
time.
24. WHAT CAN WE DO?
• OHS Summit on Raising the Quality of HS
programs nationwide.
• Returning to the old trend that shouts, “It
takes a village to raise a child!”
• By influencing today’s children, family
literacy helps tomorrow’s parents break
the cycle of low literacy and poverty for
generations to come.
Example: As a mother’s education
increases, the likelihood that she will
read to her children increases.
25.
26. VILLAGE ACADEMIES
THE SCHOOL DESIGNED FOR TEACHERS
Founded in 2001 upon the
premise that “teachers are the
key drivers of student
achievements and
extraordinary outcomes come
as a result of tapping into a
teachers ’
knowledge, skills, abilities, and
passion.”
Dr. William Sanders’ longitudinal analysis
concludes the quality of a teacher determines how
well a student will learn.
27. VILLAGE ACADEMIES
THE SCHOOL DESIGNED FOR TEACHERS
• VA’s approach is in contradiction with our traditional methodologies and mindsets
towards what success looks like in the average public school.
• Generally the foundation is to create a program set before the teachers that they
are expected to follow.
• VA rejects this practice.
28. VILLAGE ACADEMIES’ AUTONOMY
Village Academies intentionally works to create a rich and
intellectual life and an ideal environment that would
recruit, retain, and support the most qualified, best talented
and skilled teachers and challenge their continued growth
through their own empowerment to make critical
educational, academic, and instructional decisions that are in
the best interest of each individual student.
Teachers are given autonomy and trusted as responsible
professionals for the achievement of outcomes.
"I chose Harlem Village Academies
because of the intellectual energy
here."
29. A HIGHER LEVEL FOR PASSIONATE LEARNING
VA’s students
• Think critically
• Argue passionately
• Take ownership of their learning
• Are fiercely independent and sophisticated thinkers
• Coherent writers
• Confident speakers
• Avid readers
We seek to inspire in our students a passion for inquiry, and a
genuine love of learning. We believe it is also important for
students to attain proficiency in basic knowledge and
skills, so we have designed a core set of skills all students
must master, exams they must pass, and content they must
learn.
30. VILLAGE’S MISSION AND VALUES
“We partner with the community to provide education
and family support services that promote school
readiness and family self-sufficiency.”
“We expect for our students to become intellectually
sophisticated, wholesome in character, avid
readers, independent thinkers, and compassionate
individuals who lead reflective and meaningful lives.”
31. FOUNDER’S MESSAGE
(FOUNDER AND CEO, DR. DEBORAH KENNY
“Quality public education is an essential human right - it
is the ultimate civil right…we are passionate about
creating a new model, setting a gold standard, and
changing public education in this country…The
revolution is happening here…”
32. OUTCOMES & SUSTAINED SUCCESSES
• 100% of Village’s students are minority
• Approximately 74% qualify for free or reduced price lunch
• 12% are special education
• Test scores amongst young African-American and Latino students who
historically had 75% failure rates in New York’s Harlem have risen
dramatically and are at an all-time high.
• The first fifth grade class that entered the Academy ranked in the
nation’s bottom 20th percentile, lacking basic skills and study habits.
Three years later, they ranked number 1 in mathematics of all non-
selective public schools in New York State.
• Today, these students are analyzing Shakespeare, studying
physics, and competing in a college-level debate team. For the first
time in the history of Harlem, 100% of Village Academies' eighth
grade students passed the state math test!!!
33. THE RITZ-CARLTON MODEL
• Parent satisfaction is strong at Harlem Village Academies.
• Approximately 95% of parents grade the academies an A or
B.
• Parents are customers and are paid as much attention and
respect as Ritz-Carlton workers are trained to treat their
guests.
• Parents are very much involved in the educational process
of their children.
• Teachers are required to keep parents informed. Whether
there is a literacy or academic concern or a mere hallway
infraction.
34. WHAT COMPELS VA’S TEACHERS TO STRIVE FOR
EXCELLENCE AND INCREASE THEIR OWN
PRODUCTIVITY?
Their teachers have the
passion, the fortitude, and
creativity that most educational
institutions discourage because
decisions about how to teach is
governed by a central office rather
than each teachers’
intuition, talent, skill, and ability.
The entrepreneurial culture of
Village emphasizes an energized
idea. If a teacher has a great
idea, they are encouraged to run
35.
36. MISSION, VISION, AND VALUES
Mission
• Urban Youth Impact exists to love, equip and
empower inner-city youth and their parents to fulfil
their God-given purpose.
Vision
• To be the model, faith-based, inner-city outreach in
Palm Beach County.
Values
• We submit to God’s authority, we are passionate and
purpose driven, we are servant leaders.
37. URBAN YOUTH IMPACT PROGRAMS
• Summer Work Program
• The Leadership Academy
38.
39. CHARACTER COUNTS
Let’s take a look at the last portion
of video of Deonte Bridges who
“moved the audience with his
Valedictorian speech before fellow
graduates, faculty, staff and
parents” at Booker T. Washington
High School.
(www.youtube.com/watch?v=Q0Wcr82UOsw)
40. CONCLUSION
There is significant support for the delivery
of the skills necessary for individuals to
become effective leaders early in the
development cycle.
Skills that increase
flexibility, teambuilding, self-
awareness, and social skills will help the
youth of today become better prepared to
meet the needs of the workplace of 2030.