This document discusses workforce challenges and solutions for bridging the gap between education and careers. It addresses the skills gap and impact of technology on skill requirements. Specifically, it emphasizes the need to develop computational thinking skills through problem solving, algorithms, abstraction, data representation, modeling and simulation. The document proposes a developmental model for integrating STEM content and career development from kindergarten through post-secondary education and training. It provides frameworks for outcomes and recommendations for what employers and educators can do to support these efforts.

1. Bridging Education and
Careers Gap
Workforce Challenges and
Solutions
JOYCE MALYN-SMITH, ED.D.

2. EDC!
EDC creates learning
opportunities for people
around the world,
empowering them to
pursue healthier, more
productive lives.!

3. Workforce and Human Development!
u National Voluntary Industry Skill Standards!
u STW – Project SMART, FACS NY, !
u Techforce!
u IT Career Cluster!
u IT Across Careers!
u ITEST/STELAR!
u Computational Thinking in America’s Workplace!
u Computer Science Education!

4. Workforce Challenges !
u Skills Gap!
!
!
u Impact of Technology!
!
u Employability Skills!
!

5. Shift of Focus/ 3 - Conversations!
Scenario I: One part of your laboratory responsibilities is to
safely unpack and process biological samples.
Demonstrate everything you would do to accomplish this.
While unpacking samples one morning, you notice that
one of the samples is leaking from the container.!
According to regulations, what should you do?!
!
A-1!Obtain and read protocol, test procedure, SOP!
G-2 Follow universal precautions for biological samples!
G-3 Use protective equipment!
I-8 !Take and document corrective action according to
SOP!
N-8 Maintain professional demeanor!
!

6. Workforce Challenges !
u Skills Gap!
u Aim at what it takes to succeed!
u Impact of Technology!
!
!
u Employability Skills!
!

7. Impact of Technology: New Skills Required!

8. Impact of Technology: New Skills Required!

9. “To Outcompute is to Outcompete”!
u At the frontiers of science and engineering,
advanced computation has become a major
element of the third leg of discovery tools !
u Computer modeling and simulation dramatically
accelerate the pace of innovation!
u American needs more computational scientists!
u (Thrive Report , Council on
Competitiveness, 2008)

10. Need for Computational Thinking !
• Problem Solving!
• Algorithms!
• Abstraction!
• Data Representation!
• Modeling & Simulation!
• Connections to other fields!
!

11. Workforce Challenges !
u Skills Gap!
u Aim at what it takes to succeed!
u Impact of Technology!
u Growing computational thinkers!
u Employability Skills!
!

12. New Employability Skills!

13. Core Human Interaction Skills in the New Workplace!

14. Developing the New Worker!

15. Redefining the New Workplace!

16. Workforce Challenges !
u Skills Gap!
u Aim at what it takes to succeed!
u Impact of Technology!
u Growing computational thinkers!
u Employability Skills!
u Professionalizing Employability!
!

17. .
STEMforLiving
STEMforLearning
Grade K-4
STEM foundations
Career Awareness and
STEM Skills for Learning
Grade 5 -8
STEM Foundations: Career Exploration
and STEM Skills for Work
Grade 9-10
STEM for All Work: Core STEM
Employability
Grade 11-12 STEM Employability:
Initial Technical Job Skills:
IT for All Work
STEM Industry:
Specific Skills and
Competencies
All industries:
Use of STEM Applications
and Tools
Post-secondary Education and Training
Career Pathways
This model, created
by EDC based on
feedback from DOE
and from consortium
members, shows a
developmental
progression of skills
and career
exploration, with
ongoing interaction
with STEM for
living, learning and
working.

18. Helix Model
Components:
Ø STEM Content Development Activities (Black)
Ø STEM Career Development Activities (Red)
Ø Teacher Professional Development (Blue)
Ø Partnerships (Orange)
Ø Cultural Context (Green)

19. Outcome Framework
Components
Ø STEM Content Outcomes
Ø STEM Career Development Outcomes
Ø Positive “Dispositions” towards STEM content and
careers
Ø Increased “Knowledge” - STEM Knowledge and
STEM Career Knowledge
Ø Increased “Skills” - STEM Skills and STEM Career Skills
Ø “Actions” that increase likelihood that students will
pursue STEM careers and STEM-enabled Careers

20. What can employers do?
u Create a public presence in schools (guest
speakers, work-based learning, internships,
part time jobs, competitions …)
u Introduce concepts and technical terms
early
u Demonstrate tools/processes
u Present students with real life/work problems
and invite solutions
u Not just about careers - it’s about content

21. What can educators do?
u Introduce green energy concepts early
u Connect green energy to curriculum topics
u Develop conceptual understanding along
with development of new employability
skills
u Use authentic technical terms
u Seek high quality instructional resources
u Invite green energy businesses to partner in
learning

22. What can educators do?
u NSF ITEST projects Stelar.edc.org/projects
u Seeding the Future – Creating a Green Collar
Workforce (Indoor Urban Farming Technologies)
u Engaging Youth in Expanded STEM Career
Pathways through Clean Energy Literacy
Development
u FordPAS Modules
u We All Run on Energy
u Energy from the Sun
u Is Hydrogen the Solution?
u The Nuclear Revolution
u Energy for the Future
(Sign in and get a password at www.fordngl.com)

23. For more information:
Joyce Malyn-Smith, Ed.D.
jmalynsmith@edc.org
617-618-2386
Pathways to College and Careers
Learning and Teaching Division
Education Development Center
43 Foundry Avenue
Waltham, MA