There is increasing demand from employers for college graduates with higher-level skills such as critical thinking, complex problem solving, and communication skills. As the global economy becomes more knowledge-based, employers require workers who can drive innovation. Recent surveys find that over 90% of employers prioritize these types of skills over a candidate's specific major. However, the supply of college-educated workers with these skills is not keeping pace with demand. Liberal arts education aims to develop broad intellectual skills and has been shown to lead to higher earning potential. Studies find the highest salaries are in jobs requiring skills like writing, reasoning, creativity, and social skills - core areas of liberal education.
Presentation to MASBA with Patricia Pliego Stout on Impact of Education on Ec...Laurie Posner
Visit the San Antonio Hispanic Chamber of Commerce for White Paper: http://www.sahcc.org/saber-research-institute/the-impact-of-education-on-economic-development-in-texas/
Economics of Education is the concept that lead us why do we go for education and what do we achieve from it. Please, take it only for your exploring your mind, keep in mind that your mental process can make better than this.
Presentation to MASBA with Patricia Pliego Stout on Impact of Education on Ec...Laurie Posner
Visit the San Antonio Hispanic Chamber of Commerce for White Paper: http://www.sahcc.org/saber-research-institute/the-impact-of-education-on-economic-development-in-texas/
Economics of Education is the concept that lead us why do we go for education and what do we achieve from it. Please, take it only for your exploring your mind, keep in mind that your mental process can make better than this.
Impact of Education on Socio-Economic Development of Rural People of BangladeshDr. Mokter Hossain
Rahman, S. M., & Hossain, M. M. (2006). Impact of Education on Socio-Economic Development of Rural People of Bangladesh. Bangladesh Education Journal, 5(1), 9-26. PDF File. Available online at: http://bafed.net/Files/2006_June.pdf#page=9
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
Impact of Education on Socio-Economic Development of Rural People of BangladeshDr. Mokter Hossain
Rahman, S. M., & Hossain, M. M. (2006). Impact of Education on Socio-Economic Development of Rural People of Bangladesh. Bangladesh Education Journal, 5(1), 9-26. PDF File. Available online at: http://bafed.net/Files/2006_June.pdf#page=9
Role of quality education to economic growth- quality education and its impac...myinternetincome
Role of quality education to economic growth- quality education and its impact to the country's development my internet income role of quality education to economic growth
The talk was delivered at MAJU on 3rd July 2013 at 0730 PMby Mr Fahim Akhtar. It covers stock market mechanism and is beneficial for stock market employees,stock analyst, bankers, fund managers and students of MBA as well as economics
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The Real Economy in the Long RunPurpose of Assignment Students.docxoreo10
The Real Economy in the Long Run
Purpose of Assignment
Students examine the long-run determinants of both the level and the growth rate of real GDP per person and the factors that determine the productivity of workers and what governments might do to improve the productivity of their citizens. Students will learn how saving and investment are coordinated by the loanable funds market and will see the effects of taxes and government deficits on saving, investment, the accumulation of capital, and ultimately, the growth rate of output. Students will be introduced to tools that people use when they participate in financial markets. Students will see how people compare different sums of money at different points in time, how they manage risk, and how these concepts combine to help determine the value of a financial asset, such as a share of stock. Students will be introduced to the labor market and how economists measure the performance of the labor market using unemployment statistics. Students will address a number of sources of unemployment and some policies that the government might use to lower certain types of unemployment.
Assignment Steps
Resources:National Bureau of Economic Research
Scenario: The organization's strategic plan calls for an aggressive growth plan, requiring investment in facilities and equipment, growth in productivity, and labor over the next five years. It is your team's task to determine where, outside the United States, your organization should locate its new manufacturing plant.
Write a 1,050-word report recommending an off-shore country and support your choice with the following data:
· The factors determining the country's productivity
· How the country's policies influence its productivity growth
· How the country's financial system is related to key macroeconomic variables
· How your organization can reduce the risk they would face in relocating
· The current and projected unemployment over the next five years
Cite a minimum of three peer-reviewed sources not including your textbook.
Format the assignment consistent with APA guidelines.
8/20/2018 It Takes More than a Major: Employer Priorities for College Learning and Student Success: Overview and Key Findings | Association of A…
https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary 1/3
Association of American Colleges & Universities
A VOICE AND A FORCE FOR LIBERAL EDUCATION IN THE 21ST CENTURY
Give to AAC&U
Home › About LEAP › LEAP Presidents' Trust Employer-Educator Compact › It Takes More than a Major: Employer Priori�es for College Learning and Student Success: Overview and Key
Findings
It Takes More than a Major: Employer Priorities for College Learning and
Student Success: Overview and Key Findings
A 2013 Na�onal Survey of Business and Non Profit Leaders
See 2015 Employer Survey Data
Especially since the recent economic downturn and in light of the increasingly compe��ve global economy, employers express concerns about
whether the ...
Module 5 Action Plan TemplateUse this template to assist you wit.docxgilpinleeanna
Module 5 Action Plan Template
Use this template to assist you with developing a plan for positive change. As you develop the plan, consider and reflect on the following questions:
· For each goal, who are the stakeholders? What is important for them to know?
· What feedback system will you use to keep stakeholders informed?
· How can the individuals who are assisting you best be used? What information can they provide to make the plan successful or more meaningful?
· What type of evaluation is most appropriate for each goal?
· What resources or training is needed? Who will do it?
· Who will perform the evaluation and how will it be reported?
Goal
(Consider Short & Long Term)
Action
(Training, Investigation, Pilot Study, Interviews, etc.)
Time
Frame
Stakeholders
Evaluation
(Formative, Summative, etc.)
5 Top Bot right left. 12 pt
You need to see this article then write a paper 2-3 page, in the essay, you need to talk about this article and “Over determination”.
Running head: EDUCATION 1
EDUCATION 3
Education
Name
Institution
The US education system has come under a lot of criticisms because of the gap that exists between the curriculum and the expectations of employers in the market (America Institutes for Research, 2013). As a business owner, I support an increased focus on professional and technical training. The current economy demands complex knowledge, which means the current workforce should be highly trained workers (America Institutes for Research, 2013). The demands of the current economy cannot be compared to what was required in the past. There is a necessity for change in the education system to ensure that the suitable graduates churned out every year. Document Set 2 shows that there are 3.3 million job opportunities in the United States. Most of these jobs go for over month without being filled. It is a confirmation that the problem is the gap between what is taught and what is needed in the market. The information has been obtained from White House Job Council, which is a government controlled site. The information is backed by extensive research.
Research has discredited the myth that there is a job shortage in the country. There are many industries that have created jobs that require individuals with the appropriate training and education. Therefore, the problem is the lack of a strong connection between what is taught in school and the economy. There is a need to increase focus on the current curriculum to ensure that students are taught what exists in the market. A collaboration between higher learning institutions and employers is necessary to ensure that new graduates possess skills relevant to the demands of the current economy.
Technology has become an essential part of many industries, which explains the increased demand for professional and technical skills (Edmonson, 2005). Change is necessary to ensure that increased focus is given to technic ...
Running head EDUCATION1EDUCATION 3Educati.docxsusanschei
Running head: EDUCATION 1
EDUCATION 3
Education
Name
Institution
The US education system has come under a lot of criticisms because of the gap that exists between the curriculum and the expectations of employers in the market (America Institutes for Research, 2013). As a business owner, I support an increased focus on professional and technical training. The current economy demands complex knowledge, which means the current workforce should be highly trained workers (America Institutes for Research, 2013). The demands of the current economy cannot be compared to what was required in the past. There is a necessity for change in the education system to ensure that the suitable graduates churned out every year. Document Set 2 shows that there are 3.3 million job opportunities in the United States. Most of these jobs go for over month without being filled. It is a confirmation that the problem is the gap between what is taught and what is needed in the market. The information has been obtained from White House Job Council, which is a government controlled site. The information is backed by extensive research.
Research has discredited the myth that there is a job shortage in the country. There are many industries that have created jobs that require individuals with the appropriate training and education. Therefore, the problem is the lack of a strong connection between what is taught in school and the economy. There is a need to increase focus on the current curriculum to ensure that students are taught what exists in the market. A collaboration between higher learning institutions and employers is necessary to ensure that new graduates possess skills relevant to the demands of the current economy.
Technology has become an essential part of many industries, which explains the increased demand for professional and technical skills (Edmonson, 2005). Change is necessary to ensure that increased focus is given to technical education (Clagett & Nguyen, 2014). There is the option of creating a curriculum that instills the values obtained from liberal arts and technical education to help train versatile graduates.
As a business owner, I will take the following steps to clarify this information:
· Conduct an extensive research to determine what is required in the current job market.
· Discuss the issue with my employees and colleagues to get their views on the issue.
· Develop a recommendation paper that can be used by institutions of higher learning to show what is needed in the current job market.
Response to Discussion
The views presented by the author are supported by facts, which makes it difficult to dispute his/her position. The current economy is in demand for professional and technical skills, which warrants a special focus on technical education. However, many factors that should be considered to explain why there are many job openings that go for months without being filled. Experience, location, and compensat ...
Early Stage Edtech Investment Thesis (Sept 2016)Earnest Sweat
Here is an example of a personal investment thesis that I created to share with venture capital firms. In this example, I provide my personal perspective on the edtech sector. For details on how I build this thesis check out my blog (https://goo.gl/CU4Qid).
Note: Some of the confidential information has been redacted for privacy.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
Multi-State Collaborative To Advance Quality Student Learning Robert Kelly
These slides summarize results from the demonstration study involving 48 institutions in twelve states using common rubrics to assess more than 8,000 student work products. The sample of student work in the pilot represented the near-graduation students across the participating institutions in the twelve states only; therefore, the results are not generalizable for all students in each participating state or nationwide.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Key Findings from Focus Groups with College StudentsRobert Kelly
In September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The discussions were structured to explore current college students’ understanding of their colleges’ expected learning outcomes for students, their feelings about making the transition to life after college, and their level of confidence that they will have the skills and knowledge needed to be successful after college. The discussions also sought to provide an understanding of how college students think employers weigh the importance of graduates acquiring knowledge and skills in a specific field vs. a broad range of cross-cutting skills and knowledge, as well as their impressions of the college learning outcomes that employers value most. The sessions also explored students’ participation in and perceptions of various applied learning experiences and the value of these experiences.
Key takeaways from these discussions are outlined in this memorandum. It is important to note that this is qualitative research, and thus the findings should not be interpreted as broadly representative of the views of the nation’s college students.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
Connecting College Learning and Career SuccessRobert Kelly
Employers prioritize liberal and applied learning for all college students.
-Nearly all employers (91 percent) agree that for career success, “a candidate’s demonstrated
capacity to think critically, communicate clearly, and solve complex problems is more
important than his or her undergraduate major.”*
-Nearly all employers (96 percent) agree that “all college students should have experiences
that teach them how to solve problems with people whose views are different from
their own.”
-More than three-quarters (78 percent) agree that “all college students should gain
intercultural skills and an understanding of societies and countries outside the
United States.”
Employers endorse broad learning as essential to long-term career success.
-When hiring recent graduates, employers place the greatest priority on a demonstrated
proficiency in skills and knowledge that cut across majors. Of 17 outcome areas tested,
written and oral communication, teamwork skills, ethical decision making, critical
thinking, and the ability to apply knowledge in real-world settings are the most highly
valued by employers.*
-Confirming findings from four previous national surveys extending back to 2006, employers
overwhelmingly endorse broad learning and cross-cutting skills as the best preparation for
long-term career success. When asked in the latest survey, only 15 percent chose field-specific learning alone as the best preparation for long-term success.*
Employers strongly endorse an emphasis on applied learning and view student
work on applied learning projects as valuable preparation for work. Students
agree that applied learning projects are valuable.
-73 percent think that requiring college students to complete a significant applied learning
project before graduation would improve the quality of their preparation for careers.*
-60 percent think that all students should be expected to complete a significant applied
learning project before graduating.*
-87 percent of employers agree that they are somewhat or much more likely to consider a
graduate as a job candidate if she or he has completed a senior project.*
-Gallup reports that college graduates who did internships, were involved in extracurricular
activities, and worked on a project that took a semester or more to complete were twice as
likely to be engaged at work. Only 6 percent of graduates report experiencing all three of
these things. About one-third report doing a significant project.**
-89 percent of students agree that doing an applied learning project would increase their
likelihood of being hired.*
Sources: *Hart Research Associates. Forthcoming. Falling Short? College Learning and Career Success.
Washington, DC: Association of American Colleges and Universities.
**Gallup. 2014. Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
The Economic Value of Liberal Education
1. Prepared for the Presidents’ Trust
by
Debra Humphreys, Association of American College & Universities
Anthony Carnevale, Georgetown University
Center on Education & the Workforce
Revised, 2013 edition
The Economic Value of
Liberal Education
2. The World is Demanding More
There is a demand for greater numbers of
college-educated workers.
There is a demand for engaged and informed
citizens, who are knowledgeable about
themselves and the world.
There is also a demand that those educated
workers and citizens have higher levels of
learning and knowledge, and some new
and different skills and abilities.
3. Why Is There a Need for Higher
Levels of Learning?
In a globalized knowledge economy, the capacity
to drive innovation is the key strategic economic
advantage
Rapid scientific and technological innovations are
changing the workplace and demanding more of
all employees
Global interdependence and complex cross-
cultural interactions increasingly define modern
society and the workplace and call for new levels
of knowledge and capability
4. Employers Continue to Raise the Bar and
Hire for Innovation
95% of employers “put a priority on hiring people with
the intellectual and interpersonal skills that will help
them contribute to innovation in the workplace”
93% of employers say that they are asking employees
to “take on more responsibilities and to use a broader
set of skills than in the past”
95% of employers say that “a candidate’s
demonstrated capacity to think critically, communicate
clearly, and solve complex problems is more
important than their undergraduate major”
91% of employers say that “the challenges their
employees face are more complex than they were in
the past.”
Source: “It Takes More Than a Major: Employer Priorities for College Learning and
5. US Economy Defined by Greater
Workplace Challenges and Dynamism
Every year, more than 1/3 of the entire US labor
force changes jobs.
Today's Students May Have Between 10-14
Jobs by the Time They Are 38.
50% of Workers Have Been With Their Company
Less Than 5 Years.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
DOL-BLS
6. Key Capabilities Open the Door for
Career Success and Earnings
“Irrespective of college major or
institutional selectivity, what matters
to career success is students’
development of a broad set of
cross-cutting capacities…”
Anthony Carnevale, Georgetown University
Center on Education and the Workforce
7. What Employers Say
“My company lives and dies on our ability to
innovate and to create the new products and
processes that give us an edge in this very
competitive global economy. ESCO needs people
who have both a command of certain specific
skills and robust problem-solving and
communication skills.”
Steven Pratt, CEO, ESCO Corp. and
Chair of the Oregon Business Council
7
8. What Employers Say
“If the American economy is to recover from the
Great Recession—and I believe that it can—it will
be because of a ready supply of workers with the
critical thinking, creative problem solving,
technological, and communication skills needed
to fuel productivity and growth.”
Norm Augustine, former Chairman
and CEO, Lockheed Martin
9. The Growing Demand for Higher Order Skills
Source: Council on Competitiveness, Competitiveness Index
10. More College-Educated and Liberally
Educated Workers are Needed but Supply
is Not Keeping up with Demand
Economists predict that by 2018, America will be 3
million college-educated workers short to meet
demand, but college graduation rates are flat.
By 2018, 22 million new and replacement jobs will
require some college.
By 2018, 63 percent of all jobs will require at least
some postsecondary education.
US high school graduation rates have not improved in
40 years
Sources: Georgetown University Center on Education and the Workforce; AAC&U, College Learning
for the New Global Century (2007); Lumina Foundation for Education
11. Education Requirements for Jobs, 2018
Georgetown University, Center on Education and the Workforce, 2010 p. 14
http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
Taken, with permission, from “Meeting President Obama’s
2020 College Completion Goal,” a presentation given by
Under Secretary Martha Kanter on July 21, 2011
12. Increasing Demand for Educated Workforce
Note: Brown indicates jobs requiring high school or less and Blue indicates jobs requiring some college or
more. Source: Georgetown University Center on Education and the Workforce
13. Employment Growth for 1989-2012 Dominated
by Jobs Requiring College
Source: Carnevale, Anthony, Tamara Jayasundera, Ban Cheah (August 2012) “The College Advantage”, Figure 5 (pg.10).
Authors’ estimate of the Current Population Survey data (1989-2012). Employment includes all workers aged 18 and
older.
14. Education Provides an Umbrella:
High School Dropouts Bear the Brunt of Unemployment
Source: Georgetown University Center on Education and the Workforce
15. The Great Recession: Job Gains in Recovery
Dominated by Those Requiring College
Source: Carnevale, Anthony, Tamara Jayasundera, Ban Cheah (August 2012) “The College Advantage”, Figure 1 (pg.5).
Authors’ estimate of the Current Population Survey data (2007-2012). Employment includes all workers aged 18 and older.
16. Rising Demand for College-Level Skills:
Across Industries, Requests for College-
Level Skills Increases from 2010 to 2012
Source: Carnevale, Anthony, Tamara Jayasundera, Ban Cheah (August 2012) “The College Advantage”, Figure 11 (pg.19).
Authors’ estimate of the Current Population Survey data (2007-2012). Employment includes all workers aged 18 and older.
17. The Wage Premium for College Persists
Source: Carnevale, Anthony, Tamara Jayasundera, Ban Cheah (August 2012) “The College Advantage”, Figure 7 (pg.12).
Authors’ estimate of the Current Population Survey data (1970-2010). Employment includes all workers aged 18 and older.
18. Taken, with permission, from “Meeting President Obama’s 2020 College Completion Goal,” a presentation given by
Under Secretary Martha Kanter on July 21, 2011
19. In a Knowledge Economy,
Liberal Education Has
Become the Key to American
Capability and Student
Success
21. Narrow Learning is Not Enough!
The LEAP Essential Learning Outcomes
Knowledge of Human Cultures and the Physical and
Natural World
Focused on engagement with big questions, enduring and
contemporary
Intellectual and Practical Skills
Practiced extensively across the curriculum, in the context of
progressively more challenging problems, projects, and standards for
performance
Personal and Social Responsibility
Anchored through active involvement with diverse communities and
real-world challenges
Integrative and Applied Learning
Demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problems
22. Employers Strongly Endorse the LEAP
“Essential Learning Outcomes” –
And They Urge New Effort to Help All
Students Achieve Them
23. National Surveys of Employers on
College Learning and Graduates’
Work Readiness
AAC&U commissioned Hart Research Associates (in 2006, 2007, and in late 2009) to interview
employers (C-level suite executives and, in 2009 additional human resource professionals)
whose companies report that hiring relatively large numbers of college graduates
Findings are summarized in the following reports:
How Should Colleges Prepare Students to Succeed in Today’s Global Economy?
(AAC&U, 2007)
How Should Colleges Assess and Improve Student Learning? Employers’ Views on
the Accountability Challenge (AAC&U, 2008)
Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic
Downturn (AAC&U, 2010)
It Takes More Than a Major: Employer Priorities for College Learning and Student
Success (AAC&U, 2013)
See: www.aacu.org/leap/public_opinion_research
24. Balance of Broad Knowledge and
Specific Skills Preferred
Which is more important for recent college graduates who want to
pursue advancement and long-term career success at your company?
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
Having both field-specific knowledge and skills AND a
broad range of skills and knowledge
Having a range of skills and knowledge that apply to a
range of fields or positions
Having knowledge and skills that apply to a specific
field or position
16%
29%
55%
25. Employers Want “More Emphasis” on Key
Learning Outcomes
Put more emphasis than colleges have in the past Less emphasisThe same emphasis
Critical thinking/
analytical reasoning
Ability to analyze/solve
complex problems
Effective oral
communication
Effective written
communication
Apply knowledge/skills
to real-world settings
Locate, organize, evaluate
info from multiple sources
Innovation/creativity
Teamwork/collaboration
in diverse group settings
Ability to connect
choices and actions
to ethical decisions
64% 27% 9%
67% 22% 11%
71% 20% 9%
72% 19% 9%
78% 16% 6%
80% 12% 8%
80% 12% 8%
81% 13% 6%
82% 11% 7%
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
26. How important is it for colleges and
universities to provide the type of
education described below?
This particular approach to a four-year college
education provides both broad knowledge in a variety
of areas of study and more in-depth knowledge in a
specific major or field of interest. It also helps students
develop a sense of social responsibility, as well as
intellectual and practical skills that span all areas of
study, such as communication, analytical, and
problem-solving skills, and a demonstrated ability to
apply knowledge and skills in real-world settings.
“It Takes More Than a Major: Employer Priorities for College Learning and Student Success” (Hart
Research Associates, 2013)
27. How important is it for colleges and
universities to provide this type of
education (see previous slide)?
Source: How Should Colleges Prepare Students to Succeed in Today’s
Global Economy? (AAC&U, 2007)
6%
43%
51%
Only somewhat important
Fairly important
Very important
28. 28
74%
7%
19%
If you were advising your child or a young person you know about the type of college
education they should seek to achieve in order to achieve professional and career
success in today's global economy, would you recommend they pursue an education
like the one described below?
I would
advise a
young
person to
pursue
[a liberal
education]
Would not
Depends
Three in four would recommend the
concept of a liberal education to their
own child or a young person they know
“This approach to a college education
provides both broad knowledge in a
variety of areas of study and
knowledge in a specific major or field
of interest. It also helps students
develop a sense of social
responsibility, as well as intellectual
and practical skills that span all areas
of study, such as communication,
analytical, and problem-solving skills,
and a demonstrated ability to apply
knowledge and skills in real-world
settings."
29. 29
Ethical judgment and integrity
Comfortable working with colleagues, customers, and/or clients from
diverse cultural backgrounds
Demonstrated capacity for professional development and continued
new learning
Interest in giving back to the communities in which our
company is located or those that it serves
Knowledge of global cultures, histories, values,
religions, and social systems
16%
26%
61%
63%
76%
Very important that our employees have this quality/skill Fairly important
96%
94%
96%
71%
55%
Employers value cross-cutting skills
and qualities when hiring
30. 30
Expecting students to develop the skills to research questions
in their field and develop evidence-based analyses
Students complete significant project before graduation, demonstrating
knowledge in major & analytical, problem-solving, communication skills
Students complete internship or community-based field project to
connect classroom learning with real-world experiences
Expecting students to develop the skills to conduct research
collaboratively with their peers
Students acquire hands-on experience with the methods of
science to understand how scientific knowledge is developed
Expecting students to work through ethical issues and debates
to form their own judgments about the issues at stake
34%
39%
33%
47%
42%
45%
Will help a lot to prepare college students for success after graduation Will help a fair amount
83%
78%
79%
74%
69%
66%
Employers believe a variety of emerging
educational practices have the potential to help
graduates succeed
31. “More big-picture thinking in the
professions and more real-world
application in the liberal arts and
sciences.”
Stephen H. Weiss (1935-2008)
Former Managing Director,
Neuberger Berman LLC
32. Higher Level Liberal
Education Skills and Abilities
=
Higher Wages
Data from Georgetown University
Center for Education and the Workforce
Center on Education and the Workforce
33. The Salary Premium for
Liberal Education Outcomes
From a federal database analyzing qualifications for
1,100 different jobs, there is consistent evidence that
the highest salaries apply to positions that call for
intensive use of liberal education capabilities,
including (random order):
Writing
Inductive and Deductive Reasoning
Judgment and Decision Making
Problem Solving
Social/Interpersonal Skills
Mathematics
Originality
Source: Georgetown University Center on Education and the Workforce
34. Mean Earnings of Jobs that
Emphasize Writing
0
35,000
70,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of writing quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
35. Mean Earnings of Jobs that
Emphasize Speaking
0
30,000
60,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of speaking quintiles
Earnin…
Source: Georgetown University Center for Education and the Workforce
36. Mean Earnings of Jobs that
Emphasize Originality
0
30,000
60,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of originality quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
37. Mean Earnings of Jobs that Emphasize
Judgment & Decision Making
0
35,000
70,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of judgement and decision making
quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
38. Mean Earnings of Jobs that
Emphasize Math
Source: Georgetown University Center for Education and the Workforce
39. Mean Earnings of Jobs that Emphasize
Problem Solving
0
35,000
70,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Earningsof complex problem solving quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
40. Mean Earnings of Jobs that
Emphasize Social Skills
0
30,000
60,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of social skill quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
41. Mean Earnings of Jobs that Emphasize
Physical Ability
0
30,000
60,000
q1(low) q2 q3 q4 q5(high)
earnings
quintiles
Mean earnings of physical ability quintiles
Earnings
Source: Georgetown University Center for Education and the Workforce
42. Liberal Education and
Career Success
Students should make sure their college
education will help them develop these
capabilities because the marketplace rewards
graduates with the highest levels of achievement
in these key learning outcomes.
Moreover, students who lack the hallmarks of a
liberal education will not gain access to career
paths that require and further develop these high
level capabilities.
Source: Georgetown University Center on Education and the Workforce
43. Markers of Liberal Education
AND American Capability
Evidence that Students Can Apply
Liberal Learning Outcomes to
Complex, Unscripted Problems—
and Real-World Settings
44. Priorities for Our Shared Future
Higher achievement standards in k-12 education
—college prep curriculum as default
Increased access to higher education through
greater awareness, preparation, financial aid,
social and academic support
Increased persistence and graduation rates in
higher education
Intentionality and focus on quality and the LEAP
essential learning outcomes in higher education
and policy initiatives
Tracking of results—not just graduation rates, but
actual achievement of key learning outcomes
45. “In an economy fueled by
innovation, the capabilities
developed through a liberal
education have become
America’s most valuable
economic asset.”
College Learning for the New Global Century
(AAC&U, 2007)
46. For full LEAP Report and the surveys on
employers and recent graduates:
www.aacu.org/leap
For information from Georgetown University on
Education and the Economy:
www.cew.georgetown.edu
Center on Education and the Workforce