Women Have Figured Out Continuing Studies - Peter Walton
•
0 likes•76 views
Women are flocking to continuing education programs in greater numbers than men, recognizing the importance of lifelong learning in a changing job market. While less than 15% of applicants to Simon Fraser University's continuing studies programs in public relations, digital communications, and media journalism are men, over 85% are university-educated women in their 20s and 30s seeking career-applicable skills. As jobs in traditional male-dominated sectors decline, women have proven quicker to understand the need to continuously adapt skills to new economic demands through additional education, like coding classes, whereas many men do not see the value in returning to school.
Report
Share
Report
Share
Download to read offline
Recommended
Social Mobility Evidence - Lords Select Committee
This document provides evidence to the House of Lords Select Committee on the social mobility challenges young people face in transitioning from school to work. It summarizes the findings of a focus group conducted with Youth Ambassadors aged 16-24 via Facebook. The focus group found that the most significant barriers to social mobility included complicated application processes, lack of networking opportunities, and lack of work experience from a young age. For those not following academic routes, challenges included a lack of support from the education system and negative perceptions of alternative pathways. The document recommends that the government and education institutions do more to foster career networks for young people and support alternative pathways to increase social mobility opportunities.
Globalization and Education
The document discusses the performance of U.S. students on the 2009 PISA assessments compared to other countries. It notes that U.S. students scored below average in reading, math and science. The top performing countries were Shanghai, China; Korea; and Finland. The PISA scores are important because countries with higher scores tend to have greater economic success. However, the U.S. spends a large amount on education but achieves relatively low results. This could undermine the country's ability to compete in the global knowledge economy. The document argues that reforms are needed to develop a world-class education system and ensure students gain the skills required for future success.
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...
In 1991, most good jobs did not require a BA. Today, there are three distinct pathways to good jobs: high school, middle skills, and bachelor’s degree.
What does the future of student debt look like?
The document discusses the future of education and training as the nature of work changes due to advances in technology and automation. It notes that traditional 4-year colleges are no longer suitable or affordable for many students. It highlights several promising new models for educating and training workers, including companies directly providing education benefits to upskill frontline workers, coding bootcamps and accelerated programs, and competency-based education that focuses on skills rather than credit hours. The future likely involves a mix of these new approaches working alongside traditional higher education.
McKinsey & Company - Voice of the Graduate
The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
Our education, graduate employability & the way out
1) The document discusses issues with Nigeria's current education system, arguing that curriculums are outdated and do not adequately prepare graduates for the workplace.
2) It proposes reforms to secondary and university education, including implementing work-study programs, tracking alumni outcomes, and establishing career centers.
3) The author advocates for public-private partnerships and incentives to improve infrastructure and make education more hands-on, with the goal of developing skills like critical thinking, collaboration, and entrepreneurship to benefit Nigeria's economic development.
Final presentation (nevada, ejaz. nikki)
1) Only about half of students at New Bedford High School graduate, which impacts the local economy and community.
2) Factors contributing to the low graduation rate include student challenges like substance abuse and lack of family support as well as community issues like neighborhood blight and lack of support for minority students.
3) Increasing the graduation rate could boost the local economy through greater spending and investments from additional graduates, reduce crime, and attract new jobs and residents to the city.
Qualitative Study of Barriers to Educational Attainment
This document summarizes a study on the social and psychological barriers to educational attainment faced by working class adult males. It conducted group sessions with over 10 participants to qualitatively analyze their experiences. The study found that many over 25 view returning to education as limiting rather than advancing potential due to an "us vs them" mindset. It also found that low expectations, whether self-inflicted or institutional, have contributed to past and may affect future academic achievement for those from low-income households in deprived areas. The document recommends alternative learning programs tailored to individuals and a coaching/mentoring program to promote interest in learning and the value of education.
Recommended
Social Mobility Evidence - Lords Select Committee
This document provides evidence to the House of Lords Select Committee on the social mobility challenges young people face in transitioning from school to work. It summarizes the findings of a focus group conducted with Youth Ambassadors aged 16-24 via Facebook. The focus group found that the most significant barriers to social mobility included complicated application processes, lack of networking opportunities, and lack of work experience from a young age. For those not following academic routes, challenges included a lack of support from the education system and negative perceptions of alternative pathways. The document recommends that the government and education institutions do more to foster career networks for young people and support alternative pathways to increase social mobility opportunities.
Globalization and Education
The document discusses the performance of U.S. students on the 2009 PISA assessments compared to other countries. It notes that U.S. students scored below average in reading, math and science. The top performing countries were Shanghai, China; Korea; and Finland. The PISA scores are important because countries with higher scores tend to have greater economic success. However, the U.S. spends a large amount on education but achieves relatively low results. This could undermine the country's ability to compete in the global knowledge economy. The document argues that reforms are needed to develop a world-class education system and ensure students gain the skills required for future success.
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...
In 1991, most good jobs did not require a BA. Today, there are three distinct pathways to good jobs: high school, middle skills, and bachelor’s degree.
What does the future of student debt look like?
The document discusses the future of education and training as the nature of work changes due to advances in technology and automation. It notes that traditional 4-year colleges are no longer suitable or affordable for many students. It highlights several promising new models for educating and training workers, including companies directly providing education benefits to upskill frontline workers, coding bootcamps and accelerated programs, and competency-based education that focuses on skills rather than credit hours. The future likely involves a mix of these new approaches working alongside traditional higher education.
McKinsey & Company - Voice of the Graduate
The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
Our education, graduate employability & the way out
1) The document discusses issues with Nigeria's current education system, arguing that curriculums are outdated and do not adequately prepare graduates for the workplace.
2) It proposes reforms to secondary and university education, including implementing work-study programs, tracking alumni outcomes, and establishing career centers.
3) The author advocates for public-private partnerships and incentives to improve infrastructure and make education more hands-on, with the goal of developing skills like critical thinking, collaboration, and entrepreneurship to benefit Nigeria's economic development.
Final presentation (nevada, ejaz. nikki)
1) Only about half of students at New Bedford High School graduate, which impacts the local economy and community.
2) Factors contributing to the low graduation rate include student challenges like substance abuse and lack of family support as well as community issues like neighborhood blight and lack of support for minority students.
3) Increasing the graduation rate could boost the local economy through greater spending and investments from additional graduates, reduce crime, and attract new jobs and residents to the city.
Qualitative Study of Barriers to Educational Attainment
This document summarizes a study on the social and psychological barriers to educational attainment faced by working class adult males. It conducted group sessions with over 10 participants to qualitatively analyze their experiences. The study found that many over 25 view returning to education as limiting rather than advancing potential due to an "us vs them" mindset. It also found that low expectations, whether self-inflicted or institutional, have contributed to past and may affect future academic achievement for those from low-income households in deprived areas. The document recommends alternative learning programs tailored to individuals and a coaching/mentoring program to promote interest in learning and the value of education.
yp and enterprise 19 1 14 FINAL (1).PDF
This document is the final report from the National Youth Agency's Commission into Young People and Enterprise. Some of the key findings from evidence and research conducted by the Commission include:
- There are many challenges young people face in starting businesses, from a lack of skills and experience to access to funding and advice.
- Youth workers can play an important role in developing young people's soft skills and providing support and guidance, even if they don't become experts in enterprise themselves.
- Improving coordination of enterprise support across the country and ensuring young people have access to mentors and role models is important to help more young people consider entrepreneurship.
- Developing social connections or "social capital" is critical for young people's
Design your career workshop tef2013
The document summarizes a workshop on designing careers for young people in Poland. It notes high unemployment rates, especially among youth and those with higher education. During the workshop, a multidisciplinary team used design thinking to develop prototypes helping young people start careers or businesses. They conducted interviews, grouped topics like turning hobbies into businesses or encouraging entrepreneurship. The team developed ideas like courses on business plans and enabling employer input on education. Their prototype was a reality show introducing youth to the job market and business startup procedures.
Graduates and Job Seeking
Graduates face high unemployment worldwide due to a lack of experience required by employers and stringent hiring criteria. Youth unemployment especially is a concern, as many young people remain unemployed for long periods without gaining skills. In South Africa, reasons for high youth unemployment include recessions that reduce hiring, a lack of education and job skills, lack of career guidance, and psychological impacts like low self-esteem. While degrees are valuable, they do not guarantee jobs. To improve employment prospects, graduates can pursue volunteer work for experience, take entrepreneurship courses, or create their own opportunities. Collective efforts from communities and support groups can also help combat unemployment.
Passport for learning: Frank Britt at TEDxLitchfieldED 2013
This document discusses the need for a digital platform to empower lifelong learners to navigate their academic and career pathways. It proposes a solution called Passport for Learning, which would integrate existing standalone solutions onto a single meta-layer. This would add intelligence and order for learners through three major modules: 1) Life Credentialing Management, 2) Education and Career Planning, and 3) Education Financial Solutions. The goal is to help learners manage credentials, plans, and finances across their diverse learning experiences over time.
Bc colleges nov 2010
The document discusses the disruption occurring across economic, political, social, environmental, and personal identity domains and their implications for learning. It argues that we must prepare students for jobs that don't yet exist, focus on skills like embracing digital tools and mobile learning. Learning will be more outcome-based and less focused on time, with more project-based, peer-to-peer, and work-based components. The future of colleges will see more individual and team workspaces, challenge-based courses, networked and engaged learning with fewer residency requirements and more pathways to credentials.
Women in Science, Engineering & Technology
This document discusses the underrepresentation of women in science, engineering and technology (SET) careers in the UK. It notes that while women make up around half of graduates in relevant fields, only around a quarter work in SET occupations, costing the UK economy billions. It highlights several issues that contribute to this "leaky pipeline" including a lack of role models for girls, careers in these fields not being portrayed as interesting or rewarding, and ingrained cultures in some workplaces that cause many qualified women to leave. The document argues that increasing gender diversity in these important sectors must become a higher policy priority in order to address skills shortages and maximize economic growth.
Career readiness in black community
1) The document discusses career readiness among black students and calls for action. It notes that black students, especially males, lag in career readiness and academic achievement compared to other groups.
2) Significant achievement gaps occur as early as 4th grade for black students, who are also more likely to be in special education or drop out of high school. A lack of career readiness is linked to higher crime, incarceration, and unemployment rates.
3) The document calls on academic and community leaders to address issues like belongingness and empowerment for black students. It suggests strategies like improving school climate, connecting coursework to careers, and providing mentoring and support programs.
Infographic: Women in Science, Technology, Engineering and Mathematics
Inforgraphic prepared and presented by the Knowledge Gateway for Women's Economic Empowerment at the 58th session of the UN Commission on the Status of Women (CSW58).
What Future for Education?
Education will change more over the next 10 years than it has over the past 150 years. What is driving this accelerated change? And what will the future look like?
CENTRES State of Innovation Report No 1
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
Race-to-The-Top-2-Diversity-In-Education
Teachers 208,000 12,100* 5.8
Table 2 BAME Representation in Primary Maintained Schools (2014) – DfE (2015c)
Secondary Maintained Schools
In 2014, just 7,800 out of 120,000 (6.5%) of LA maintained secondary teachers were from
BAME backgrounds. However, representation is even lower in senior leadership roles, with
only 630 out of 8,000 (7.9%) secondary heads from ethnic minorities.
SECONDARY MAINTAINED SCHOOLS
2014
Total (all
ethnic
groups)
Current BAME
Representation*
%
Head Teachers 8,000 630* 7.9
Diversity and Knowledge Production, by Jihane Lamouri, Diversity, Equity and ...
The document discusses gender segregation and diversity in knowledge production. It notes that while women have made progress in entering male-dominated fields, horizontal and vertical segregation persist. This segregation restricts opportunities and is inefficient. To promote equity in data science, an institute should "fix the numbers" by supporting women's education and careers, "fix the institutions" by reforming cultures and policies, and "fix the knowledge" by addressing bias in research and design. The document outlines various initiatives IVADO is taking in talent recruitment and training, counteracting biases, and hosting a summer school on bias in AI to enhance excellence through an equity lens.
McKinsey Report: Education to-Employment-Final
This document summarizes a report by McKinsey & Company on addressing the twin crises of high youth unemployment and skills shortages. It begins by noting that 75 million young people are unemployed worldwide despite skills shortages reported by employers. The report aims to fill a knowledge gap on effective practices for connecting education and employment by surveying over 8,000 youth, employers, and educators across 9 countries. Key findings include that half of youth are unsure if their education improved job prospects and almost 40% of employers say skills shortages cause entry-level vacancies. The report takes a global perspective on skills training systems and identifies common practices across borders to help address these interconnected problems.
Education to-employment final-mckinsey
The document discusses two global crises - high youth unemployment and a shortage of skilled workers. It analyzes data from surveys of over 8,000 youth, education providers, and employers across nine countries to understand the problems in moving young people from education to employment. The findings reveal significant disconnects between these stakeholders' views, a lack of effective communication between employers and education providers, and that youth are often poorly informed about career options and the skills needed for available jobs.
106 and the youth engagement opportunity
Today there is over 14% youth unemployment in the UK, and yet we have a skills gap. We take a quick look at how organisations can mobilise their people to help tackle this, and what Gen Z are really looking for.
ConnectingTalentandOpportunity2010
Canada faces a challenge in connecting talent with opportunities. The current processes for doing so are inefficient, with students not seeing the relevance of their education to future work and lacking motivation. Many adults also find themselves in unfulfilling jobs. This results in economic losses through reduced productivity, as well as increased health and social costs. Implementing alternatives to better connect talent with opportunities could yield billions in annual savings and increased prosperity.
Primer [education]
The document discusses whether a university education leads to better job prospects and quality of life. It notes that while a degree has traditionally been viewed as important for success, there are some notes of caution:
- While graduates on average earn more over their lifetime, the types of degrees and universities matter, and past performance does not guarantee future outcomes.
- Increasing graduate numbers could lead to oversupply in some fields or time periods, as seen in countries like South Korea.
- Digital Taylorism has standardized some white-collar jobs, allowing them to be done by lower-paid workers overseas or in emerging economies.
- This globalization of skills has weakened the link between education level and earnings potential for many
Lifelong Learning The Key To Survival In The 21st Century Global Economy
- Lifelong learning is key to survival in the 21st century global economy as the skills and jobs of the future will require continuous learning and adaptation to new technologies.
- Today's students have grown up in a digital world and have different needs, values, and expectations from education compared to previous generations. They want autonomy, creativity, connections with others, and constant stimulation.
- There is a mismatch between the skills students are learning and the skills required for the fast-growing jobs of the future, most of which require some level of postsecondary education and technical skills. Educators must adapt to better prepare students.
Dissertation
This document is a dissertation written by Marnie Stirling investigating the social impacts of unemployment on 16-24 year olds in Dundee and their experiences with training initiatives. It includes a literature review discussing how class background affects educational attainment and opportunities. It describes the methodology used, which involved interviews and focus groups with unemployed youth and staff at Craigowl Communities. The findings will be presented in two chapters, with the first examining youth experiences in school and the second analyzing the effects of unemployment on 18-24 year olds, such as financial difficulties and stigma. The conclusion will summarize key findings and recommendations.
Case 3 The Apollo Group, Inc. [University of Phoenix]Richard B..docx
Case 3: The Apollo Group, Inc. [University of Phoenix]
Richard B. Robinson
· 1 A 55-year-old college professor at San Jose State University with a PhD from Cambridge University and previous teaching jobs at Maryland, Ohio State, and Northern Illinois, John Sperling was a surprise entrepreneur when he started the Apollo Group, parent company of the University of Phoenix, in 1976. Ambitious, his goal was to revolutionize conventional higher education. Most people would say that Sperling, recently celebrating his 91st birthday, has done just that.
· 2 Rather than catering to 18- to 22-year-olds looking to find themselves, Sperling focused on the then-neglected market of working adults. And he recruited working professionals as teachers, rather than tenured professors. UOP (on-campus and online) has more than 33,000 faculty members with less than 5 percent being full-time. Most radical of all, while nearly all other universities are nonprofits, Sperling ran his university to make money. Those ideas sparked overwhelming resistance from the education establishment, which branded UOP a “diploma mill.” The result? “We faced failure every day for the first 10 years,” said founder Sperling, who turned 91 in 2012.
· 3 From an IPO adjusted price of $0.76 to a mid-2005 high of $98, Apollo’s stock reflected a company BusinessWeek considered among the top 50 performing companies on Wall Street. The Phoenix-based company, whose day-to-day operations were still generating average annual revenue growth exceeding 30 percent over that time, saw its revenues reach $5 billion in 2010 with net income exceeding $550 million. It has also joined the S&P 500.
· 4 Tuition at Apollo averages only $18,000 a year, 60 percent of what a typical private college charges. A key factor, says Sperling, is that universities for the young require student unions, sports teams, student societies, and so on. The average age of a UOP student is 35, so UOP doesn’t have those expenses. It also saves by holding classes in leased office spaces around the country, and online, By 2010, over 75 percent of UOP students studied at University of Phoenix Online.
· 5 By 2010, the UOP had become the dominant player in the online education market that still has lots of potential for growth. The bricks-and-mortar University of Phoenix was one of the first institutions to identify and serve the burgeoning market for educating working adults. In the late 1980s, long before the Web debuted, the school began to experiment with offering its classes online. It got off to a slow start, “and we lost money for a number of years,” recalled Brian Mueller, Apollo’s former president.
· 6 As a result of this head start, however, UOP’s online option was ready to capitalize on an online-education market that began exploding in the mid-1990s. Today, it is estimated that over 10 percent of the U.S. students earning a degree via the Net are enrolled through the UOP’s online option. UOP’s online option also garners ...
Ielts sample papers
While modern technology has benefits such as increased productivity and medical advances, it also negatively impacts society by reducing the number of jobs available, especially for unskilled workers. Not all parts of society have equal access to technology's benefits, which can exacerbate inequality between developed and developing nations as well as between socioeconomic classes within countries. Overall, technology provides societal transformation but does not necessarily benefit all members of society equally.
George Dehne, Vision 20:20
Higher ed consultant George Dehne gave this presentation on Friday, June 18, 2010 at Wagner College at a program organized by the New American Colleges & Universities.
More Related Content
What's hot
yp and enterprise 19 1 14 FINAL (1).PDF
This document is the final report from the National Youth Agency's Commission into Young People and Enterprise. Some of the key findings from evidence and research conducted by the Commission include:
- There are many challenges young people face in starting businesses, from a lack of skills and experience to access to funding and advice.
- Youth workers can play an important role in developing young people's soft skills and providing support and guidance, even if they don't become experts in enterprise themselves.
- Improving coordination of enterprise support across the country and ensuring young people have access to mentors and role models is important to help more young people consider entrepreneurship.
- Developing social connections or "social capital" is critical for young people's
Design your career workshop tef2013
The document summarizes a workshop on designing careers for young people in Poland. It notes high unemployment rates, especially among youth and those with higher education. During the workshop, a multidisciplinary team used design thinking to develop prototypes helping young people start careers or businesses. They conducted interviews, grouped topics like turning hobbies into businesses or encouraging entrepreneurship. The team developed ideas like courses on business plans and enabling employer input on education. Their prototype was a reality show introducing youth to the job market and business startup procedures.
Graduates and Job Seeking
Graduates face high unemployment worldwide due to a lack of experience required by employers and stringent hiring criteria. Youth unemployment especially is a concern, as many young people remain unemployed for long periods without gaining skills. In South Africa, reasons for high youth unemployment include recessions that reduce hiring, a lack of education and job skills, lack of career guidance, and psychological impacts like low self-esteem. While degrees are valuable, they do not guarantee jobs. To improve employment prospects, graduates can pursue volunteer work for experience, take entrepreneurship courses, or create their own opportunities. Collective efforts from communities and support groups can also help combat unemployment.
Passport for learning: Frank Britt at TEDxLitchfieldED 2013
This document discusses the need for a digital platform to empower lifelong learners to navigate their academic and career pathways. It proposes a solution called Passport for Learning, which would integrate existing standalone solutions onto a single meta-layer. This would add intelligence and order for learners through three major modules: 1) Life Credentialing Management, 2) Education and Career Planning, and 3) Education Financial Solutions. The goal is to help learners manage credentials, plans, and finances across their diverse learning experiences over time.
Bc colleges nov 2010
The document discusses the disruption occurring across economic, political, social, environmental, and personal identity domains and their implications for learning. It argues that we must prepare students for jobs that don't yet exist, focus on skills like embracing digital tools and mobile learning. Learning will be more outcome-based and less focused on time, with more project-based, peer-to-peer, and work-based components. The future of colleges will see more individual and team workspaces, challenge-based courses, networked and engaged learning with fewer residency requirements and more pathways to credentials.
Women in Science, Engineering & Technology
This document discusses the underrepresentation of women in science, engineering and technology (SET) careers in the UK. It notes that while women make up around half of graduates in relevant fields, only around a quarter work in SET occupations, costing the UK economy billions. It highlights several issues that contribute to this "leaky pipeline" including a lack of role models for girls, careers in these fields not being portrayed as interesting or rewarding, and ingrained cultures in some workplaces that cause many qualified women to leave. The document argues that increasing gender diversity in these important sectors must become a higher policy priority in order to address skills shortages and maximize economic growth.
Career readiness in black community
1) The document discusses career readiness among black students and calls for action. It notes that black students, especially males, lag in career readiness and academic achievement compared to other groups.
2) Significant achievement gaps occur as early as 4th grade for black students, who are also more likely to be in special education or drop out of high school. A lack of career readiness is linked to higher crime, incarceration, and unemployment rates.
3) The document calls on academic and community leaders to address issues like belongingness and empowerment for black students. It suggests strategies like improving school climate, connecting coursework to careers, and providing mentoring and support programs.
Infographic: Women in Science, Technology, Engineering and Mathematics
Inforgraphic prepared and presented by the Knowledge Gateway for Women's Economic Empowerment at the 58th session of the UN Commission on the Status of Women (CSW58).
What Future for Education?
Education will change more over the next 10 years than it has over the past 150 years. What is driving this accelerated change? And what will the future look like?
CENTRES State of Innovation Report No 1
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
Race-to-The-Top-2-Diversity-In-Education
Teachers 208,000 12,100* 5.8
Table 2 BAME Representation in Primary Maintained Schools (2014) – DfE (2015c)
Secondary Maintained Schools
In 2014, just 7,800 out of 120,000 (6.5%) of LA maintained secondary teachers were from
BAME backgrounds. However, representation is even lower in senior leadership roles, with
only 630 out of 8,000 (7.9%) secondary heads from ethnic minorities.
SECONDARY MAINTAINED SCHOOLS
2014
Total (all
ethnic
groups)
Current BAME
Representation*
%
Head Teachers 8,000 630* 7.9
Diversity and Knowledge Production, by Jihane Lamouri, Diversity, Equity and ...
The document discusses gender segregation and diversity in knowledge production. It notes that while women have made progress in entering male-dominated fields, horizontal and vertical segregation persist. This segregation restricts opportunities and is inefficient. To promote equity in data science, an institute should "fix the numbers" by supporting women's education and careers, "fix the institutions" by reforming cultures and policies, and "fix the knowledge" by addressing bias in research and design. The document outlines various initiatives IVADO is taking in talent recruitment and training, counteracting biases, and hosting a summer school on bias in AI to enhance excellence through an equity lens.
McKinsey Report: Education to-Employment-Final
This document summarizes a report by McKinsey & Company on addressing the twin crises of high youth unemployment and skills shortages. It begins by noting that 75 million young people are unemployed worldwide despite skills shortages reported by employers. The report aims to fill a knowledge gap on effective practices for connecting education and employment by surveying over 8,000 youth, employers, and educators across 9 countries. Key findings include that half of youth are unsure if their education improved job prospects and almost 40% of employers say skills shortages cause entry-level vacancies. The report takes a global perspective on skills training systems and identifies common practices across borders to help address these interconnected problems.
Education to-employment final-mckinsey
The document discusses two global crises - high youth unemployment and a shortage of skilled workers. It analyzes data from surveys of over 8,000 youth, education providers, and employers across nine countries to understand the problems in moving young people from education to employment. The findings reveal significant disconnects between these stakeholders' views, a lack of effective communication between employers and education providers, and that youth are often poorly informed about career options and the skills needed for available jobs.
What's hot (14)
Passport for learning: Frank Britt at TEDxLitchfieldED 2013
Passport for learning: Frank Britt at TEDxLitchfieldED 2013
Infographic: Women in Science, Technology, Engineering and Mathematics
Infographic: Women in Science, Technology, Engineering and Mathematics
Diversity and Knowledge Production, by Jihane Lamouri, Diversity, Equity and ...
Diversity and Knowledge Production, by Jihane Lamouri, Diversity, Equity and ...
Similar to Women Have Figured Out Continuing Studies - Peter Walton
106 and the youth engagement opportunity
Today there is over 14% youth unemployment in the UK, and yet we have a skills gap. We take a quick look at how organisations can mobilise their people to help tackle this, and what Gen Z are really looking for.
ConnectingTalentandOpportunity2010
Canada faces a challenge in connecting talent with opportunities. The current processes for doing so are inefficient, with students not seeing the relevance of their education to future work and lacking motivation. Many adults also find themselves in unfulfilling jobs. This results in economic losses through reduced productivity, as well as increased health and social costs. Implementing alternatives to better connect talent with opportunities could yield billions in annual savings and increased prosperity.
Primer [education]
The document discusses whether a university education leads to better job prospects and quality of life. It notes that while a degree has traditionally been viewed as important for success, there are some notes of caution:
- While graduates on average earn more over their lifetime, the types of degrees and universities matter, and past performance does not guarantee future outcomes.
- Increasing graduate numbers could lead to oversupply in some fields or time periods, as seen in countries like South Korea.
- Digital Taylorism has standardized some white-collar jobs, allowing them to be done by lower-paid workers overseas or in emerging economies.
- This globalization of skills has weakened the link between education level and earnings potential for many
Lifelong Learning The Key To Survival In The 21st Century Global Economy
- Lifelong learning is key to survival in the 21st century global economy as the skills and jobs of the future will require continuous learning and adaptation to new technologies.
- Today's students have grown up in a digital world and have different needs, values, and expectations from education compared to previous generations. They want autonomy, creativity, connections with others, and constant stimulation.
- There is a mismatch between the skills students are learning and the skills required for the fast-growing jobs of the future, most of which require some level of postsecondary education and technical skills. Educators must adapt to better prepare students.
Dissertation
This document is a dissertation written by Marnie Stirling investigating the social impacts of unemployment on 16-24 year olds in Dundee and their experiences with training initiatives. It includes a literature review discussing how class background affects educational attainment and opportunities. It describes the methodology used, which involved interviews and focus groups with unemployed youth and staff at Craigowl Communities. The findings will be presented in two chapters, with the first examining youth experiences in school and the second analyzing the effects of unemployment on 18-24 year olds, such as financial difficulties and stigma. The conclusion will summarize key findings and recommendations.
Case 3 The Apollo Group, Inc. [University of Phoenix]Richard B..docx
Case 3: The Apollo Group, Inc. [University of Phoenix]
Richard B. Robinson
· 1 A 55-year-old college professor at San Jose State University with a PhD from Cambridge University and previous teaching jobs at Maryland, Ohio State, and Northern Illinois, John Sperling was a surprise entrepreneur when he started the Apollo Group, parent company of the University of Phoenix, in 1976. Ambitious, his goal was to revolutionize conventional higher education. Most people would say that Sperling, recently celebrating his 91st birthday, has done just that.
· 2 Rather than catering to 18- to 22-year-olds looking to find themselves, Sperling focused on the then-neglected market of working adults. And he recruited working professionals as teachers, rather than tenured professors. UOP (on-campus and online) has more than 33,000 faculty members with less than 5 percent being full-time. Most radical of all, while nearly all other universities are nonprofits, Sperling ran his university to make money. Those ideas sparked overwhelming resistance from the education establishment, which branded UOP a “diploma mill.” The result? “We faced failure every day for the first 10 years,” said founder Sperling, who turned 91 in 2012.
· 3 From an IPO adjusted price of $0.76 to a mid-2005 high of $98, Apollo’s stock reflected a company BusinessWeek considered among the top 50 performing companies on Wall Street. The Phoenix-based company, whose day-to-day operations were still generating average annual revenue growth exceeding 30 percent over that time, saw its revenues reach $5 billion in 2010 with net income exceeding $550 million. It has also joined the S&P 500.
· 4 Tuition at Apollo averages only $18,000 a year, 60 percent of what a typical private college charges. A key factor, says Sperling, is that universities for the young require student unions, sports teams, student societies, and so on. The average age of a UOP student is 35, so UOP doesn’t have those expenses. It also saves by holding classes in leased office spaces around the country, and online, By 2010, over 75 percent of UOP students studied at University of Phoenix Online.
· 5 By 2010, the UOP had become the dominant player in the online education market that still has lots of potential for growth. The bricks-and-mortar University of Phoenix was one of the first institutions to identify and serve the burgeoning market for educating working adults. In the late 1980s, long before the Web debuted, the school began to experiment with offering its classes online. It got off to a slow start, “and we lost money for a number of years,” recalled Brian Mueller, Apollo’s former president.
· 6 As a result of this head start, however, UOP’s online option was ready to capitalize on an online-education market that began exploding in the mid-1990s. Today, it is estimated that over 10 percent of the U.S. students earning a degree via the Net are enrolled through the UOP’s online option. UOP’s online option also garners ...
Ielts sample papers
While modern technology has benefits such as increased productivity and medical advances, it also negatively impacts society by reducing the number of jobs available, especially for unskilled workers. Not all parts of society have equal access to technology's benefits, which can exacerbate inequality between developed and developing nations as well as between socioeconomic classes within countries. Overall, technology provides societal transformation but does not necessarily benefit all members of society equally.
George Dehne, Vision 20:20
Higher ed consultant George Dehne gave this presentation on Friday, June 18, 2010 at Wagner College at a program organized by the New American Colleges & Universities.
Literacy Technology Community_The Importance of Smart Technology in Workforce...
This document discusses the importance of technology access for adult education and workforce training. It notes that access to technology is now essential for full participation in 21st century education and training opportunities. The Workforce Innovation and Opportunity Act (WIOA) supports using technology to improve teaching, learning, and system efficiencies. However, many adults still lack basic literacy and job skills. Expanding access to technology and online learning resources through a "bring your own device" model could help address these issues by allowing literacy instruction and workforce training to reach more learners.
Trends of Entreprenuer
The document discusses how entrepreneurship is changing and will become more diverse. It notes that entrepreneurs will come from a wider range of ages, including those near retirement and just entering the workforce. Additionally, more women and immigrants will become entrepreneurs. Entrepreneurial education is growing in response to demand from students and those looking to start businesses. Programs that teach entrepreneurship help increase the success rates of the businesses started by graduates.
1-s2.0-S0160791X21001524-main.pdf
This document compares the academic performance and job readiness of graduates from before and during the COVID-19 pandemic in Bangladesh. It finds that pre-pandemic students scored poorer academically than their post-pandemic peers, while pre-pandemic graduates had higher work readiness scores in terms of aptitude and practical skills. Both groups outperformed their job readiness scores in terms of learning performance. This raises questions about whether higher education's role is to promote sustainable graduate production or just deliver certificates. The author argues that online education during COVID-19 has exacerbated the "diploma disease crisis" and that policies need to ensure higher education can play its necessary role in emergencies while using online technology appropriately.
Need for change presentation
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
Need for change presentation
The document discusses several global trends that are forcing changes in education systems, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies. It notes that students now need skills like problem-solving, innovation, and using knowledge creatively rather than just memorizing facts. However, test scores show US students lagging behind their international peers in areas like math and science. The document calls for educational reforms that better prepare students for future jobs and global competitiveness.
Denver Law Case Study Essay
The document discusses a case study on the impact of an experiential learning (EA) program that was implemented at Denver Law. It describes a series of surveys administered to incoming 1L classes from 2013-2016 and outgoing 3L/4L classes from 2015-2017 to explore how the EA program affected student enrollment, experience, and post-graduation plans. The findings from the surveys are reported.
UpSkill
Here is a high-level overview of how UpSkill's technology works:
- Users upload their resume/CV or connect their LinkedIn profile to provide information on work history, education, skills and interests.
- Natural language processing is used to extract relevant data from free-form text fields.
- Skills are identified and standardized. Interests are inferred based on job titles, courses, hobbies etc.
- This data is matched against an extensive database of job profiles detailing typical skill requirements, personality fits, career paths, salaries etc for different roles.
- Machine learning algorithms calculate the similarity between a user's profile and each job to determine their suitability score. Factors like skill overlap, interest
Durban p2 g. dhanarajan
The document summarizes a keynote speech given at the 11th General Conference of the International Astronomical Union in Durban, South Africa in August 2000. The speech discusses the changing nature of learners and delivery of education in knowledge societies.
It notes that in knowledge societies, learners will be more diverse in age and experience, pursuing both full-time and part-time education. It also argues that traditional universities will not be able to meet the demand for education alone, and that distance education will need to play a larger role in delivering flexible, lifelong education to more learners.
Similar to Women Have Figured Out Continuing Studies - Peter Walton (16)
Lifelong Learning The Key To Survival In The 21st Century Global Economy
Lifelong Learning The Key To Survival In The 21st Century Global Economy
Case 3 The Apollo Group, Inc. [University of Phoenix]Richard B..docx
Case 3 The Apollo Group, Inc. [University of Phoenix]Richard B..docx
Literacy Technology Community_The Importance of Smart Technology in Workforce...
Literacy Technology Community_The Importance of Smart Technology in Workforce...
Women Have Figured Out Continuing Studies - Peter Walton
- 1. Women Have Figured Out Continuing Studies FRIDAY, OCTOBER 5, 2012 Article originally published on The EvoLLLution at http://www.evolllution.com/featured/women-have-figured- out-continuing-studies/ By Peter Walton |Associate Director of Lifelong Learning, Simon Fraser University Every year I interview hundreds of fe- male applicants for our university’s Continuing Studies Public Relations, Digital Communications and New Me- dia Journalism certificate programs. These accelerated, full-time, practical programs attract primarily university or college-educated women in their 20s and 30s with an eye on a good career. I don’t interview many men. In fact less than 15% of our program’s applicants are men. It’s as if many men, faced with a prolonged economic slowdown and the disappearance of traditional “male” jobs in manufacturing, have given up and aren’t interested in going back to school. Meanwhile university and college-edu- cated women are flocking to Continuing Studies professional programs. In our complex world, where successful work- ers will face rapid changes during their working lives, women have figured out the importance of lifelong learning. Of the 30 professions projected to add the most jobs over the next decade, wom- en now dominate 20. As author Hanna Rosin writes in her book The End of Men, the new econ- omy is reshaping our culture. The very things women are often good at—hu- man contact, interpersonal skills, ver- bal skills, and creativity—are now more valued in the workplace than brawn or strength. Women like the applicants I interview have been quicker than men to figure out that a university or college degree, while important, is no longer enough. There are too many B.A.s and M.A.s struggling to find work or trapped in low-skilled jobs. According to a recent Guardian article, more than 35% of UK university graduates in the previous six years are employed in lower-skilled oc- cupations. In Canada, where the unemployment rate for 15 to 29 year olds stands at nearly 12%, having an undergraduate degree is now “the new high school diploma;” it is the bare education mini- mum that doesn’t make job candidates stand out as it did a generation ago. Today’s world requires a broad base of skills, not merely a narrow range of out- dated technical knowledge. Learning to write an essay, analyze a poem, in- terpret a work of art, conduct research, and argue a point of view are important skills, but education is also about help- ing people to find a job, or do their job. Here’s one suggestion. Continuing Studies should teach code, the lan- guage used to create websites. Not just because there is a worldwide shortage of computer programmers. Code is one of the key languages used to communi- cate in our digital world. Currently there are few women who know code. But that will change. This summer our Continuing Studies pro- gram sponsored two sold-out training sessions called Ladies Learning Code, which taught 80 women how to create websites. Future sessions have been scheduled for the fall. PHOTO BY JASMIN MERDAN Increasing numbers of women are returning to higher education institutions to pursuing continuing education, showing a savvy for the modern-day workforce realities that men don’t seem to have picked up on.