Perkins Career and Technical Education Act. Perkins supports career and technical education CTE programs through grants to states.
May 3, The Future of Jobs and Jobs Training As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands.
There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive? Automation, robotics, algorithms and artificial intelligence AI in recent times have shown they can do equal or sometimes even better work than humans who are dermatologistsinsurance claims adjusterslawyersseismic testers in oil fieldssports journalists and financial reporterscrew members on guided-missile destroyershiring managerspsychological testersretail salespeopleand border patrol agents.
Moreover, there is growing anxiety that technology developments on the near horizon will crush the jobs of the millions who drive cars and trucks, analyze medical tests and dataperform middle management choresdispense medicinetrade stocks and evaluate marketsfight on battlefieldsperform government functionsand even replace those who program software — that is, the creators of algorithms.
People will create the jobs of the future, not simply train for them, and technology is already central. It will undoubtedly play a greater role in the years ahead.
Since that expert canvassing, the future of jobs has been at the top of the agenda at many major conferences globally. Several policy and market-based solutions have been promoted to address the loss of employment and wages forecast by technologists and economists.
A key idea emerging from many conversations, including one of the lynchpin discussions at the World Economic Forum inis that changes in educational and learning environments are necessary to help people stay employable in the labor force of the future.
Among the six overall findings in a new page report from the National Academies of Sciences, the experts recommended: At the same time, recent IT advances offer new and potentially more widely accessible ways to access education.
This survey noted that employment is much higher among jobs that require an average or above-average level of preparation including education, experience and job training ; average or above-average interpersonal, management and communication skills; and higher levels of analytical skills, such as critical thinking and computer skills.
A central question about the future, then, is whether formal and informal learning structures will evolve to meet the changing needs of people who wish to fulfill the workplace expectations of the future. Some 1, responded to the following question, sharing their expectations about what is likely to evolve by In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers in the skills they will need to perform the jobs of the future?
Participants were asked to explain their answers and offered the following prompts to consider: What are the most important skills needed to succeed in the workforce of the future? Which of these skills can be taught effectively via online systems — especially those that are self-directed — and other nontraditional settings?
Which skills will be most difficult to teach at scale? Will employers be accepting of applicants who rely on new types of credentialing systems, or will they be viewed as less qualified than those who have attended traditional four-year and graduate programs? It is important to note that many respondents listed human behaviors, attributes and competencies in describing desirable work skills.
A diversifying education and credentialing ecosystem: Most of these experts expect the education marketplace — especially online learning platforms — to continue to change in an effort to accommodate the widespread needs. Some predict employers will step up their own efforts to train and retrain workers.
Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual reality elements and gaming sensibilities, and a lot of real-time learning takes place in formats that job seekers pursue on their own.
A considerable number of respondents to this canvassing focused on the likelihood that the best education programs will teach people how to be lifelong learners. Accordingly, some say alternative credentialing mechanisms will arise to assess and vouch for the skills people acquire along the way.
A focus on nurturing unique human skills that artificial intelligence AI and machines seem unable to replicate: Many of these experts discussed in their responses the human talents they believe machines and automation may not be able to duplicate, noting that these should be the skills developed and nurtured by education and training programs to prepare people to work successfully alongside AI.
These respondents suggest that workers of the future will learn to deeply cultivate and exploit creativity, collaborative activity, abstract and systems thinking, complex communication, and the ability to thrive in diverse environments.
One such comment came from Simon Gottschalk, a professor in the department of sociology at the University of Nevada, Las Vegas: Still others spoke of more practical needs that could help workers in the medium term — to work with data and algorithms, to implement 3-D modeling and work with 3-D printers, or to implement the newly emerging capabilities in artificial intelligence and augmented and virtual reality.
Anonymous scientific editor About a third of respondents expressed no confidence in training and education evolving quickly enough to match demands by Some of the bleakest answers came from some of the most respected technology analysts.
They are also struggling with basic issues like identification of individuals taking the courses. Their well-considered comments provide insights about hopeful and concerning trends.
These findings do not represent all possible points of view, but they do reveal a wide range of striking observations. Respondents collectively articulated five major themes that are introduced and briefly explained in the page section below and then expanded upon in more-detailed sections.
Some responses are lightly edited for style or due to length. The following section presents a brief overview of the most evident themes extracted from the written responses, including a small selection of representative quotes supporting each point.
The training ecosystem will evolve, with a mix of innovation in all education formats These experts envision that the next decade will bring a more widely diversified world of education and training options in which various entities design and deliver different services to those who seek to learn.
They expect that some innovation will be aimed at emphasizing the development of human talents that machines cannot match and at helping humans partner with technology.
They say some parts of the ecosystem will concentrate on delivering real-time learning to workers, often in formats that are self-taught.Admission Requirements Ontario Secondary School Diploma (OSSD) Grade 12 English (C, U) (Minimum 60% GPA required) Computer proficiency in Microsoft Office (word processing), web search engines and e .
The Occupational Outlook Handbook is the government's premier source of career guidance featuring hundreds of occupations—such as carpenters, teachers, and veterinarians. Revised every 2 years, the latest version contains employment projections for the decade.
chapter 4 COMPETENCIES FOR THE KNOWLEDGE ECONOMY SUMMARY Pressures to increase the role of information and knowledge in national economies have provoked a wide-ranging debate about what kinds of competencies young. Types of Skills – Job and Work Skills The Foundation Skills.
Foundation skills are the ones every worker needs. There are four groups: Basic, People, Thinking, and Personal Qualities.
They are marketable and transferable. Marketable Skills. Marketable skills are those an employer will pay you to perform, which include. Most people need some IT skills to find work today. Acquiring basic IT skills and being familiar with using a computer may open up a wide range of employment .
There is a wide range of careers in community mental health including both service providers and operational personnel.
Jobs for both types of work are posted on this web site.