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Training And Education Beyond The Obsession With STEM

Forbes – Milton Ezrati

“Trade can help alleviate the pressures of this country’s aging demographic by allowing the economy to source labor-intensive products from abroad. It can only work, however, if the United States has something else to sell the world in return. Right now, the country has huge comparative and absolute advantages in producing high-value products. Its workforce is better educated and better trained than those of the emerging economies, where the United States would source its purchases of labor-intensive products. That workforce also has much more capital and technology at its disposal. To carry on this way, the economy will need to sustain these advantages, and that will involve an ever-greater emphasis on training and innovation.” (more)

How young is too young to start introducing students to future careers?

The Hechinger Report – Tara García Mathewson

“In Southern California’s Cajon Valley Union School District, career exploration starts in kindergarten. Five-year-olds learn about police officers, doctors, artists, teachers, bakers and farmers. Over the next eight years, until they leave the district for high school, they will cycle through learning about 54 different careers, including real estate agent, paralegal, dietitian, reporter, graphic designer, sociologist, urban and regional planner and financial analyst.” (more)

Want to be a high earner? 25 of America’s highest paying jobs

USA Today – Samuel Stebbins

“For working Americans, a job can provide a number of meaningful benefits. Dignity, identity, and a sense of purpose, to name a few. For most, however, these intangible perks are of secondary importance to the regular paycheck a full-time job provides. While the kind of work one finds fulfilling is subjective, there is no debate about which jobs pay the most. The typical American working full-time earns $860 per week — or about $44,700 a year. In more than a dozen occupations, median earnings are well more than double that amount.” (more)

One big upside of career and tech programs? They push more kids to graduate

Chalk Beat – Matt Barnum

“As a high school teacher in Pennsylvania, Shaun Dougherty noticed that students in career-focused programs seemed much more engaged than his other students. Now a researcher, Dougherty set out to see whether data backed up his experience. Could the programs not just prepare students for the workforce, but keep students from dropping out of school?” (more)

The man who’s fighting girls’ ‘mathematophobia’

The Toronto Star – Paul Hunter

“As a teenager beginning high school in his Ivory Coast homeland, Ismael Mourifié looked around his classroom and understood something was inherently wrong. He’d been placed in the math stream based on an admission exam that determined aptitude. But among the almost 45 students, there were only four or five girls. The next year, that number dropped to two. It didn’t make any sense, Mourifié thought. Math isn’t an innate skill; there shouldn’t be such a dramatic gender disparity. Fast-forward almost two decades and Mourifié is now an assistant professor of economics at the University of Toronto. He teaches courses in applied econometrics and quantitative methods but his passion, and a big part of his research, is grounded in his memories from the classrooms of West Africa. He is driven to understand why there aren’t more women that pursue studies, particularly math, that lead to STEM (science, technology, engineering and mathematics) jobs and how that imbalance can be corrected.” (more)

Bridging the gender gap: Why do so few girls study Stem subjects?

The Guardian – Lauren Barack

“You will no doubt be aware that women are underrepresented in Stem (science, technology, engineering and maths) occupations. They make up 14.4% of all people working in Stem in the UK, despite being about half of the workforce. This is well short of the country’s goal of a critical mass of 30%. Increasing women in Stem is forecast to increase the UK’s labour value by at least £2bn. There is a whole tangle of reasons why the gender gap in Stem exists. One is a pipeline issue – fewer girls than boys choose to study Stem subjects at secondary school and university. Interventions internationally mean the numbers of girls in Stem subjects are creeping up very slowly, but the gap remains surprisingly resistant nonetheless.” (more)