蜜桃影视

Today鈥檚 high school students will graduate into a workforce destabilized by technological innovation, according to , and even graduates of competitive four-year colleges will have to continually acquire new skills to remain employed in听the dawning age of artificial intelligence.

The group, an advocacy organization dedicated to bringing together schools and businesses, argues that American schools have failed to prepare their charges for the jobs they will need to fill in the future.

鈥淔ar from making plans to educate students to thrive in the economy and society of the near-term future, most school systems are still struggling to do an adequate job providing students with the basic skills needed for twentieth-century life and work,鈥� they write.

The paper echoes growing fears of a 鈥渇ourth Industrial Revolution鈥� that could shunt aside blue- and white-collar workers alike in favor of ever-more-capable machines, citing indicating that nearly half of all American jobs could be threatened by computerization within the next 20 years.

Wholesale implosion of professions like long-haul trucking, paperwork processing, and even auto insurance sales (increasingly obsolete as self-driving vehicles cause fewer road accidents) may lead to millions of displaced workers .

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Paradoxically, even as industries and positions vanish, the study also quotes from a projecting a worldwide shortage of 85 million medium- and high-skilled workers by 2020. Although job seekers with only a high school education are 鈥渓ikely to be virtually unemployable,鈥� the authors write, those willing to master new competencies and tack between careers in different fields will be well positioned to thrive in what they dub the 鈥淎ge of Agility.鈥�

鈥淭here is a deeply embedded resistance to agility in the current education system, which demonstrates the need for an overhaul and simultaneously makes it difficult to do so,鈥� they lament. But they also offer recommendations for how to reshape both K-12 and higher education to fortify pupils for a world in which work is briefer, more contingent, and less stable.

With the nation鈥檚 white majority tapering off over the next few decades, employers their preference for applicants comfortable with supervisors, colleagues, and clients of all ethnic backgrounds. To foster cross-cultural familiarity, they call for policymakers to construct 鈥渘etworks of truly diverse schools, through strategically located magnet programs, enhanced transportation between schools, and controlled choice policies designed to promote socioeconomic diversity in as many schools as possible.鈥�

With a whiff of understatement, the study concedes that desegregating school districts 鈥渉as proved politically challenging in the past.鈥� In reality, U.S. schools today than they were 30 years ago.

(蜜桃影视: Analysis – Education Is Falling Behind in Race Against Robots. Here鈥檚 What U.S. Schools Can Do About It)

Even with individual expertise losing its currency to advanced robotics, schools can still work to instill 鈥渟oft skills鈥� resistant to mechanical duplication, such as empathy and teamwork. These interpersonal assets could prove more durable than any specific technical training, the authors write, since the pace of automation over the coming years will eliminate countless professional roles in sectors ranging from farming to finance (or at least render them unrecognizable to their current occupants).

鈥淜-12, as well as higher education systems, will have to take longer-term ownership of their students鈥� futures,鈥� they add. 鈥淎 career and technical education program won鈥檛 be useful if it prepares kids for jobs that are on the verge of vanishing.鈥�

Colleges and universities may have to undergo even more fundamental changes, the study suggests, partnering with businesses to create experiential learning ventures and emphasize in-demand specializations. Most provocative of all, Harvard innovation guru Gordon Jones is quoted musing about the prospect of long-term readmission access 鈥� essentially allowing college graduates to return to their alma maters and take on new coursework later in their careers.

And millions of degree holders may find themselves in need of such opportunities. The authors state time and again that the most sought-after trait in their so-called Age of Agility will be a 鈥渕indset and practice of lifelong learning鈥�: the willingness of a trained paralegal to turn his analytic skills toward computer science, for example, or an ousted accountant to reimagine herself as a veterinarian.

In the meantime, they conclude, conversations should begin now on how to 鈥渞estructure 鈥� as radically as deemed necessary 鈥� the way we deliver education.鈥�

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