Tag Archives: CMRubinWorld

Peter Robinson On Job Obsolescence- Government Should Not Protect Jobs

A recent OECD report finds that low and middle income earners have seen their wages stagnate and that the income share of middle-skilled jobs has fallen. Rising inequality has led to concerns that top earners are getting a disproportionate share of the gains from global “openness and interconnection”. During a Summer 2017 meeting of OECD, employment outlook revealed that job polarization has been “driven by pervasive and skill-biased technological changes.

Founded in 1945, the United States Council for International Business (USCIB) builds awareness among business executives, educators and policy makers around issues related to employment, workforce training and skills enhancement. CMRubinWorld spoke with USCIB President and CEO Peter M. Robinson, who serves as a co-chair of the B20 Employment and Education Task Force, through which he helped develop recommendations to the G20 leaders on training for the jobs of the future. Robinson also serves on the board of the International Organization of Employers, which represents the views of the business community in the International Labor Organization.

“I think the guiding principle for government should be to protect and enable/retrain the worker, not protect the job. Policy makers and educators should focus on making sure that workers are as equipped as possible to transition to new opportunities” Peter Robinson.

Peter, welcome. How severe do you believe jobsolescence will be over the next 20 years? How big will the challenge be to offset it and maintain a growing workforce?

I really don’t think the overall effect will be as dramatic as some people fear, at least for the medium-term as far as we can tell. There is an over-hype factor at play, but the consequences still deserve serious attention. For one thing, so many of the jobs in the United States, Canada and other advanced economies are in the service sector, and involve interacting with other people. Despite all the advances in AI, we are still a long way off from robotic nurses or home health aides. Overall, history tells us that at least as many new jobs are created as are displaced by technological innovation, even though transitions can be difficult in some sectors and localities, and as long as upskilling takes place.

“The biggest threat is that our educational institutions won’t be able to keep pace with new skills demands.” — Peter Robinson

What do you think are the biggest obstacles facing college grads today trying to enter the workforce?

I actually think the greatest obstacles are faced by those who don’t make it to university or some form of higher education beyond high school (a four-year degree is not the right path for everyone). A 2014 Pew survey found that among workers age 25 to 32, median annual earnings of those with a college degree were $17,500 greater than for those with high school diplomas only. Obviously, everyone at whatever educational level needs to keep their skills sharp, and governments should join with employers and educators to instill better life-long learning. But there are far fewer established paths toward long-term employment at a middle-class level of income for those who don’t graduate from college. A greater emphasis on vocational education and apprenticeships would help. We strongly support the work being done by United States Secretary of Labor Acosta to promote apprenticeships.

Given that machines are in the process of stripping white collar workers from their jobs, what kind of skills are key manufacturing and service industries going to need from new employees?

I think the premise of your question is overstated. We’re all being told that our jobs are doomed by robots and automation. But the OECD estimates that only nine percent of jobs across the 35 OECD nations are at high risk of being automated, although of course even 9% can be generative of social difficulties. But there is an established track record across history of new technologies creating at least as many new jobs as they displace. Usually these new jobs demand higher skills and provide higher pay. The biggest threat is that our educational institutions won’t be able to keep pace with new skills demands.

“It is becoming clear that Versatility matters, in a constantly changing world, so Jim Spohrer’s IBM model of a “T-shaped” person holds true: broad and deep individuals capable of adapting and going where the demand lies.” — Peter Robinson

In an economy with a significant on-demand labor force, what competencies will these workers need to compete?

There are two types of competencies that will be needed: “technical” – or in other words, related to deep knowledge of a specific domain, whether welding or optogenetics; and “transversal,” which applies to all occupations. Those are described by the Center for Curriculum Redesign as skills (creativity, critical thinking, communication, collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership) and meta-learning (growth mindset, metacognition).

How will managerial skill requirements change as a result of major structural changes that are likely, including human replacement by machines and growth of the on-demand economy?

OECD’s BIAC surveys of 50 employer organizations worldwide has shown that employers value not just Skills as described above, but also Character qualities as well. Further, it is becoming clear that Versatility matters, in a constantly changing world, so Jim Spohrer’s IBM model of a “T-shaped” person holds true: broad and deep individuals capable of adapting and going where the demand lies.

Canada Unemployment Rate By Provinces and Territories

“We often hear about the need for more STEM education. But I think there is an equal need for a greater emphasis on the humanities and the arts, for their intrinsic value as well as for developing skills and character qualities.” — Peter Robinson

What central changes in school curricula do you envision, both at the secondary school and college levels?

We often hear about the need for more STEM education. But I think there is an equal need for a greater emphasis on the humanities and the arts for their intrinsic value as well as for developing skills and character qualities as described above. As David Barnes of IBM wrote recently, these skills are more durable and are also a very good indicator of long-term success in employment.

How can the evolving changes in competencies required for employment be effectively translated into school curricula? Where are the main opportunities to enable this? e.g. Assessment systems? Business/Education collaboration? Curriculum change?

I’d go back to something else David Barnes said: We need much stronger connections between education and the job market, in the form of more partnerships among employers, governments and education institutions. Everyone needs to step up and create true partnerships. No one sector of society can address this alone. OECD’s BIAC has also documented employers’ wishes for deep curricular reforms to modernize content and embed competencies in order to meet today’s market needs.

What role should government play in ensuring citizens receive a quality and relevant education given the challenges that lie ahead?

I think the guiding principle for government should be to protect and enable/retrain the worker, not protect the job. Policy makers and educators should focus on making sure that workers are as equipped as possible to transition to new opportunities as these develop, and on ensuring that businesses have the freedom to pivot and adopt new technologies and business processes.

CMRubinWorld For the Silo, C.M. Rubin.  C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, including The Real Alice in Wonderland, is the publisher of CMRubinWorld and is a Disruptor Foundation Fellow.

Dance Healing Immigrant Victims Of War Prejudice And Sexual Exploitation

Study after study has shown that arts education nurtures students’ creativity and problem-solving skills, competencies that are critical for success in a 21st Century world, but how does dance and movement facilitate healing and transform at-risk youth?

14 year old DTC dancing participants Richard Rutherford Danny Guerrero
14 year old DTC dancing participants Richard Rutherford Danny Guerrero

New York’s Battery Dance launched its Dancing to Connect programs in 2006. Since that time, the program has spread to 6 continents, 50 countries, 100 cities, and 1,000 schools. A powerful new documentary by Wilderness Films follows six dancers from the dance company from India to Eastern Europe to the Korean Peninsula to the Middle East as they support vulnerable youth helping them to express themselves through movement. The film focuses on the struggles, frustrations, resilience and ultimate transformation of the students and their dance teachers.

Producer Cornelia Ravenal says that as a trauma survivor she understood the power of art to “heal and transform.” Ravenal along with husband partner Mikael Södersten collaborated with Battery Dance Founder Jonathan Hollander to create the documentary because she believed this was a story that had to be told. As global populations continue to grow, migration and increasing social and cultural diversity are reshaping classrooms worldwide. Solutions for integrating and uniting peoples from diverse cultural backgrounds are now sought by schools and communities all over the globe. Hollander believes that “no divide has been too great for the art of dance, the primacy of movement, the common humanity, and expression, to span.”

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Battery Dance performs on the world’s stages, teaches, presents, and advocates for the field of dance. The Company is dedicated to the pursuit of artistic excellence and the availability of the Arts to everyone. Battery Dance has produced over 100 original dance works choreographed by its founder and artistic director Jonathan Hollander, in collaboration with a diverse array of composers and designers, and its cast of outstanding dancers.

CMRubinWorld launched in 2010 to explore what kind of education would prepare students to succeed in a rapidly changing globalized world. Its award-winning series, The Global Search for Education, is a celebrated trailblazer in the renaissance of the 21st century, and occupies a special place in the pulse of key issues facing every nation and the collective future of all children. It connects today’s top thought leaders with a diverse global audience of parents, students and educators. Its highly readable platform allows for discourse concerning our highest ideals and the sustainable solutions we must engineer to achieve them. C. M. Rubin has produced over 700 interviews and articles discussing an expansive array of topics under a singular vision: when it comes to the world of children, there is always more work to be done. For the Silo, David Wine. 

University Of Pittsburgh Professor Asks Teachers To Decentralize Race

H. Richard Milner, a professor, noted researcher and expert on race in education at the University of Pittsburgh believes that “education is the key to addressing inequity and racism in society” and if we are not “working in education to combat racism, we are complicit in maintaining inequity and the status quo.” Are teachers prepared and willing to take this on? Milner notes that teachers “can struggle with tools to advance justice-centered curriculum and instructional opportunities that work against racism” and therefore education programs for teachers must support them “in developing knowledge and skills in ways that centralize race so that students can examine both localized and global perspectives and worldviews.” Additionally, school administrators and policies must be in place that “advance agendas that encourage and expect race-central learning opportunities and especially discourse.” Beyond these stakeholders, Milner recommends that students, community members, families and parents be part of the learning discourse “providing perspectives about their own worlds and experiences.”

This month we opened up the conversation on racism in education to our global Millennial Bloggers. The Millennial Bloggers are based all over the world. They are innovators in entrepreneurship, journalism, education, entertainment, health and well-being and academic scholarship. We asked them: Do we need to talk more about racism in Education?

“When I was 14, in our first class of Literature in English, I remember our teacher saying, rather solemnly, that our subject is called Literature in English, rather than English Literature,” writes Bonnie Chiu. “It was a moment of enlightenment for me. It instilled in me this critical mindset, this yearning to challenge the status quo; and it gave me a sense of agency.”

“We can’t afford to defer the conversation about white supremacy for even a single moment longer. It has proven itself to be the most obstinate social institution in the entire history of America,” writes Francisco Hernandez. “How could we even possibly think we could fight something so tough if we can’t even talk about what it means to fight it?”

“Any nation that can stomach the principle of caste, which is the most brutal ‘classification’ of human beings based on birth anywhere in the world, cannot help but differentiate, and differentiate repeatedly, on the basis of every parameter society can construct in a desperate and insular bid to separate ‘us’ from ‘them’,” writes Harmony Siganporia. “Nothing short of critical pedagogical interventions which would overhaul what we consider to be the very purpose of our educational system, and the resources to channel these interventions into more meaningful curricular design, can help us change these terms of engagement.”

“Textbooks were created by people who lived in a racist society,” writes Jacob Navarrete. “I’m telling you there are better tools. I’d be happy to help you learn how to use them. There is a big world to build outside the cave and we could use your help. It might hurt at first, just like the light does when you exit a dark cave.”

“Racism cannot be explained or understood properly without incorporating a discussion about privilege,” writes Dominique Dryding. “Until educational institutions take the lived experiences of their student bodies seriously and recognize that racism does not only include name calling and physical exclusion, racism in schools and universities will not end.”

Guest Blogger Salathia Carr writes, “Racism is not something that can be swept under the rug. After so much sweeping, your rug becomes distorted. People have become so desensitized regarding racism and injustices because they truly do not know what it is like. Judgment is very easy to make when you’re not living that way. But, if we force discussions about inequality from the very first history class we take, you cannot avoid it.” For the Silo, C.M. Rubin.

The Millennial Bloggers are Alusine Barrie, Sajia Darwish, James Kernochan, Kamna Kathuria, Jacob Deleon Navarrete, Reetta Heiskanen, Shay Wright, Isadora Baum, Wilson Carter III, Francisco Hernandez, Erin Farley, Dominique Alyssa Dryding, Harry Glass, Harmony Siganporia and Bonnie Chiu.

 

Top Row: C.M. Rubin, Alusine Barrie, Sajia Darwish, James Kernochan

2nd Row: Kamna Kathuria, Jacob Deleon Navarrete, Reetta Heiskanen, Shay Wright

3rd Row: Isadora Baum, Wilson Carter III, Francisco Hernandez, Erin Farley

Bottom Row: Dominique Alyssa Dryding, Harry Glass, Harmony Siganporia, Bonnie Chiu