Why the changing American economy calls for twenty-first century learning: answers to educators' questions.
While struggling with the current pressures of educational reform, some educators will ask whether their efforts make economic sense. Questioning the future makeup of the nation's workforce, many wonder how the educational system should be tempered to better prepare today's youth. This chapter answers educators' and parents' questions around the effect of fluctuations in the American economy on the future of education. The authors offer reassurance that good jobs will always be available, but warn that those jobs will require a new level of skills: expert thinking and complex communication. Schools need to go beyond their current curriculum and prepare students to use reading, math, and communication skills to build a deeper and more thoughtful understanding of subject matter. To explain the implications of the nation's changing economy on jobs, technology, and therefore education, the authors address a range of vital questions. Citing occupational distribution data, the chapter explores the supply and range of jobs in the future, as well as why changes in the U.S. job distribution have taken place. As much of the explanation for the shift in job distribution over the past several decades is due to the computerization of the workforce, the authors discuss how computers will affect the future composition of the workforce. The chapter also addresses the consequences of educational improvement on earnings distribution. The authors conclude that beyond workforce preparedness, students need to learn how to be contributing members of a democracy.
Levy
Frank
F
MIT, USA.
Murnane
Richard J
RJ
D000293:Adolescent; D000328:Adult; D002648:Child; D003479:Curriculum; D004467:Economics / Q000639:trends*; D005544:Forecasting; D006801:Humans; D007182:Income / Q000639:trends; D007587:Job Description; D007858:Learning; D013663:Teaching; D014481:United States