Program quality is recognized as the essential element of work-based learning for school age (5th to 12th Grade) students. To analyze Skills4Industry data for high-quality work-based learning and predictive artificial intelligence algorithm to support learning, we defined the purpose and premise of work-based learning.
In the following two examples, the purpose of work-based learning is:
1. To improve the quality of jobs held in adulthood by young adults.
2. To improve the economic security in adulthood for young adults.
These purposes are premised on the belief that work-based learning will:
1. Link learning curricula experiences to the competencies valued by employers.
2. Harness developmentally appropriate resources to support mastery of the skills employers seek in new hires.
Aggregating occupational, academic and higher order thinking data into broad records and dividing their attributes into multiple groups facilitate the drawing of numbers for each functional group. Thus, establishing class breakdown by categories of functional groups into trade and contextual domains for formulating problems based on classification, clustering, regression, and ranking. The determination of the quality of work-based learning using these tools and the resulting heterogeneous training and cross-industry continuous data establish continuously updated age-appropriate curricula. The aggregation of work tools at Level 1, for example, revealed that the frequency of Excel Spreadsheet use across back-office tasks occurs more than word document and others in all functional group categories. As a result, we can say that the correlation between numbers and communication skills are stronger for back office than customer-facing front office or field work. It follows, therefore, that an integrative coursework for work-based learning must incorporate these tools with back-office tasks simulation (VR, AR, and Games) and practice to prepare students sufficiently for adulthood.
The skills4industry Gold standard is a set of Higher Order Thinking Skills (HOTS) proxies designed to improve academic, work, and relational skills required to complete a task successfully. At 5th - 8th grades (Levels 1.1 – 1.5) the HOTS are communication, application of numbers, technology, and data exploration skills. While at 9th – 12th grades (Levels 1.6 – 1.10) HOTS represent communication, mathematics and statistics, technology, data, critical thinking, problem-solving, teamwork and learning-how-to-learn competencies.
Skills4Industry are rules-based with increasing level of difficulty using work hierarchy from Levels 1-to-10, accessible through a dashboard for navigating pathways from cradle to retirement and a host of other applications.
Our teaching philosophy is based on the application of composition principles to help learners develop mastery of combining resources from different fields to innovate and invent products and services with a design thinking mindset.
When using predictive models to determine the competencies (academic, work processes and tools, relational and experience) required to perform each job task, and decide the amount of performance required to make progress at each job level, we discovered the quality of work, mode, and frequency of delivery, and distance traveled. These include:
- Quality of work between 5th and 8th grade represent back office activities. These are assistive clerical responsibilities like data entry from single source transaction category, with links to front office completion and customer-facing processes resulting in final products and services. The curricula for this level of students cover the application of communication, numbers, data, and technology to relevant work tasks.
- The 9th - 12th-grade student’s compositional creative immersive work-based curricula are based on higher-order thinking (communication, mathematics, and statistics, technology, data, critical thinking, problem-solving, teamwork and learning skills) competencies. These curricula subject matter are used to explore work skills across industry, sectors, trade, and domain (ISTD), at level 1.5 to 1.10. The mode of learning is technology (AR & VR) simulated and practical work experiences. Work-based learning covers back-office assistive clerical responsibilities important to the performance of multiple transactions in different categories, with links to the front office and fieldwork activities.
- Work-based learning for two and four-year colleges involves compositional immersive creative back and front office activities embedded with higher order thinking (communication, mathematics and statistics, technology, critical thinking, data analytics, teamwork, learning skills, planning, entrepreneur and self-management) competencies. These level 2 curricula subject matter will explore the application of cross-industry, sectors, trade, and domain (ISTD) work activities.
The mode of delivery of Skills4Industry work-based learning will be achieved through the download of our courseware from a cloud system. Our courses use work task simulation across industry, sectors, trades, and domain (ISTD). All learning materials required by each registered student is on-device, where they can collaborate with other students or mentors while developing personal content. Only summarized information relevant to scores is uploaded at intervals determined by students. Stand-alone VR, AR, games and other storytelling media for specialized applications in workplaces, library and the like are available.
Skills4Industry curricula are based on compositional learning philosophy that is focused on creative immersion of learners in work-based curricula. The LearningLog™ is available 24/7 and measure competencies demonstrated at home, school, play, and sports where-ever Skills4Industry are applied and a combined SkillScore™ is placed in a secure Blockchain wallet. Partner institutions may work with Skills4Industry through a network of national representatives for classroom application of work-based integrative curricula with complete job tasks academic subjects.
Skills4Industry levels 1 and 2 work-based learning activities are embedded into 5th grade to four-year university curricula for students with teacher’s professional development, assessment, and worksheets. These levels (1 & 2) is where lifelong learning such as adult rural skills targeting transition from elemental to primary skills, intermediate skills, and repetitive skills for robotics automation are organized under a different set of practice approaches.