Work-based Learning 9th - 12th Grades

In everything we do, it is important to ask “what are we trying to achieve as a consequence of our work” and why do we believe the consequences will impact society positively or what does it stand for?

At the core of what Skills4Industry stands for is the belief that a good society is one that believes in the three ‘H’ – head, heart, and hands. That is a society which is humanistic, emphasizes well-being and sustainable environmental practices with equitable opportunities.

The consequence of Skills4Industry is improved competencies resulting in higher productivity and the intelligent combination of human and machine intelligence. That is ensuring every exit credential is inextricably linked to work and life experiences from high school through Ph.D. As a result, we are invested in Skills4Industry Level 1 (High School) to work credentials and today among the top 20 fastest-growing skills on Upwork's latest Skills Index, none require a degree.

The envisaged consequence of Skills4Industry is measured by equitability, transparency, relevance, career transition and lower costs of education.

According to reports, only 27 percent of college graduates work in the field in which they majored. This and similar reports on relevance reveal that the current structure of colleges into faculty and departments are artificial. When high school students today, turn 38, it is predicted they would have held 10 to 14 jobs, not only do we not know what those jobs will look like and where they will be performed, we have no idea about which industry or the dominant domain work culture. The level and impact of automation, IoT, IoS, and IoE is yet unknown.

Companies are catching on, for example, in 2017 PwC began a pilot program allowing high school graduates to begin working as accountants and risk-management consultants. In August 2018, Glassdoor, the jobs website listed "15 more companies that no longer require a degree," they include tech giants such as Apple, IBM, and Google. Glassdoor reported, "there are many companies offering well-paying jobs to those with nontraditional education or a high-school diploma."

According to the Bureau of Labor Statistics, in October 2016, high school students continued to be less likely than college students to participate in the labor force (20.7 percent, compared with 47.7 percent). Female high school students were more likely to be in the labor force (23.5 percent) than their male counterparts (18.1 percent). In 2014 2.4 million fewer high school students than the 2011 peak, enrolled in college in the U.S. while in 2016, of the 3.1 million youth age 16 to 24 who graduated from high school between January and October 2016, about 2.2 million (69.7 percent) were enrolled in college in October.

Gallup / Lumina Foundation survey of business leaders found they have doubts that higher education institutions in the U.S. are graduating students who meet their particular businesses' needs. About a third disagree with this statement, while 17% strongly disagree.

The purpose of Skills4Industry work-based exit credential for high school students at Level 1 is to increase employability. This is premised on the following:

    • High school graduate talent-fit with employers requirements using high quality work-based integrative curricula will widen opportunities for transition to work for high school students.
    • Increased high-quality employment opportunities for high school graduates will reduce college costs by reducing demand.
    • Efficiency in teaching resource management by academic institutions will reduce education management costs

The illusion that work and the knowledge it requires is static is a false sense of security, because knowledge is a small component of the competencies required for work, and it's not static. This follows that degrees are not stamps of professional competency, they confer only how to think, but employers also require how to accomplish a given task and the skills to manage all relationships important to the job tasks.

Skills4Industry uses artificial intelligence to embed a set of higher-order thinking standards (communication, mathematics, and statistics, data, critical thinking, problem-solving, teamwork, learning-how-to-learn, planning, entrepreneurship, and self-management) in work tasks, to help high school students’ link academic subject-matter to the world of work.

Skills4Industry represent ten levels climbing frame that uses a rules-based system to establish pathways options to careers. This include, the course taking, practical work experiences and domain context competencies required to demonstrate that individuals and machines can do a job to the level of performance required by employers.

Understanding what it takes to achieve a given pathway goal before making a commitment will give students appropriate gauge of the sacrifice required for their expected reward. Reducing the cost of remediation programs and dropout or stop-out due to “I choose the wrong course.” With over $2 billion dollars annual costs to families today.

Skills4Industry help educational institutions manage their resources more efficiently. Tools like skill gaps analytics help schools understand the resource requirements of a given student or cohorts, while the ability to measure behavior, emotions, and others as part of real-time student engagement data helps in shifting resources to the most important learning needs.

Skills4Industry save educational institutions over 11% of current expenditures while representing new pathways to success and hope for global communities.