Research on Future Skill Demands A Workshop Summary (2008) / Chapter Skim
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8 Final Reflections
8 Final Reflections
Pages 84-91
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From page 84... ...
However, he said, because the national constituency concerned about inequality is much smaller than the constituency concerned about competitiveness and economic growth, it would be useful to tie public discussions of workforce skills to the concerns about competitiveness. Focusing on the key problem of inequality, Murnane reflected on the trend of rapid growth at the high and low ends of the labor market, asking "What is the stability of a democracy in which you have .
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From page 85... ...
More affluent suburban schools use innovative curricula to develop problem-solving, communication, and teamwork skills, he said, but poor schools often focus on attaining basic content standards, using a "drill and kill pedagogy." Murnane asked whether state science assessments mandated by the No Child Left Behind Act would slow the possibilities for developing the broad skills through hand-on science approaches. Noting that science education is potentially a "powerful method" for teaching problem-solving and communication skills (National Research Council, 2007c)
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From page 86... ...
Stating that examining skill supply and demand is not a "modular problem," he echoed Arne Kalleberg's earlier point that social choices affect not only the supply of skills, but also the demand for skills. He said that Peter Kemper had explained that social choices about the level of Medicaid reimbursement affect how care workers are paid, which in turn affects recruitment and retention.
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From page 87... ...
Flagging a "disconnect" between data Martin Kenney had presented on the large numbers of jobs being created abroad by only a few companies and other studies suggesting that globalization would have only marginal effects on national employment, he called for close monitoring of developments and further research. Finegold agreed with Cappelli that one of the most important changes For example, the School to Work Opportunities Act of 1994 was designed to increase links between high schools and workplaces.
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From page 88... ...
Finally, Finegold commented that other panelists had not mentioned Stuart Elliott's analysis, perhaps because its proposition that computers would take over much human work raised "scary" implications, particularly given the current trend toward growing income inequality. He suggested studying the possibilities for using computers as a tool to reduce social inequality, such as by providing online education and training to low-skilled workers and the unemployed.
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From page 89... ...
Cappelli cautioned that the feeling of not being prepared for work after college graduation is not a new phenomenon, as he and another workshop participant who had been his college classmate agreed that they had both felt that way 25 years earlier. Labor economist Robert Lerman (American University)
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From page 90... ...
He noted that the federal government provides no subsidy for this training, which is supported entirely by employers and other partners, including community colleges and labor unions. Mary Gatta noted that mentoring is a valuable way help college students develop broad interpersonal and adaptability skills, calling for linking students with mentors in companies, in order to help prepare them for the transition to work.
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From page 91... ...
A District of Columbia public schools official involved in technical education said that she believes that employers do want to help young people develop high levels of skills, describing partnerships with companies that provide mentoring, student field trips, and guest speakers in schools. Stating that her greatest challenge is to develop interpersonal and cognitive skills among the teachers, many of whom lack work experience outside the classroom, she called for enhanced training of teachers.
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