As I have written previously we need an education system that prepares students for the economy they will live in, not the economy that their parents and grandparents experienced. Unfortunately increasingly education policy is moving towards the economy of the past.
Both David Brooks and Thomas Friedman wrote recent columns that illuminate what the economy of the future will be like and what skills matter most to do well in that economy. Both worth reading!
Friedman in a column entitled Need a job? Invent it writes:
This is dangerous at a time when there is increasingly no such thing as a high-wage, middle-skilled job — the thing that sustained the middle class in the last generation. Now there is only a high-wage, high-skilled job. Every middle-class job today is being pulled up, out or down faster than ever. That is, it either requires more skill or can be done by more people around the world or is being buried — made obsolete — faster than ever. … My generation had it easy. We got to “find” a job. But, more than ever, our kids will have to “invent” a job. (Fortunately, in today’s world, that’s easier and cheaper than ever before.) Sure, the lucky ones will find their first job, but, given the pace of change today, even they will have to reinvent, re-engineer and reimagine that job much more often than their parents if they want to advance in it.
In the column Friedman interviews Harvard’s Tony Wagner on the education that our kids will need to succeed in the economy he describes. Wagner says:
“Every young person will continue to need basic knowledge, of course,” he said. “But they will need skills and motivation even more. Of these three education goals, motivation is the most critical. Young people who are intrinsically motivated — curious, persistent, and willing to take risks — will learn new knowledge and skills continuously. They will be able to find new opportunities or create their own — a disposition that will be increasingly important as many traditional careers disappear.” … Reimagining schools for the 21st-century must be our highest priority. We need to focus more on teaching the skill and will to learn and to make a difference and bring the three most powerful ingredients of intrinsic motivation into the classroom: play, passion and purpose.” (Emphasis added.)
Brooks in a column entitled The practical university explores the skills students need most from higher education. He writes:
… universities are places where young people acquire two sorts of knowledge, what the philosopher Michael Oakeshott called technical knowledge and practical knowledge. Technical knowledge is the sort of knowledge you need to understand a task — the statistical knowledge you need to understand what market researchers do, the biological knowledge you need to grasp the basics of what nurses do. Technical knowledge is like the recipes in a cookbook. It is formulas telling you roughly what is to be done. It is reducible to rules and directions. It’s the sort of knowledge that can be captured in lectures and bullet points and memorized by rote. … Practical knowledge is not about what you do, but how you do it. It is the wisdom a great chef possesses that cannot be found in recipe books. Practical knowledge is not the sort of knowledge that can be taught and memorized; it can only be imparted and absorbed. It is not reducible to rules; it only exists in practice.
Brooks uses Sheryl Sanderg’s book Lean In to explore the practical knowledge one needs to succeed in today’s and tomorrow’s economy. He writes:
Focus on the tasks she describes as being important for anybody who wants to rise in this economy: the ability to be assertive in a meeting; to disagree pleasantly; to know when to interrupt and when not to; to understand the flow of discussion and how to change people’s minds; to attract mentors; to understand situations; to discern what can change and what can’t. These skills are practical knowledge. Anybody who works in a modern office knows that they are surprisingly rare. But students can learn these skills at a university, through student activities, through the living examples of their professors and also in seminars.
Play, passion and purpose. The ability to be assertive in a meeting; to disagree pleasantly; to know when to interrupt and when not to; to understand the flow of discussion and how to change people’s minds; to attract mentors; to understand situations; to discern what can change and what can’t. Think about how aligned our education system is with these skills that may well matter most to doing well in a career of forty years or more. Think about how well you can learn these skills –– in what is increasingly becoming the preferred delivery system of policy makers and pundits for future education –– online or in a virtual school. And then be very worried that we are headed in the wrong direction.
Other Michigan Future articles you may be interested in