Part 1: The Challenges

Innovation and entrepreneurialism are the latest buzzwords to be gaining traction in schools around the world. However many educators are unsure if these concepts offer tangible benefits to students, or are purely educational rhetoric and marketing. Whilst researchers such as Tony Wagner continue to call for a rethink of traditional education models, governments in many developed nations are moving in the opposite direction, towards standardised tests and focused curricula. This article takes a look at some of the issues facing students globally and how innovation and entrepreneurial skills are offering new ways of thinking and learning.

What are some of the issues?

The 2016 OECD report on youth unemployment highlighted a worrying trend; young people aged 15 - 24 years are finding it harder than ever to gain work. Figures such as 13% unemployment in the UK, 24.6 % in France and a staggering 44.5% in Spain are terrifying governments and individuals around the world. Surprisingly even Finland with its much celebrated education system had an astounding 19.9% unemployment rate.

One possible factor impacting on employability rates is the clear lack of creativity and entrepreneurial skills within the workforce. A study by Land and Jarman (1992) examined the creativity levels in individuals across their childhood and into adulthood. Shockingly, the results showed that creativity dropped dramatically between the ages of 5 and adulthood; 98% of children aged 5 years old reached genius level on the creativity scale, while only 2% of adults reached the same level.

Other factors impacting on employability have been proposed by education expert Professor Yong Zhao (2012), who highlights 3 key challenges facing young people:

Challenge 1

“If all children are asked to master the same knowledge and skills, those who cost less will be much more competitive than those who cost more”

The current push in countries such as Australia, America and Great Britain for standardized, national curricula focusing on high stakes testing, has serious implications for future student success. While there is a belief that excellent test results creates more globally competitive students, Zhao (2012) points out that if all students have outstanding results, how will employers differentiate them? In the end the decision will come back to cost, an area most developing countries are far more competitive in.

Challenge 2:

“Old jobs are being rapidly replaced by new ones as old industries disappear due to technological changes, or existing jobs move around the world”

We hear it time and again, schools are preparing students for jobs not yet created. The aging education system was perfect for developing the workforce of the industrial era, however is not adequate for a future economy. Now, more than ever we need to develop 21st century skills that will enable students to adapt to different roles and environments. The move from blue collar workers to black collar workers is already beginning, yet our education systems have been slow to adapt to these changes. Jack Ma, Founder of Alibaba and one of China’s most successful entrepreneurs, highlighted in a 2018 World Economic Forum speech the need for schools to support the development of soft skills. Emphasis should be placed on teamwork, compassion and creativity, skills which set humans apart from machines. If we continued to focus on knowledge based learning, an area easily mechanised, then we would struggle to compete successfully with the machines of the future.

Challenge 3:

“The world our children will live in is global, not local as before”.

In the past graduating students would be competing for local jobs within a smaller pool of applicants. However in the new global economy they will be competing for local and international jobs with applicants from all around the world. Therefore there is a need to ensure we develop global citizens who are able to communicate with people from various background and cultures around the world; something many schools do not explicitly teach within the curriculum.

The call for Innovators

Research points to innovation and entrepreneurialism as being core areas for improving the employability of students and creating more sustainable economies. By developing students who can identify problems, determine possible solutions and turn their ideas into action, is where schools need to be focusing their efforts. Students who question and seek out answers are more likely to succeed as they are far better equipped to seek out opportunities for creating their own employment. Furthermore Wagner (2012) believes that developed economies, such as the USA, need to focus on job creation through entrepreneurialism and the development of intellectual property. Most importantly the focus should be on sustainable development and generating renewed economic growth in a socially responsible way, all while advancing human welfare.

Part 2 of this article will take a look at some of the innovative programmes schools are offering to begin to combat these challenges.

Do you think the current education systems are effectively supporting students to become global employees? What do you believe are the most serious challenges facing students over the next decade? Share your thoughts in the comments section

References

Flashman, Gary. Jack Ma on the IQ of Love - and Other Top Quotes from His Davos Interview. World Economic Forum, 24 Jan. 2018, www.weforum.org/agenda/2018/01/jack-ma-davos-top-quotes/.

Wagner, Tony. Creating Innovators: The Making of Young People Who Will Change the World. Scribner, 2012.

Zhao, Yong. World Class Learners: Educating Creative and Entrepreneurial Students. Corwin, 2012.