How Higher Education Can Address Workforce Skills Gaps – Higher education is well positioned to close the technology skills gap, if both students and schools take the right steps to adequately position themselves to reflect the job market. Dr. Aisha Francis of the Benjamin Franklin Institute of Technology shares some effective strategies they have implemented to solve this problem.
The skill gap is real and it’s only going to get worse. According to Deloitte and the Manufacturing Institute, 2018 Skills Gap Study, approximately 2.4 million jobs will not be filled within the next 10 years. This difference is called the silver tsunami of retired workers. About 10,000 Baby Boomers in the United States will turn 65 every day by 2030. According to the Pew Research Center, the percentage of 65-74 percent of Americans who are in the nation’s labor force is expected to drop to 30 percent by 2022.
How Higher Education Can Address Workforce Skills Gaps
Higher education is well positioned to close the technology skills gap, if both students and schools take the right steps to adequately position themselves to reflect the job market. Here are some effective strategies that Benjamin Franklin Institute of Technology (BFIT) has implemented to address this issue, resulting in over 90 percent of our students having employment or educational opportunities upon graduation.
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By its very nature, technology is always evolving. Higher education needs to change with it. If the curriculum stagnates, universities will struggle to attract new students and graduates will not be adequately prepared for available jobs. BFIT frequently assesses the labor market and develops new and comprehensive training programs based on these findings. The close ties between education and industry informs us of the approaches that will build the skills that students need to succeed in the industries where the jobs of the future will be. Examples at BFIT include new programs or courses in Audio Video Technology, Robotics, Electric Power and Autonomous Vehicle Technology.
Establish partnerships with companies that are willing to invest in professional technical training in the same way that pipelines are already built.
The best way to meet the needs of companies is to build relationships with them. BFIT has beneficial partnerships with more than 90 companies. In addition to discussing curricular changes that will help courses meet industry needs, these partnerships can increase students’ access to education by providing them with education. For example, in our Prime Scholars program, automotive technology students receive scholarships and work opportunities at Prime Motor Group, which owns 30 auto dealerships throughout New England. In return, Prime Motor Group has early access to skilled workers in training who can fill job openings when they graduate from BFIT.
Most BFIT students earn associate degrees. For too long, associate degree programs have been unfairly maligned and marginalized. Today, many two-year technology programs offer students a faster—and cheaper—path to well-paying jobs. Bloomberg News reports that the level of student debt in the United States has more than doubled since the end of the Great Recession in 2009 — to $1.465 trillion. Other findings from the data include the fact that some 2.7 million borrowers owe more than $100,000 in student loans. This amount of educational debt is crippling our economy and making it less likely that graduates of all types of higher education will reap the economic benefits of their education – thereby disincentivizing educational attainment.
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According to Georgetown University’s Center on Education and the Workforce, those with an associate’s degree earn $200,000 more over their lifetime than those with some college education, but no degree. They found that 16 million workers with job training with intermediate skills were able to find good-paying, full-time jobs, an increase of four million since 1991. twenty years, a two-year college program is more time efficient and less expensive than pursuing a bachelor’s degree.
While technical knowledge is important, BFIT also values other 21st century job advancements that students need to succeed in the workplace. Almost all jobs, even technical ones, have a customer service and professional component that requires clear verbal and written communication skills that can be honed through non-technical courses such as English Composition and Communication. BFIT students are also taught teamwork and problem-solving skills through group projects and class time.
There are many talented potential employees who stay on the edge of technology. According to the National Girls Partnership Project, while women earn more than half of the degrees in biological sciences, the percentage of women earning degrees in other technology fields such as computer science and engineering is twenty percent. While the proportion of university students from traditionally underrepresented ethnic groups is increasing, it is not enough. The First Generation Foundation estimates that 30 percent of incoming freshmen are first-generation college students, and they graduate with four times the first-year earnings rate of second-generation college students.
More than half of BFIT students are first-generation to attend college, students of color represent more than 70 percent of enrollment, and graduation rates are twice the national average. Part of BFIT’s success lies in its strong student advisory groups and support services to help all scholars navigate the academic and financial barriers that stand between them and a degree. The university is also investing in our early access to college program that allows inner-city high school students to seek hands-on education that connects early learning to the workplace. To increase access to higher education, universities should also engage non-traditional students in the early years of high school and build diverse staff and faculty that include students who are underrepresented in the field of education.
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By investing in these approaches, higher education can build a stronger bridge between young people who need interesting and well-paying jobs and industries that need skilled workers who can keep up with changing technologies and replenish the workforce. do while others retire.
Aisha Francis, Ph.D. He is the Chief of Staff of the Benjamin Franklin Institute of Technology in Boston. Her academic disciplines are English and African American Literature and Women’s Studies.
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We use cookies to give you the best experience on our website. If you use this website we will assume that you are happy with it. READING There is often a gap between the theoretical knowledge acquired in university classes and the practical skills required by employers.
As organizations try to meet their talent needs, they often face two distinct challenges: the skills gap and the experience gap. These gaps represent the gap between what employers need and what candidates bring to the table. Here’s how higher education can effectively translate these gaps into workforce needs:
Higher education institutions can play a key role in bridging the skill gap by aligning their curriculum with industry demands. This includes identifying the specific skills and abilities required for different roles and integrating them into academic programs.
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In addition, providing practical, hands-on learning experiences such as workshops, projects, and simulations can provide students with the real-world skills they need to succeed in the workforce.
While traditional higher education focuses on theoretical knowledge, there is a need to translate this knowledge into practical skills that employers value.
Teachers can accomplish this by incorporating experiential learning opportunities into the curriculum, allowing students to apply theoretical concepts in real-world settings. By engaging with industry partners and participating in internships or co-op programs, students gain valuable experience and develop the skills they need to succeed in their careers.
Establishing partnerships with employers allows educational institutions to stay up-to-date on industry trends and tailor their programs accordingly. Industry input can inform curriculum development, ensuring graduates are equipped with the skills and knowledge employers are looking for.
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Institutions of higher education can support continuing professional development by offering continuing education programs, professional development opportunities, and resources for students. By fostering a culture of lifelong learning, institutions empower graduates to adapt to evolving job needs throughout their careers.
At Easy Learning, we recognize the critical importance of skills in education. Our innovative solutions are expertly designed to meet the dynamic needs of today’s job market.
By leveraging cutting-edge technologies and fostering a culture of lifelong learning, we empower individuals to thrive in an ever-changing landscape.
Our recent white paper “Delivering Work Readiness: How to Scale and Differentiate Your Workforce Engagement Programs” looks at the critical importance of preparing individuals for success.
Translating Higher Ed To Workforce Needs
Identifying growth