Students today need to have the ability to work with big data, but many schools are not yet teaching the essential skills required. Ruth Krumhansl discusses the efforts of EDC’s Oceans of Data Institute to change this.
EDC has selected 10 new recipients for its highly competitive annual CADRE Fellows Program. Recipients receive a one-year fellowship to work with the Community for Advancing Discovery Research in Education (CADRE), a resource network for STEM education researchers supported by the National Science Foundation (NSF).
A panel of STEM, education, and industry experts from across the country will gather at EDC to define the skills and knowledge needed to compete in a big-data-centered economy. The resulting occupational profile will serve to inform conversations about K–16 STEM education and college and career readiness. Hosted by EDC’s Oceans of Data Institute, the meeting will take place August 15–16 in Waltham.
Most teens work by the time they graduate from high school. Although work can be a positive experience, it also has risks. Every year 100,000 teens are seriously injured on the job. To improve the safety of young workers, the center provides training for the staff of school and community-based job readiness and placement programs, preparing them to teach teens about occupational safety and health. The center also provides seminars, technical assistance, and resources to employers of youth and to other education and employment-related organizations serving youth.
Sponsored by the National Science Foundation (NSF) in conjunction with EDC, the event is part of a national series of workshops and will be held May 12 at the Franklin W. Olin College of Engineering in Needham, Massachusetts.
To help inform career and technical education (CTE) discussions and policy-making, EDC has published a new white paper, Opportunities and Challenges in Secondary Career and Technical Education, which will be presented during the 2014 Association for Career & Technical Education (ACTE) Policy Seminar today in Washington, D.C.
The recent “Hour of Code,” held during Computer Science Education Week, gave students firsthand experience with computer programming. Why is this type of familiarity so important? Because computer science gives students the tools they need to engage in creating technology, explains EDC’s Jim Stanton, executive director of the MassCAN initiative to expand computer science education in Massachusetts.
EDC has received a $50,000 grant to support a statewide coalition effort to expand computer science education in Massachusetts and inspire students to take coding and other computer courses. The grant was awarded by the Boston Foundation, which seeks to address pressing needs in the Greater Boston community.
The YES (Youth Employability Skills) Network will connect the supply and demand side of labor in Macedonia through various interventions in order to raise the quality of workers and connect them more readily to jobs.
EDC has developed the Law and Justice curriculum. Shaped with substantial input from high school educators, postsecondary faculty, and law enforcement professionals, this innovative curriculum meets national academic standards and career technical education standards.
EDC is examining the ways that ITEST (Innovative Technology Experiences for Students and Teachers) for teacher education projects leads to changes in classroom practice.
Specifically, the project seeks to understand what kinds of professional development activities promote and/or influence changes in teaching practices and the integration of innovative technologies in the classroom.
EQuALLS2 increases access to quality basic education and livelihood skills in areas most affected by conflict and poverty in the Philippines (primarily the Muslim areas in the Mindanao island group in the south). EQuALLS2 is a large-scale project that seeks to benefit 345,000 children and youth in 37 municipalities and four cities by training 37,238 educators and school officials, building the capacity of 850 local education stakeholder groups, and expanding local education resources through public-private partnerships.
Ruwwad, taken from the Arabic word for “pioneers,” is a ground-breaking program created by Palestinians, for Palestinians. Its mission is to empower Palestinian youth and the adults who serve them, so that both groups can become strong local leaders and change-makers. Since 2005, Ruwwad has been planned, designed, and implemented “by youth, for youth,” with a focus on positive leadership development for young women and men ages 14 to 30.
The Social Legacy Program (SLP) reaches out to youth and other vulnerable groups in the Europe and Eurasia region, giving them the tools they need to become local leaders and promote social change. Due to widespread socio-economic insecurity and a dramatic collapse in basic social services, these groups face great barriers to finding work and gaining viable skills, while the region on the whole struggles to make the transition towards market-oriented, democratic societies.
EDC and a technical committee of computer scientists and thought leaders in computational thinking (CT) will develop and validate a common core of CT skill sets used by scientists, technicians, technologists, engineers, and mathematicians in U.S.STEM (science, technology, engineering, mathematics) workplaces.
The Garissa Youth Project (G-Youth Project) aims to empower youth in Kenya make sound career and life decisions as they transition from high school to the next phase of their lives. The project is also building the capacity of local institutions and networks to sustain the much-needed services that G-Youth will provide.
The Akazi Kanoze Youth Livelihoods Project, an EQUIP3 Associate Award, aims to develop a thriving youth livelihood support system in Rwanda to increase the prosperity of not only youth, but also the public and private institutions that support and benefit from youths’ productive engagement in Rwandan society. To achieve this goal, Akazi Kanoze will provide youth in Kigali with market-relevant life and work readiness training and support, hands-on training opportunities, and links into the employment and self-employment job market.
Prepara Ami ba Serbisu (PAS), which translates to “Preparing Us for Work,” is a workforce preparation program in Timor-Leste that assists rural youth (ages 16–30), many of whom dropped out of school and have little opportunity other than subsistence farming. These youth gain the skills and expertise needed to find self-employment or job opportunities and more promising futures. Over 1,500 men and women graduated from the program’s eight-month combination of off-the-job classroom instruction, on-the-job training, and livelihood accompaniment.