ERIC Number: EJ1042374
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Is the US Workforce Prepared to Thrive in the Past or in the Future?
E-Learning and Digital Media, v11 n4 p314-322 2014
Past education focused on the three Rs (reading, 'riting and 'rithmetic), but these no longer give humans an edge over advanced computers and automation systems. This is why we need to understand where the future is heading and better prepare both our current workforce as well as the future workforce for tomorrow's job market. Of the 3.4 million jobs that have been generated in the USA since the great recession, only 2% are mid-pay, middle-class jobs. Most are low pay. In other words, the middle-class jobs everyone deemed "safe" did not come back. Because processing power is creating a digital explosion in computing ability to do more with less at a faster rate, and bandwidth is increasing exponentially, and storage is moving to the cloud, over the next five short years we will be transforming how we sell, market, communicate, collaborate, innovate, train and educate. As a result, we are going to see many jobs disappear, yet, at the same time, many current job definitions redefined as technology give us new and more efficient ways to do our old jobs. So what are we certain about in terms of the knowledge workforce? One of the things we can be certain of is the transformation that the trifecta will create. That is going to happen--guaranteed. And when it comes to a hard trend, if you do not like it, that is just too bad. You cannot change it. It is going to happen. Soft trends, on the other hand, can be changed. You can influence soft trends. So the transformation in education and training will happen. Whether a specific university, high school, middle school or elementary school embraces those changes is a soft trend. Regardless, the transformation will happen anyway.
Descriptors: Labor Force Development, Futures (of Society), Employment Patterns, Educational Change, Trend Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A