Author:
Barty Grame,Boyer Naomi,Chrysikos Alexandros,Griffith Margo,House Kevin,Laughlin Tara,Ossiannilsson Ebba,Ward Rupert,Zanville Holly
Abstract
AbstractThis chapter introduces trends within the global skills economy and explores how our learner-earner journeys can best align to these trends. It starts with a discussion of future global workforce skills requirements from higher education courses and discusses emerging Future Skills. It then considers how schools can align with higher education and workforce requirements through a skills-based approach to delivery and how higher education courses can better align to schools, workforce requirements and other potential outputs. The chapter then explores validation models, micro-credentials, and alternative credentials, considering alongside this the role of equity within skills-based education and hiring systems. Finally, it concludes with some key policy and process considerations.
Publisher
Springer Fachmedien Wiesbaden
Reference48 articles.
1. Adekeye, O. (2019). These are the 5 skills African employers are looking for. https://www.weforum.org/agenda/2019/09/skills-african-employers-are-looking-for/. Accessed 8 Feb 2023.
2. America Succeeds. (2021). The high demand for durable skills. https://americasucceeds.org/portfolio/the-high-demand-for-durable-skills-october-2021. Accessed 8 Feb 2023.
3. ATS2020 Project. (2023). Assessment of transversal skills resource portal. https://resources.ats2020.eu/resource-details/LITR/ATC21s. Accessed 8 Feb 2023.
4. Boyer, N. R., & Payne, S. S. (2022). Leveraging self-directed learning in the skills-based economy. In J. Keengwe, P. Hughes, & J. Yarbrough (Eds.), Self-Directed learning and the academic evolution from pedagogy to andragogy (pp. 78–96). IGI Global. https://doi.org/10.4018/978-1-7998-7661-8.ch005.
5. CC2020. (2020). Computing curricula 2020: Paradigms for future computing curricula (Computing Curricula Report).