Educating All Learners for the New Economy: Region Needs More Varied Range of Learning Opportunities

• Published in: The New England journal of higher education 2009, Vol.23 (3), p.14
• Main Authors: Le, Cecilia, Kazis, Richard
• Format: Article
• Language: English
• Subjects: Educational Attainment; Educational Opportunities; Identification; Labor Force; New England; Postsecondary Education; School Buildings; Time Management
• ISSN: 1938-5978

New England's population and labor force growth have slowed considerably in recent years. What relatively little growth that has occurred has been concentrated in immigrant and other populations that have not been well-served historically by its educational and economic institutions. In an economy that is demanding ever more advanced skills from its workers, the region cannot allow this pattern of educational inequity to persist. A recent Nellie Mae Education Foundation report, "What It Takes to Succeed in the 21st Century--and How New Englanders Are Faring," reveals that as New England's profile becomes more diverse, the region's economy is transforming into one that is increasingly knowledge-based, requiring enhanced and expanded skills and knowledge from its participants. Employers are now looking for a broad set of what have been referred to as "21st century skills," such as critical thinking, problem identification and problem solving, along with practical skills such as time management, the ability to work in teams and the capacity to adapt effectively to changing work situations. Employer surveys suggest that managers increasingly value creativity and the capacity to innovate. In fact, the best indicator of the skills employers want to see--in terms of academic skills as well as non-academic knowledge, experience and maturity--is a postsecondary credential of some kind. In any case, educational attainment and achievement indicators show New England is not preparing the fastest-growing segments of its population for success in this burgeoning knowledge-based economy. The authors contend that New England needs a much more varied range of schools, programs, supports and opportunities for learning, inside and outside traditional school buildings and time constraints, as well as alternatives to the current school continuums. In order for the region's young people and underprepared workers to succeed in the new economy, it will need to expand its previous, limited notions of higher learning and begin to provide multiple pathways to a "variety" of "effective" postsecondary options.