“After spending time working with leading technologists and watching one bastion of human uniqueness after another fall before the inexorable onslaught of innovation, it’s becoming harder and harder to have confidence that any given task will be indefinitely resistant to automation. That means people will need to be more adaptable and flexible in their career aspirations, ready to move on from areas that become subject to automation, and seize new opportunities where machines complement and augment human capabilities.” -via The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies
Lets be very clear: the future we are preparing our students for is going to be anything but rote.
This idea of a “skills gap” that we keep hearing about is nothing new, it has been going on for generations as education, educators and employers can’t seem to come to any real type of common ground on expectations.
The problem is that this is going to need to change, and change quickly. Especially as the digital transformation, as well as exponential gains in automation and artificial intelligence begin to make a much more noticeable mark upon our society. Or what McAfee refers to as the “great decoupling of the U.S. economy” as we see this divide open up between “output and productivity” and “jobs and wages.” For which McAfee adds, “Computers are now doing many things that used to be the domain of people only. The pace and scale of this encroachment into human skills is relatively recent and has profound economic implications. Perhaps the most important of theses that while digital progress grows the overall economic pie, it can do so while leaving some people, or even a lot of them, worse off.”
And what makes it even more difficult, is that more and more is being called upon and asked of education to meet this “skills gap” that employers continue to hail, while society undergoes exponential shifts from the disruption erupting from and out of this digital transformation. Unfortunately, as much as there is this “decoupling of the U.S. economy,” there is also an another, just as disturbing and concerning, decoupling created from this “skills gap” chasm that exists and has existed for some time between education and business, educator and employer.
Or as Peter Cappelli shares in the Washington Post article, What employers really want? Workers they don’t have to train, “We should rethink this fast. Schools are not good at providing what employers want, which is work-based skills and experience. Instead, employers need to be much more involved, not just in telling schools what they want but in providing opportunities for new grads to get work experience and learn the relevant expertise. We need a different approach: one where employers are not just consumers of skills, but are part of the system for producing them.”
Today’s employers are asking more and more of those entering the workforce, and if current conditions are a tell-tale sign of the future, will continue to ask more and more. We not only need to be aware of this economic decoupling, but the continued decoupling of this long-going “skills gap” that has existed between education and employers if we are to better prepare our students for the future of work.
It not only benefits our children, educators and employers to prepare our students to be more agile and adaptive to the disruptive effects that digitization, outsourcing, automation, and artificial intelligence is having on the current and future world of work, it benefits our economy and the future success of the next generation.
Or as McAfee and Bryniolfsson share in The Second Machine Age, “This reflects the career advice that Google chief economist Hal Varian frequently gives: seek to be an indispensable complement to something that is getting cheap and plentiful.”
And it will take the work of bringing education and business together if we are to truly determine what those “indispensable” skills are that lead to success in a disruptive and exponentially shifting world and future.