Reacting to changing job environments
IT is no secret that schools are failing to prepare students to face the demands of the job market.
Education systems consistently over-emphasise the importance of knowledge retention.
They are ignoring changes in the job market that require students to possess a wider range of skills like teamwork, problem-solving and communication skills. As a result, many leave education ill-equipped to face the demands of the 21st century workplace.
Repercussions of this attitude can not only affect graduates seeking to find their way in the job market but also when applying to universities.
Top universities worldwide have realised that students with a wide variety of skills and knowledge in their subject are more likely to succeed, both at university and later in life. They adapted their admissions procedure in line with the goal of sourcing students with the kind of skills.
Many employers recognise this and have lost their trust in the education system. They have instead, introduced aptitude tests as part of the job application process. The same applies to top universities – the main aim of interviews is to see how students react when faced with unfamiliar problems.
University admissions tests identify the best students as those who are adept at using knowledge to solve real-world problems.
“The world economy no longer pays for what you know, but what you can do with what you know,” said Organisation for Economic Co-operation and Development’s (OECD) director for Education and Skills Andreas Schleicher.
Still, most schools remain stuck in an antiquated curriculum, failing to adapt that to meet current needs of students, universities and employers. Oxford International College (OIC) tailored its teachings to ensure students are as attractive to future universities and employers as possible.
In their A-Levels classes, students are taught to look beyond the syllabus and discover new facts, develop their teamwork and communication skills and research further into the subject using a range of different resources.
All students receive classes for university admissions tests, which show them how to use the knowledge learnt at A-levels to solve new, unfamiliar problems.
Students are also given the opportunity to complete an Extended Project Qualification, and learn research skills, plus how to analyse and communicate the information. At least four work experience placements and industry competitions are organised for every student.
Students are encouraged to reflect on this experience by a graduate student at Oxford University assigned to them as their mentor. This occurs via the Bridging Programme, which seeks to close the gap between schools, university and the world of work by putting them in touch with someone working at the top level in the student’s field of interest.
All of this and more needs to be done in schools around the world to ensure that young people are equipped to face the constantly evolving demands of 21st century.
OIC believes this to be a model for how schools should be run now and in the future.
■ OIC is located in Oxford, the UK. For more information, log on to www.oxcoll.com or write to admissions@oxcoll.com for further information.