Wasting resources

WHAT sometimes occupies me and constantly wishing I had more time for are these online courses just sprouting every day.

These are free, of course. I have neither time nor money for expensive online courses. Neither am I interested in getting certifications; at this time in my life, certifications no longer serve me any additional purpose.

Free and convenient, some of these online courses come straight from Ivy League schools.

Moreover, once you’re in their circulation list, MOOCs (short for Massive Open Online Courses) regularly update you about upcoming courses.

For this month, over 2,300 online courses are ongoing, covering varied topics without need for prerequisites. Of these, I find three courses promising: Using creative problem solving, Psychology of personal growth; Understanding your data: Analytical tools; and Speaking to inspire: Crafting ceremonial speeches with values and storytelling.

In response to the McKinsey Report on “Education to Employment: Designing a System that Works,” MOOCs were primarily set up to address the worldwide shortage of skilled employees and limited access to quality education.

Such report stressed the employers’ inability to find enough skilled entry-level workers. Also, that half of the surveyed youth were not confident their post-secondary education improved their chances of employment.

MOOC users can be in four types. Registrants do not engage in any course despite enlisting. Browsers go over some course materials but do not complete the course. Completers do not have certification, though they finished the course, while the Certified finish and get certified.

Of the 3,654 surveyed, over half were employed and were 30 years old or younger. About 75% to 77% were either in college or vocational school. Some 86% came from low-income or medium-income families.

A great majority of the respondents had Internet access at home: 90% of the MOOC users, and 84% of the non-users.

Of the 90% users, only 41 % had basic IT skills; a bit higher for the non-users, 47 %.

Of the respondents, onethird were MOOC users while two-thirds were non-users. Over one-third of the MOOC users aimed for certification, while another one-third prepared for additional education. Over 60% used MOOCs to gain specific job skills.

More women than men valued MOOCs as helping hands, thus becoming completers or certified in at least one course.

Despite 84% of the non-users having Internet access at home, over half of these (43%) were not aware of MOCCs. Half of these said they had no time to use MOOCs. But all agreed that employers did not recognize skills gained from online learni ng.

Maybe employers should try registering in MOOCs themselves.

The study believed that all countries have basic awareness of MOOCs for workforce development, but have no national strategies in place. Such a waste of opportunities very available, free and convenient.

Indeed, man might be on the right track but he just sits there, he’ll still be run over.

— Lelani P. Echaves if