According to not only a study cited in The World 2013 [published by The Economist], but to an array of other sources, there’s a growing gulf between what employers need in the way of skills and what the schools are producing. And contrary to popular and political opinion, or the latest pop/political fix of STEM [science, technology, and mathematics] education emphasis, the greatest problem is that students don’t have an adequate grasp of problem-solving skills or other basic skills [like an adequate command and understanding of their own language]… yet 70% of the students believe they do, and something like 70% of employers believe they don’t.
Based on what my wife the college professor has observed in recent years, and on studies in the field, over 80% of the students cannot take information presented to them and use that information to solve problems or come up with the answer requiring very basic reasoning. And according to their SAT/ACT test scores, these are bright students. Furthermore, most of them cannot retain information that they have heard, or read, even when told that retention of that information will be necessary. They have a slightly higher retention rate when the information is presented in visual/video format, but not a significantly higher retention rate. Their attention span is generally less than ten minutes for any given subject.
The percentage of undergraduate students with these difficulties varies, generally with the selectivity of the college or university, but between 25% and 40% [depending on the methodology used] of all those who receive an undergraduate degree are effectively functionally unable to communicate or receive written/text communication effectively.
Is this a totally new phenomenon? Unhappily, it’s not. Older college professors can recall students with these problems dating back at least thirty years. The problem is that, back then, there were fewer of them, because the more rigid secondary schools basically pushed a significant number of them away from higher education, and of those who did enter college, far fewer of them got degrees and graduated, simply because they couldn’t recall enough information to pass difficult courses.
There are several aspects of the problem that tend to get ignored in this era of “I can look anything up.” First is the fact that in order to be able to look up relevant information, one has to have enough of a knowledge base to know what to look up. Second, one has to have the underlying skills to know what to do with that information. Having the fastest thumbs on the planet and the greatest screen/eye-to-hand coordination equates to incredibly fast reaction times, but doesn’t equate to problem-solving skills.
As I have noted in the past, more than once, basic problem-solving and language/communication skills MUST be learned young. By the time students are 18 or so, their brain patterns are set. Second, no matter what anyone wants to believe, not every student can or can be motivated to learn these skills. Effective teaching on the primary level in particular can maximize the number who can, but not all can learn such skills. The idea behind No Child Left Behind is a politically popular delusion that is destroying effective education. People have different basic intelligence levels, and while some of that innate intelligence can be enhanced or depressed by environmental and social factors, only a small percentage of the population will ever function at the highest – or lowest – levels.
Trying to craft an educational system that “prepares” all students in the same fashion is an exercise in frustration, ineffectiveness, and wastefulness. But there is also an immense accompanying socio-political problem, and that is that, particularly in the United States, people tend to respect only a handful of skills – those of professional athletes, those of popular entertainers, and those who are rich and famous. These three groups amount to less than 1/10 of one percent of the population, and the chances of success in any of these areas are incredibly slender. There is little real respect, for all the lip service paid, for teachers, police officers, and others who hold society together, because lip service pales alongside the financial negligence. The professors at my wife’s university, for example, and for that matter at all the state universities in our state, have been frozen something like six times out of the last 18 years, and the few cost-of-living allowances have been on the nature of 1% to 2%. The salary levels for beginning teachers in our area, and likely in other areas as well, are less than $1,000 a year above the poverty level for a family of four… and most young teachers here are married. Very few doctors can afford either to be general practitioners or to practice in rural areas or many inner city areas because what they can earn won’t cover the cost of their educational loans… and their malpractice insurance.
Yet, in many areas, good-paying positions are unfilled… because young people can’t be bothered to be electricians, plumbers, air-conditioning technicians, high-tech welders… the list is significant… and all too many of the “schools” that profess to teach such trades are inadequate, and charge far too much.
Do I have a simple answer? No… I don’t, and I don’t believe that there is one… and because there isn’t, and because no one really wants to tackle complex issues any more in a culture where information, such as it is, is only one mouse-click away, I worry that it will be some time before the situation changes.