A Jobs Mismatch. Commentary

Autor/in	Marina, Brenda L. H.
Institution	Association for the Study of Higher Education
Titel	A Jobs Mismatch. Commentary
Quelle	(2011), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Education Work Relationship; College Graduates; Educational Attainment; Employment Qualifications; Skilled Workers; Labor Needs; Access to Education; Role of Education; Track System (Education); Educational Change; Educational Opportunities; State Government; Responsibility; Educational Philosophy; Educational Policy; Academic Education; Career Development; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulabsolvent; Hochschulabsolventin; Bildungsabschluss; Bildungsgut; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Facharbeiter; Labour needs; Arbeitskräftebedarf; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsauftrag; Leistungsgruppe; Leistungsdifferenzierung; Bildungsreform; Bildungsangebot; Bildungschance; Bund-Länder-Beziehung; Verantwortungsübernahme; Zuständigkeit; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Akademische Bildung; Berufsentwicklung; USA
Abstract	In the article "A Jobs Mismatch", Jaschik has compiled the findings of a new report that was released by the Georgetown University Center on Education and the Workforce. The Georgetown University report claims that there is a severe shortage of college graduates in America, and that this shortage has the United States on a "collision course with the future." Several studies have found that the demand for skills is likely to grow much faster than the supply of skilled workers in the coming years. For years, the debate on the tracking system in the United States (U.S.) has been at the forefront of education policy for the secondary level. The idea that students can be separated and placed in different programs based on their potential is embraced by many experts; the assumption is that students are being offered a special educational advantage in that particular area. Others discount the notion that student potential can be measured so easily and that all students should be offered the same access and opportunity. It should be noted that higher education in the U.S. is a state responsibility, not a federal one. Although the federal government can recommend reform in higher education, the context of a particular state must be taken into consideration (Thelin, 2004). It is imperative that people find a balance between career oriented and academic education while considering the public and private good (benefits) of higher education. While an academically based education is considered to be intellectually rewarding and allows students the freedom to define their own career path, a career-oriented education may be the best educational approach to ensure employment upon graduation. There are pros and cons to this issue, but complaining without a plan will not remedy the situation. All stakeholders should actively participate in discussions and actions that will aid in shifting our educational sys Undoubtedly, this discussion will include the role and growth of for-profit higher education institutions which are career oriented. Thus, before the U.S. agrees to make dramatic changes in the curriculum for the students, which will possibly limit their options for career growth and opportunity, everyone must consider the claims and critically examine the facts. [This document presents a commentary on: "A Jobs Mismatch" by Scott Jaschik published in "Inside Higher Ed" June 15, 2010. "A Jobs Mismatch," its commentary, a list of suggested readings, and discussion questions are included.] (ERIC).
Anmerkungen	Association for the Study of Higher Education. Box 453068 4505 South Maryland Parkway, Las Vegas, NV 89154. Tel: 702-895-2737; Fax: 702-895-4269; e-mail: ashe@unlv.edu; Web site: http://www.ashe.ws
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10