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![Human Capital Skills changing
In a “global knowledge economy,” companies realize human capital is their most important resource. Jobs—
especially those in globally competitive firms—are changing in four key ways:
1. Less hierarchy and supervision.
2. More autonomy and responsibility.
3. More collaboration.
4. Less predictability and stability.
As the CEO of UPS described it in 2005, “We look for [employees] who can learn how to learn.” In order to fit
that description, students will need to come out of school with these skills:
• The ability to act independently and solve problems on their own
• Strong interpersonal written, oral, and social skills to collaborate with colleagues
• Strong global literacy to understand people around the world
• The ability to acquire the information they need to do the job
• The ability to learn new skills as corporations change strategies to stay competitive.](https://image.slidesharecdn.com/brucelewisppt-170501153623/85/Supporting-Skills-for-Inclusion-International-professional-rehabilitation-competence-in-traumatic-environments-34-320.jpg)
![Human Capital Skills changing
In a “global knowledge economy,” companies realize human capital is their most important resource. Jobs—
especially those in globally competitive firms—are changing in four key ways:
1. Less hierarchy and supervision.
2. More autonomy and responsibility.
3. More collaboration.
4. Less predictability and stability.
As the CEO of UPS described it in 2005, “We look for [employees] who can learn how to learn.” In order to fit
that description, students will need to come out of school with these skills:
• The ability to act independently and solve problems on their own
• Strong interpersonal written, oral, and social skills to collaborate with colleagues
• Strong global literacy to understand people around the world
• The ability to acquire the information they need to do the job
• The ability to learn new skills as corporations change strategies to stay competitive.](https://image.slidesharecdn.com/brucelewisppt-170501153623/75/Supporting-Skills-for-Inclusion-International-professional-rehabilitation-competence-in-traumatic-environments-34-2048.jpg)
Uploaded byAlan Bruce
Supporting Skills for Inclusion: International professional rehabilitation competence in traumatic environments
The document discusses the challenges and significance of professional rehabilitation competence in traumatic environments, examining the impact of globalization, socio-economic changes, and the need for innovative educational responses across three regions: Europe, Taiwan, and the United States. It emphasizes the evolving nature of work and skills requirements, the rising demand for inclusive practices for disabled citizens, and the critical need to address the barriers faced by marginalized populations, particularly refugees. Additionally, it highlights the importance of collaboration, adaptability, and new educational models in responding to global labor market transformations.
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Supporting Skills for Inclusion: International professional rehabilitation competence in traumatic environments
- 1. Supporting Skills forInclusion: International professional rehabilitation competence in traumatic environments Dr. Alan Bruce Universal Learning Systems, Dublin Dr.Terri Lewis National Changhua University of Education,Taiwan NCRE Conference Anaheim, California 20 April 2017
- 2. Overview and Objectives •Educational and social development experiences of disabled citizens have been shaped by the significance of work, productivity and utility. • Professional responses are reinforced by family expectations, formal schooling systems, and national policy. • Work concepts permeate the world of disabled citizens, influencing behavior, motivation, and self-esteem. • This matrix assumes stability in economic and social environments. When disrupted by traumatic events, new understanding of the meaning of work and jobs is required. • We examine challenges in developing new forms of rehabilitation competence to address linked but disparate issues of traumatic socio- economic change • We examine three international environments: Europe, Taiwan and the United States.
- 3. 1. Global EconomyTransformation •Change • Connectedness • Technology • Urbanization • Stress and uncertainty • New skills and learning
- 4. How work patternsare evolving in reaction to change drivers • Size and structure of global labor force • Emergence of global production systems: changes in the international division of labor • Shift away from agricultural work and growth of informal economies in developing countries • Poverty and work incomes • Equality of opportunity in employment • Impact of ICT and digital economy • Diversity in work conditions • New challenges for social security.
- 5. Challenges, Old &New • Ethnic demographics • Ongoing discrimination regarding disability • National frameworks and policies • Socio-cultural structures and norms • Flexibility and adaptability • Problem identification and resolution • Educational systems and the ownership of learning • Best employment practice
- 6. Change and Globalization •Globalization – accelerating and pervasive • Crisis and re-structuring since 2008 • Devaluation of the public sphere • Stratification and inequity – issue of social justice • Labor market transformation • Mobile capital and global investment linkage • Issues on inclusion – token or real? • Access, quality and innovation in education • Generational demographics
- 7. From participation toinclusion • Impact of universal schooling • The university revolution – from distance learning to MOOCs • Impact of legislation and policy • Technological revolution only starting • From psychology to engineering – the altered environment • Shaping the mind – struggles with attitudes
- 8. Change dynamics • Sustainedand systemic • Accelerating change and turmoil • Multidimensional and simultaneous • Structural incapacity to incorporate required modifications and adjustments • Deep uncertainty in terms of future options • Unprecedented levels of challenge
- 9. Defining traumatic environments •Stressors imposed by population shift on local resources • Religious and cultural clashes • Migration and refugees • Lack of mental health and rehabilitative infrastructures • Impact of environmental catastrophe • Wars and conflict • Lack of law, regulation, guidance • Lack of effective partnerships through political agreements • Breakdown of existing political structures - inadequate international structures • Slavery • Population health and disease, epidemiology of crisis
- 10. Crisis since 2008 •Seismic shift in human relationships • Competitive pressures • New forms of work organization • New diversities • Structural imbalances accelerating • Identity and threat of difference • End of welfare: demographic time-bombs • Knowledge, innovation and democratic deficits
- 11. Employment worldwide • Withinthe developing world, the Asia and Pacific regions dominate, accounting for more than 57% of all employment. • The two giants, China and India, have 26.0% and 14.8% of world employment, respectively. • Sub-Saharan Africa has 9.3%; North Africa and the Middle East 4.1%; Latin America and the Caribbean 8.4%. • The non-EU South Eastern Europe and CIS countries account for 5.9%.
- 13. Educational Change • Deathof traditional university model • Growth of distance education, online learning, & MOOCs • Decline in quality of education as resources reduce • Rebirth of competency based education programs • Growth of community colleges • Investment in ‘free access’ to learning • Explosive levels of student debt as a US phenomenon • Lifelong learning and vocational re-careering • Artificial intelligence • Funding and resources • Does Everyone Need a College Degree?
- 14. 2: Contours ofEuropean issues • From common market to Union • Economic powerhouse: the social model • Free movement of labour • Diversity, complexity and danger zones • The impact of globalization • Triumph of neo-liberalism: the end of growth • Stagnant employment: booming innovation
- 15. EU thematic Objectives(2014-20) • Research and innovation • Competitiveness for SMEs • Employment and labour mobility support • Social inclusion and combating poverty • Education, skills and lifelong learning • Institutional capacity building.
- 16. New Skills Agendafor Europe • Improve the quality and relevance of skills formation • Make skills more visible and comparable • Improve skills intelligence and information for better career choices
- 17. Trajectories of inclusion •Youth and mass unemployment • Demographics: ageing and life expectancy • Women and labor market participation • Immigration, cultural and religious difference • Disability • Conflict, stress, anomie • Urbanization, dissent and democratic deficits
- 18. Reality on ourdoorstep
- 19.
- 20. Migration &Trauma • February2017: 4.9 million Syrian refugees • Since Summer 2015, 850,000 have attempted EU entry: highly vulnerable populations • Some 55% of Syrian refugees are under 18 • Responses inconsistent at national level • Moved from humanitarian crisis to need to provide supports • Needs of migrant and immigrant populations pose real challenges and opportunities for schools and educators. • Education, assessment, support, counseling and employment are critical – and not provided.
- 21. Greece: Lesbos • InFebruary 2016, over 30,000 refugees arrived on Lesbos (total population of 85,000). • Over 80 aid organizations helping refugees on Lesbos - gateway for refugee movement to Greece and Europe. • In 2015 alone over 600,000 refugees arrived in Greece. Today over 60,000 refugees are stranded in Greece. Some 6,500 refugees are housed in Moria camp in Lesbos, built to accommodate 3,000. • No education resources are provided
- 23.
- 24. Original Learning Center:donated by Médecins Sans Frontières - 2016
- 26. New Learning Centerunder Construction 2017
- 27. Lesbos Solidarity • OperatesPikpa Camp • Provides welcome, support, advocacy and awareness for outside community • Provides education and training facilities • Lesvos Solidarity believes that no human is illegal and that borders should be open. • It is the only open camp in Lesvos and it is envisages all refugee reception centers are run in this way • Developing imaginative responses to need for rehabilitation • Central involvement of eternal agencies in supporting strategic plan.
- 28. 3. Lessons fromTaiwan •Examining initiatives taking place in Taiwan as it grapples with problems of an aging population, low birth rate and the fact that 50% of the population is already over 65 • Taiwan also has the most highly educated population on the planet but perhaps the most under-employed.
- 31. 4. United States •Initiatives taking place in the United States, which is making the transition to WIOA, which places the emphasis on skilled employment • No provisions for the impact of aging populations • No provision for assimilation of migrants into the labor marketplace.
- 33. The Skills Gap– Business Roundtable • United States currently lags in producing talent that businesses need to compete in the modern economy. The Bureau of Labor Statistics reported (May 2014) that the number of unfilled private-sector job openings increased to 4.2 million - despite 9.5 million U.S. workers unemployed. • Job openings continue to be unfilled primarily due to lack of candidate qualifications. Georgetown University’s Center on Education and the Workforce projects that 65% of jobs will require postsecondary education and training by 2020. • If the current production rate of postsecondary graduates holds, the United States will be short 5 million postsecondary-educated workers by that date.
- 34. Human Capital Skillschanging In a “global knowledge economy,” companies realize human capital is their most important resource. Jobs— especially those in globally competitive firms—are changing in four key ways: 1. Less hierarchy and supervision. 2. More autonomy and responsibility. 3. More collaboration. 4. Less predictability and stability. As the CEO of UPS described it in 2005, “We look for [employees] who can learn how to learn.” In order to fit that description, students will need to come out of school with these skills: • The ability to act independently and solve problems on their own • Strong interpersonal written, oral, and social skills to collaborate with colleagues • Strong global literacy to understand people around the world • The ability to acquire the information they need to do the job • The ability to learn new skills as corporations change strategies to stay competitive.
- 39. Competency Clusters • TheCognitive Domain includes three clusters of competencies: cognitive processes and strategies, knowledge, and creativity. • The Intrapersonal Domain includes three clusters of competencies: intellectual openness, work ethic and conscientiousness, and positive core self-evaluation. • The Interpersonal Domain includes two clusters of competencies: teamwork and collaboration and leadership.
- 46. Impact of 21stCentury Skills The field of rehabilitation Worker skills Counselor competencies Socio cultural and multiple language skills 2+1 EU policy: Native language + 2 others English is the Global language
- 47. Conclusions • Rehabilitation educationat a crossroads: both structure and process • Global focus is on mobility, skills and innovation • Global citizenship model offers significant opportunities • Transnational action is the only viable method in a globalized world • All rests on vision and passion for community needs • Innovative learning demands imagination and vision • Moving from advocacy to action
- 48. Thank you Dr. AlanBruce ULS Dublin [email protected] Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO Dr.Terri Lewis NCUETaiwan
Editor's Notes
- #34 2. The gap between the knowledge and skills employers want and those workers actually have (“skills gap”) is significant and growing as the number of prepared workers fails to keep up with market demand.
- #35 It used to be you reported to work and supervisors told you what to do. But corporate restructuring in the 1990s eliminated many layers of management. Now fewer supervisors oversee more people, and lateral relationships have replaced many hierarchical ones. 2With fewer supervisors over them, employees are expected to take more responsibility for their own work. In 2002, more than half of American workers (55 percent) said it was basically their responsibility to see that their job gets done, up from 32 percent just five years earlier. 3. Hand-in-hand with reduced hierarchy and supervision has come a significant increase in “horizontal” collaboration—time in which employees from different parts of an organization work together on specific projects. And thanks to technology, these teams of employees can include employees, consultants, and contractors from across town, across the country, or overseas. Not surprisingly, these changes mean that the traditional concept of “job” is disappearing. Flexible work assignments and less dependence on formal and static job descriptions mean that the tasks you perform one day may be very different from the tasks you perform the next. At the same time, employees are increasingly responsible for developing skills themselves, because companies provide much less workplace training, instead hiring the talent needed for a particular job, project, or task.
- #40 These clusters include competencies, such as critical thinking, information literacy, reasoning and argumentation, and innovation. 2. These clusters include competencies, such as flexibility, initiative, appreciation for diversity, and metacognition (the ability to reflect on one’s own learning and make adjustments accordingly). These clusters include competencies, such as communication, collaboration, responsibility, and conflict resolution.