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Frameworks and Definitions of Work Readiness Linda M. Noonan, Executive Director Massachusetts Business Alliance for Education. Readiness Revised: Advancing Student Readiness and College Success October 17, 2008 New England Board of Higher Education. Skills for College and Work Readiness.
Readiness Revised: Advancing Student Readiness and College Success
October 17, 2008
New England Board of Higher Education
American Diploma Project – Achieve
The knowledge and skills that high school graduates need to be successful in college are the same as those they need to be successful in a job that:
Pays a family sustaining wage,
Provides benefits, and
Offers clear pathways for career advancement through further education and training.
Source: Closing the Expectations Gap 2008, http://www.achieve.org/node/477
ACT – College and Workforce Readiness
…whether planning to enter college or workforce training programs after graduation, high school
students need to be educated to a comparable level of readiness in reading and mathematics.
Graduates need this level of readiness if they are to succeed in college-level courses without remediation and to enter workforce training programs ready to learn job-specific skills.
Source: Ready for College and Ready for Work: Same or Different? http://www.act.org/research/policymakers/pdf/ReadinessBrief.pdf
Communication – Written and Presentation Skills
Basic Math and Technical (Computer) Skills
Execution Skills – Problem-solving, following instructions, carrying out multiple tasks
Work Ethic – Motivation and drive, realistic expectations, respect for self and colleagues
Conduct and Deportment – Appropriate workplace etiquette and behavior
Source: Preparing for the Future: Employer Perspectives on Work Readiness Skills http://www.mbae.org/uploads/01122006111154MBAEReport-WorkSkills.pdf
Graduation rates and student achievement are both too low to meet future challenges
Academic standards in High Schools are not aligned with postsecondary and workplace entry requirements
A rigorous high school curriculum is an indicator of future success yet access not equal
Postsecondary education and training is essential for most jobs yet preparation not a universal expectation
Reform the fundamental high school model
Align Curriculum with demands of college and career
Ensure assessments measure relevant skills and content mastery
Create a system of partnerships to support and sustain reforms
Educating a 21st Century Workforce: A Call to Action on High School Reform
Linda M. Noonan