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Re: Microsoft’s ‘National Talent Strategy’ & “Race to the Future’ = Greater Investment in STEM.

By Learning-Activist on September 28, 2012 in Capital Value Case, Mission of Education

Re: Strengthening American Competitiveness and Creating Opportunity for the Next Generation (Microsoft on the Issues)

This piece does a good job in laying out some of same points we use in our discussion of the skills needed in our future economy. They of course are focused on getting the highly skilled workers that future tech companies need (not how to prepare the rest of the children for those future jobs not taken over by their tech).

Focusing so predominantly on STEM as their ‘national talent strategy’ assumes that we we can build a future economy solely on the heads of the small percentage of the kids that survive the boot camp of K-5 literacy and math ready to enter the ‘STEM pipeline'(see link below). I am all for STEM but I think we’d have a greater net number of STEMers if we focused our main efforts on getting more kids READY to learn their way into STEM.

See the linked NAEP results and ask yourself: ‘what does it mean that MOST of our children are CHRONICALLY IMPROFICIENT in the skills most critically important for success in school?’ http://goo.gl/xenLD

ed tech, education (institution), learning, national security

Obama vs. Romney, The Great Debate: The Mission of Education in 21st Century America

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[…] Re: Microsoft’s ‘National Talent Strategy’ & “Race to the Future’ = Greater Investment… I am all for STEM, but I think we’d have a greater net number of STEMers if we focused our main efforts on getting more kids READY to learn their way into STEM. […]

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

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