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Thursday, June 21, 2012

90 Million Workers Won't Be Needed By 2020. 06-22





90 Million Workers Won't Be Needed By 2020, Study Says

The Huffington Post  |  By Bonnie Kavoussi 

Tens of millions of people worldwide will be condemned to long-term joblessness unless global leaders make significant changes to address unemployment and worker training, according to a new study.
Between 90 and 95 million low-skill workers -- or 2.6 percent of the global workforce -- will not be needed by employers by 2020 and will be vulnerable to permanent joblessness, according to a report released Thursday by the McKinsey Global Institute.
Meanwhile, employers around the world will need nearly 45 million more medium-skill workers (with secondary school and vocational training) and 38 to 40 million more high-skill workers (with a college education) than will be available, according to the study.
The rapid growth in the number of low-skill workers, relative to employers' demand for them, is likely to create even more income inequality around the world, the study said.
"The polarization of incomes between high- and low-skill workers could become even more pronounced, slowing the advance in national living standards, and increasing public-sector burdens and social tensions," the study said. "In some advanced economies, less-skilled workers could very well grow up poorer than their parents, in real terms."
The world already is suffering from growing joblessness. Six percent of workers worldwide are unemployed, according to the International Labour Office.

The McKinsey study called for "decisive action by policy makers and businesses" to address unemployment concerns. It said that developed countries can avoid a shortage of high-skill workers by more than doubling those obtaining college and postgraduate education, allowing more high-skill workers to immigrate to the countries where they are needed, retraining more mid-career workers, and guiding more college students to job-relevant training. But even those efforts might leave 20 to 23 million lower-skill workers in danger of permanent joblessness.
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The study projected that through 2030, China and India will add the most college-educated workers to the labor force.
For developing countries to combat long-term joblessness, the study said, they need to double or triple the growth rate of the capacity of their high schools and vocational schools, double or triple their labor-intensive exports, and double or triple their investment in infrastructure and housing construction to employ lower-skill workers.

The Best Jobs That Don't Require A Bachelor's Degree 06-22



The Best Jobs That Don't Require A Bachelor's Degree
Jenna Goudreau, Forbes Staff

A recent report by the McKinsey Global Institute found that while low-skill jobs are on the decline, by 2020 employers around the globe will need an estimated 45 million more mid-level workers who have a high school  education and vocational training. Meanwhile, a highly cited study by the Harvard Graduate School of Education last year concluded that in the U.S.

 “we place far too much emphasis on a single pathway to success: attending and graduating from a four-year college.” According to the report, 30% of the 47 million new jobs expected to be created in the U.S. by 2018 will only require an associate’s degree or a certificate.

With college costs rising—the average student debt burden now at $23,300 and 10% of students owing more than $54,000—it may be time to consider the alternatives. According to Dale Stephens, an educational futurist and author of upcoming book Hacking Your Education, “More and more people are asking themselves, Is going to college the most effective way to spend $100,000 and four years of my life? Instead of choosing between law school and med school, they are making a third choice and walking out.”

As it turns out, you don’t have to have a bachelor’s degree to achieve good pay and job security. In the fourth edition of 300 Best Jobs Without a Four-Year Degree due out this fall, researcher Laurence Shatkin, Ph.D., pinpointed jobs that require an associate’s degree or less and offer high earnings, thousands of annual job openings and strong projected growth, using the latest data available from the U.S. Bureau of Labor Statistics (BLS).

 Those that ranked in the top 20 were concentrated in health care, construction and skilled labor, and sales.

At the top of the list, the No. 1 best job that doesn’t require a bachelor’s is registered nursing. The field is expected to grow at a faster-than-average rate of 26% and features over 120,000 annual openings. Registered nurses earn a median of $65,950 working in hospitals, doctor’s offices, home healthcare services and nursing care facilities. While workers may choose to pursue a bachelor’s of nursing, only an associate’s degree and passing a national licensing exam is required.
The BLS predicts health-care services will experience some of the fastest growth through 2020, and many of these jobs offer good pay and require only an associate’s degree. Dental hygienists (No. 2) earn a median of $69,280; radiologic technologists and technicians (No. 4) earn $55,120; diagnostic medical sonographers (No. 8) earn $65,210; respiratory therapists (No. 9) earn $55,250; and physical therapist assistants (No. 13) earn $51,040.
“A four-year degree is more expensive now than ever before, so these careers avoid the full expense and allow you to start earning sooner,” says Shatkin. He further advises that those who opt for a two-year degree program find one that a four-year college will recognize and transfer those credits, providing the option to more easily move into a four-year program down the line.
Many of the jobs on the list, particularly in construction and skilled labor, call for only a high school degree or its equivalent and on-the-job or vocational training. At No. 3, supervisors of construction and extraction workers earn a median of $59,150 and are expected to grow by 23.5%. Similarly, electricians (No. 5), plumbers, pipefitters and steamfitters (No. 6), and brickmasons and blockmasons (No. 14) earn over $45,000 a year and typically learn through a formal apprenticeship.
“By choosing a career that you can learn through on-the-job training, you can earn while you learn,” says Shatkin. “Apprenticeships are especially valuable because at the end of your training period you have a credential that you can take anywhere, just like a college degree.”
Sales positions also generally require no more than a high school diploma, depending on how technical the product is. Wholesale and manufacturing sales representatives (No. 11), excluding technical and scientific products, earn a median of $53,540 and have over 55,000 annual openings. Insurance sales agents (No. 12) are also in demand and growing at a rapid pace of 21.9%. These sales reps often plug into a company’s year-long formal training program and shadow more experienced workers. Because it’s a commission-based field, earnings potential is high and increases with experience.
Shatkin’s full list of the 300 best jobs that don’t require a four-year degree also includes several office administrative roles and service jobs, like massage therapists, lodging managers and landscapers. As we move into a more knowledge-based and service economy, these occupations are increasingly in demand.
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Wednesday, June 20, 2012

Prof.Phil Zimbardo's speech at Stanford Graduation Ceremony


Greetings,

I am delighted to have been chosen by my colleagues in the Stanford Psych Dept. -- the finest in the known universe and beyond-- to be the faculty greeter, on this most auspicious occasion.

We are collectively celebrating first the success of this amazingly talented cohort of students who are receiving their BAs, Masters degrees, and Doctoral degrees, some with honors and distinction to boot.

Next, we welcome their families and friends whose personal support was the constant wind helping to lift their wings so that they could soar to ever new destinations.

Finally, it is Dad's day -- who radiate with boundless joy-- at never having to pay exorbitant tuition fees ever again—

Unless your daughter or son is headed for Med School, Biz school, Engineering, or Professional Psychology School, then you will wish you had passed on to them some dumber genes.

I have promised our Chair to contain my enthusiasm to 12 minutes precisely, but I must allow a few personal digressions before concluding with Dr. Z's prescriptions to our graduates for leading a Perfect Life.

Not only am I also a three-time dad, but also this year for the first time ever I am a first time grand dad to little Philip, thanks to my son Adam, class of 1985, and his wife, Jessie.

So I want to thank in turn both of my grandfathers, for having migrated here from Sicily so that I don't have to give this talk at the University of Palermo.

I have just returned yesterday from visiting their ancestral mountain towns to honor their memory with my educational foundation that provides up to 20 annual college scholarships to deserving HS students -- with support from Steve Luczo, CEO of Seagate technology, also a graduate of our psychology department. whose family also emigrated from Sicily.

My maternal grandpa Antonio was a shoemaker, and my namesake paternal grandpa, Philip, was a barber.

My legacy from the one is this remarkable 100-year old shoeshine brush, and from the other this  pair scissors and straight razor. 
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My father was also a barber who, like them, never went to high school.

Had I followed the family tradition I might be shining your shoes or giving shaves and haircuts, instead of being today's distinguished speaker.

EDUCATION was, is, and will always be the key differentiator in a success-filled life.

This was evident to me as a young kid growing up in poverty in New York's South Bronx ghetto where temptations to do the easy, evil thing abounded with negative influence agents willing to pay you to do their bidding.

School was the medium for choosing hard, good things that gave Order and Meaning to existence.

Inspiring teachers dispensed daily gifts of poetry, art, music, math, science, and everyday wisdom on how to live a better life.

Mrs. Newman, Mrs. Bachman, Mrs. Schlecht, Miss Munvus, and Mrs. Gainey, my primary school teachers, all remain vivid images in memory --more than 70 years later for making our little world understandable and valued.

I was hooked, wanted to be like them, and realized that guys could also be teachers when I finally had a male JHS teacher, Mr. Lipman.

For the past fifty years I have been channeling their love of learning to my students at Yale, NYU, Columbia, and especially here at our beloved Stanford. 

It mattered not whether it was a tutorial, seminar, or lecture class to more than a thousand students at a time, I was privileged to be able to share with each student my love for psychology while challenging them to be even better than they could imagine.

Teachers who inspire their students are Everyday Heroes that should be treasured more by our society, as should parents like YOU here today who have sacrificed much for the well-being and success of your in-house student.

I wish I had the time to share personal stories about some of my special students, like athletes Jim Plunkett and John Elway, Chelsea Clinton, or Jim Breyer, Accel Partners, first major investor in Facebook, and supporter of all of Stanford’s overseas programs, and early tech guru, Guy Kawasaki—and so many more—but my time is up, with only a few final minutes left to dispense Dr. Z's prescription of:

Ten paths for your perfect life -- after graduation

1. Never stop being a student -- be filled with curiosity and wonder, ask why, discover how.

2. Make time for family, friends, and fun-- especially when you are really busy doing “stuff.”

3. Let Compassion be your guiding light, but heroic action your daily goal.

4. Trade in familiar habits for novel adventures.

5. Nurture your passions, tolerate all the rest.

6. Violate expectations to liberate yourself from predictability.

7. Take risks, learn from mistakes, try harder, and think wiser next time around.

8. Develop a balanced time perspective -- well grounded in the past, linking to your family and culture, be energized by the power of the present, and motivated to succeed by a hope-filled future.

9. Be the engaging host at life's party, not its reluctantly shy guest.

And finally, 

10. Change the world for the better-- people, situations and systems-- each day in some way, by what you stand for, and the wrongs you are willing to challenge with righteous integrity.

Ciao,
Phil Zimbardo


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Monday, June 18, 2012

Universities should sell their business schools 06-19


Universities should sell their business schools
By Len Shackleton

The UK has 100-plus university-based business schools. When the first were set up in the 1960s – to improve the quality of British management – there was a debate about whether they should be freestanding, or perhaps linked to local business organisations as in France, rather than lodged in universities. This debate should be revisited.

Business schools teach about 15 per cent of all higher education students – and a larger proportion of overseas and post-graduate students. At one level they are a success, bringing in big money from UK-based students, and from overseas partnerships and franchises. But they could be very much better.


Critics charge that schools are too detached from business, overly concerned with theory rather than practice. Staff have inadequate experience in the private sector: they are excessively interested in esoteric research for the Research Excellence Framework, rather than working with businesses. They teach too little and students do not rate their teaching particularly highly. Pedagogical innovation is limited and there are few sanctions for persistently poor teachers.

Employers continue to report dissatisfaction with many students they interview. This may be related to low admission requirements, as vice-chancellors insist that business schools expand recruitment to cross-subsidise other subjects. Indeed, the overcharging of business students to keep history or arts departments open is a hidden national scandal.

Critics charge that schools are too detached from business, overly concerned with theory rather than practice. Staff have inadequate experience in the private sector: they are excessively interested in esoteric research for the Research Excellence Framework, rather than working with businesses. They teach too little and students do not rate their teaching particularly highly. Pedagogical innovation is limited and there are few sanctions for persistently poor teachers.

Employers continue to report dissatisfaction with many students they interview. This may be related to low admission requirements, as vice-chancellors insist that business schools expand recruitment to cross-subsidise other subjects. Indeed, the overcharging of business students to keep history or arts departments open is a hidden national scandal.

Business lectures are overcrowded and students receive too little personal attention and support.

Are these criticisms unfair? Some institutions perform better than others and several leading schools compare favourably with international rivals.

But isn’t there fundamentally something wrong in many of our schools having little direct input from business and often only sporadic links with employers? Locating business schools within a university culture of excessive regulation, heavy and backward-looking unionisation, anachronistic contracts and a quasi-medieval calendar does nothing to promote excellence.

It is time for change. As the Higher Education Funding Council for England’s public funding for business under-graduates disappears – such funding for postgraduates has never featured significantly – and the cost of their education falls increasingly on students themselves, there is less and less reason to stay in the sector. Let universities sell their business schools – to for-profit or not-for-profit corporations, management buyouts, charities or local chambers of commerce.

Over time, business schools will reshape to meet the imperatives of a proper marketplace. Ownership will change and organisational innovation will occur. Liberated schools will be free to compete properly to serve young people, older people wanting to improve their qualifications through part-time study, managers in search of updates, and businesses seeking new ideas.

There will be a one-off gain to universities and the public purse at a difficult time. The rest of the higher-education sector will profit from the example.

And let’s shed some of the regulatory baggage. We need more reliance on quality assessments (such as AACSB, Equis and the various professional bodies) that exist independently of state regulation, rather than the dead hand of the Quality Assurance Agency.

Business schools should create a private student-loan system in conjunction with the financial sector. The MBA/career-development loan model could be extended. Moreover, direct links between business schools and banks would reduce the moral hazard inherent in the present undergraduate loan system – where universities are not penalised significantly for recruiting weak students and producing unemployable graduates.

Let’s take business schools out of universities. Teaching students about business is a business itself and our institutions should reflect this.

Len Shackleton is a professor of economics at the University of Buckingham, UK.