Skills4Industry is the skeletal structure established to focus all resources judged capable of informing learning and skills development at each age-appropriate level on pupils, students, and adult learners. The constructed frames are students needs data, students destinations requirements and expectations data, and situated learning support orchestration of resources to establish a learning environment with processes that are similar to those students will encounter upon graduation. These orchestrated resources include mentors, leaguers campus leaders who help out in Pre-K to 12 partner schools, coaches, employers for internship positions, and externships supported by digital transformation technology services. The frame also includes Skills4Industry, a set of eleven skillsets for the navigation of 21st-century communities globally.

These frames combined are what we call the Skills4Industry integrative competence framework that is premised on the following:

  • If individuals are provided multidisciplinary competencies they will be able to meet the requirements and expectation of today and in the future
  • The multidisciplinary competencies required by pupils, students, and adult learners today makes obsolate the one teacher classroom practice of materials references
    • Teachers must be supported with the technolgoy tools and content for integrative subject matter teaching
    • If teachers know the specific handicapts and gifts of a learner real-time they can provide targeted intervention to address the gaps in learning
    • Teachers drawing from the experience of experts real-time to address curriculum requirements ensures effective curricula integration
  • If education meet the demands of today, such education should be able to prepare individuals for the challenges of the future
  • Individuals learn everyday and everywhere outside formal learning environments, an education system must understand the previledges, setbacks, and natural gifts of pupiles, students, and adult to ensure these ensironments do not constitute bariers to the healthy contributions of all
  • If everyday learning at home, schools, playgrounds, work, performances is captured, and processed for students reuse it will reinforce learning while serving as a reminder for developing mastery of learning how to learn
  • If pre-schoolers and elementary pupils learning under trees through family members due to distance to education centers are provided age appropriate curriculum and content specific to their natural environment they will invent and innovate globally competitive products that preserve their environment and protect them from imposed beliefs and doctrines alien to their realities
  • Pedagogical design to improve human capabilities can not be a one size fits, because of the rate at which innovation change things around us daily, to witstand the test of time it must be updated as soon as it is judged fit forthe an appropriate level
  • The notion of one size fits all must be used to revisite learning processes to ensure mass customization of pedagogy, instructional delivery processes, and support resources are result in differentiated learning that meet the specific needs of students to ensure every child in the world can learn and not left behind
  • Parity of esteem on credentials – the processes resulting in the pedagogical design, instructional practices, and reward system for performance must be transparent, robust, equitable, and accessible in a manner that ensures the awarded credentials articulate with other academic institutions, school systems, meet employers hiring requirements, and communities expectations
Share on Facebook
Share on Twitter
Share on Linkdin
Share on Pinterest

Skills4Industry Board of Directors