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 navigation 21st-century communities proficiently globally.
These frames combined are called the Skills4Industry integrative competence framework that is premised on the following:
- Individuals need multidisciplinary competencies today and in the future
- Education capable of preparing individuals for the challenges of today must equally be able to prepare them for the future
- Individuals learn every day and everywhere outside formal learning environments, which must be captured to reinforce learning to develop mastery of learning how to learn
- Pedagogical design to improve human capabilities can not be one size fits, because of the rate at which innovation change things around us daily, to withstand the test of time it must be updated as soon as a judge fit the an appropriate level
- The notion of one size fits all must be used to revisit learning processes to ensure mass customization of pedagogy, instructional delivery processes, and support resources are tailored to the specific needs of students to ensure every child in the world can learn and not be 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, meets employers hiring requirements, and communities expectations