EDUCATION

CLNICA: Preparing Tomorrows Workforce Today

Access to talent is an issue throughout the Americas, one that is felt acutely in
science, technology, engineering, and math (STEM) oriented pursuits. This
clnica will showcase innovative efforts to ensure all students have access to the
quality STEM instruction and experiences needed in a 21st Century economy
and community, and ensure an adult workforce that is competitive for in-demand,
high-skilled occupations.


Objectives of the Clnica
This clnica aims to foster and further the discussion on the education-
employment gap, particularly in regards to STEM-oriented careers. The following
brief provides some background on the pertinent issuesin particular recent
reforms in the education sector and the disparity of STEM subjects in many
education systems. It is not intended to provide a comprehensive review of the
topic but rather to frame the issues and questions that participants will address in
the clnica. The unique format of the clnica will create a forum in which expert
practitioners share ideas, projects, and initiatives and work with other experts for
the purpose of forming new collaborations and initiatives. After presenters deliver
their introductory presentations, pre-selected respondents will start the
conversation, followed by a roundtable discussion involving all participants. On
day two, participants will more fully develop the most promising ideas from the
previous day, develop next steps, and access resources available to fuel new
projects.


Clnica Participants
Facilitator:
Ana Paula Ordorica, Televisa
Ordorica is a political analyst based in Mexico City whose experience covers print
and electronic media. She writes a column on national and political issues twice a
week for Exclsior and anchors the daily program Frente al Pas and the news
program Paralelo 23 on Televisa.

Presenters:
Hazel Blackmore, La Comisin Mxico-Estados Unidos

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Blackmore is the Executive Director of COMEXUS, an organization that promotes
educational and cultural exchange between Mexico and the U.S. Blackmore
previously was the Managing Editor of Foreign Affairs Latinoamrica and has
written and spoken extensively on bilateral relations between Mexico and the U.S.

Mos Cherem, Enova
Cherem is the Managing Director and CEO of Enova, a social enterprise that
designs innovative educational models and spaces to bring educational
technology to low-income communities. Cherem was named to the Schwab
Foundation for Social Entrepreneurship Class of 2013. He previously was an
attorney.

Robert Goodman, New Jersey Center for Teaching and Learning
Goodman is the Executive Director of the New Jersey Center for Teaching and
Learning and was named 2006 New Jersey State Teacher of the Year. Goodman
teaches science and engineering and founded the Progressive Science Initiative.

Erik Ramrez-Ruiz, Ensea por Mxico
Ramrez-Ruiz is the President and CEO of Ensea por Mxico, the Mexican
chapter of Teach for All (the international arm of Teach for America). Previously,
Ramrez-Ruiz lived in Washington, D.C. and was the Executive Director of IDE
GROUP, which managed the execution and funding of projects for U.S.
universities, corporations, and Mexican State governments.

Respondents:
Daniel Epstein, Unreasonable Institute
David Greenberg, University of Denver
Ken Lund, Colorado Office of Economic Development and International Trade
Tom Sale, Colorado State University

Participants:
Gina Badenoch, Ojos que Sienten
Ana Barrera, Aflore
Kelly Brough, Denver Metro Chamber of Commerce
Bridget Coughlin, Denver Museum of Nature and Science
Christoph Heinrich, Denver Art Museum
Barbara Hernandez, SOMA
Pam Jeffords, Mercer
Hayward Hall, PACE MD
Alberto Morales, D&A Morales y Asociados, S.C.
Amy Parsons, Colorado State University

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Amber Ptak, Gay & Lesbian Fund of Colorado
Kristin Richardson, Smithsonian
Sergio Torres, Mercer


The Education-Employment Gap
The education-employment gap has become a growing challenge since the
global financial crisis. As technology alters the structure of the working space and
improves business communications, this gap perpetuates. Although
unemployment rates are improving slightly (4.8% in Mexico and 6.3% in the U.S.;
see Figure 1 for youth unemployment rates), the qualifications necessary to fulfill
many open jobs remain unmet, particularly in the science, technology,
engineering, and mathematics (STEM) related fields. In these fields, employers
often turn to foreign workers, finding that the local educational system has not
effectively encouraged or trained students to take on these careers.

The education systems in both Mexico and the U.S. are beginning to address the
need for STEM-oriented programs and are examining additional resources for
improved programming. The Mexican Congress recently passed constitutional
reforms that will address inadequacies in teacher training, evaluation systems,
and school management. In the U.S., the federal government has reauthorized
the America Creating Opportunities to Meaningfully Promote Excellence in
Technology, Education, and Science Act (America COMPETES Act), and recent
budget proposals consistently request increased funding for STEM education
programsthis despite overall federal budget constraints. However, there is a
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growing acknowledgement that more fundamental reforms may be necessary.
Improved education and training resources will be vital to creating a strong
workforce that can fill the jobs of today and of the future. As innovation and
technology contribute to the growth of STEM-oriented industries and the global
nature of the economy, qualified employees will continue to be in high demand
and the synergies between education development and employment needs will
continue to grow.


STEM Careers and STEM Learning
STEM industries are broadly defined as any industry that includes science,
technology, engineering, and/or mathematics and can include industries such as
health care, architecture, and life science occupations. In other words, STEM
skills can be applied beyond the parameters of STEM-specific jobs and thus are
invaluable skills for a variety of industries. Despite the higher growth projection,
relatively high availability, and low unemployment rates for STEM jobs,
employers still cannot find
enough people with STEM
skills to fill their open
positions (see Figure 2).
This disconnect between
employer needs and
unemployment rates,
known as the skills gap,
likely accounts for some
portion of the
unemployment rate. Many
unemployed individuals
are not qualified for
available jobs and will
require re-training if they
are to become competitive
in the decades to come.

The contemporary business environment also requires skills in teamwork,
problem-solving, and interpersonal skills, which often are not supported in the
traditional education system rooted in the standard format of teaching simple
reading, writing, and arithmetic. These skills must be developed, both by
including content that fosters creativity and collaboration (e.g., foreign languages,
arts, and entrepreneurial thinking), as well as by adopting teaching methods that
foster innovative and independent thinking.
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Mexico in particular is reconsidering standard teaching methods, as the
traditional methods of memorization and evaluation become less attuned to
modern industries and modern job requirements. Alternative teaching methods
are starting to advance on an international scale and center around technology
and alternative learning behaviors. When done well, incorporating technology into
teaching can benefit both students and teachers, better preparing them for 21
st

century careers and more efficiently educating students.

Collaboration between the public and private sectors is essential to addressing
the skills gap. While education systems in both the U.S. and Mexico attempt to
incorporate standards-based learning and assessment, various entrepreneurial
initiatives are independently filling certain voids in the education system and
creating models for more effective learning. A growing number of non-
governmental organizations in both Mexico and the U.S. are advancing education
reform through independent funding and individual programming, albeit on a
small scale. These models can inspire components of the new legislation to
govern the state-run system, as federal support and recognition of these
initiatives could benefit the entire education system.

Our discussions will recognize that improved delivery of STEM education is
needed at all points in the education cyclenot just higher education. With an
immediate need for STEM trained workers today, short-term solutions in the
realm of higher education, post-secondary education, and certificates or licenses
are sorely needed. Longer term solutions invites a different approach:
incorporating STEM courses into primary education that stimulates student
interest and creates a foundation of learning in these areas.


The Education System: Mexico
Mexico currently is engaged in efforts to reform and update its antiquated public
school system (see Figure 3). Schools exhibit poor performance records and high
relative costs, leaving Mexico with the worst results among all OECD countries.
Teachers unions monopolize the hiring process by requiring union membership,
and staff salaries in public schools usurp more than 90% of the budgetthe
highest rate of all OECD countries. The government-mandated curriculum limits
innovation in teaching and leaves no room to adjust for the needs of individual
children, the requirements of modern career tracks, or the demand for modern
professional skills. In the past year, although the Mexican education system has
displayed increased attainment rates, matriculation rates remain low beyond
compulsory education levels (i.e. upper secondary education and above),

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resources still are spent mostly on staff compensation, and expenditure per
student is low.

Recent education reforms were
enacted by President Pea Nieto in
February 2013 and ratified by
Congress in February 2014. The
reforms include the development of
the Professional Teaching System,
a standardized system of test-
based hiring and promotion for
teachers; the National Institute for
the Evaluation of Education and the
National Education Assessment
System for improved and accurate
evaluations; and improved
conditions for schools, including increased autonomy of schools to manage
themselves as well as added schools. The national government will oversee
teacher certification, evaluation, and pay while state and local school systems will
maintain administrative responsibilities and gain more responsibilities in resource
management, including curriculum development and teacher roles.

Beyond education reform, Mexicos comprehensive constitutional reforms
underscore the movement toward entrepreneurship and innovation in the
workforce. This changing culture may affect the future and intent of education by
emphasizing new skills and supporting a different kind of thinking and approach
to business. The overall impending changes in infrastructure underscore a shift in
mindset that supports educational initiatives in new fields and emphasizes skills
that are in high demand in todays career field.

The Education System: U.S.
To emphasize the notion that students must be better prepared for the 21
st

century global workforce, President Barack Obama in 2011 launched the first
stage of the 100,000 Strong in the Americas program. The program is designed
to promote and facilitate study abroad and exchange programs for both U.S. and
Latin American students in order to increase linguistic skills, cultural awareness,
and adaptation into todays interconnected, technology-driven world. The
100,000 Strong in the Americas Innovation Fund was launched in January 2014
to fund the program.

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The America COMPETES Act has solidified the U.S. interest in and awareness of
the importance of STEM education. The percentage of funds allocated toward
STEM education programs has increased on an annual basis over the past
several years; this despite budget sequestrations and federal spending cuts. The
FY 2015 Budget proposal includes the creation of a STEM Master Teacher Corps,
which would support teacher training in STEM subjects, among numerous other
initiatives to support STEM education programs in the U.S.

The implementation of these initiatives draws from the notions that STEM jobs
drive innovation and competitiveness, experience a much lower unemployment
rate than non-STEM jobs, grow at three times the rate of non-STEM jobs, and
command higher wages (see Figure 4). STEM subjects are not readily available
in all primary schools, and this lack of exposure either prevents students from
being adequately prepared for higher-level STEM courses or leads to disinterest
that grows over time. Of the STEM programs that are available, especially those
at higher education levels and post-graduate levels, foreign students constitute a
large percentage of students. The majority of college students chose majors in
fields that are much more competitive in the job market, such as business,
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humanities, and social science, and the number of graduates in STEM fields is
growing at a slower pace than other fields.


Challenge Questions
The availability of STEM-oriented education and training programs can affect
countries competitiveness in the job market. A major overhaul of Mexicos
education sector will require addressing both the causes of and solutions for the
current system. Determining the players as well as the pace of reform will be
paramount to ensuring effective change. In the U.S., a major challenge lies in
preparing students for and encouraging students to choose college majors that
involve STEM subjects and can apply to STEM-oriented careers. The questions
below are intended to reframe the skills gap debate in terms of the opportunities
that can arise when a variety of actors from differing perspectives focus on
collaborative solutions. We recognize that solutions are contextual and not
always easily replicated in scale and across differing localities. However, much
can be learned from successes and failures in differing contexts.

What are the key points in the education cycle where STEM training should
implemented?

How can STEM learning be encouraged in all contexts and for all students,
regardless of socio-economic background, learning differences, gender, or
other individual traits?

What aspects of the education system need to be addressed so that students
graduate with marketable skills? Are nationwide standards the most effective
tool to assure widespread STEM knowledge?

How do schools best encourage creativity and innovationalso vital skills in
the 21
st
century workplacethrough teaching methods as well as content?

What is the appropriate role for the private sector in education reform? What
are the opportunities for effective public-private collaboration?

What is the role of technology, both in teaching and learning? How can we
address the content of education programs and the methods of teaching to
better incorporate technological advancements?

How can student interest in STEM careers be peaked? What role do the long-
term economic incentives play in peaking this interest?

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What is the right model for funding reforms, to take advantage of potential
cost-savings of technology-based education (e.g., textbook replacement costs,
distance-learning tools) while mitigating the high up-front costs of equipment
that many schools cannot afford?

How can results about effective new teaching and learning models best be
disseminated and adapted in different contexts?

What lessons can Mexico learn from the U.S.? What can the U.S. learn from
Mexico?



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Sources
American Institute of Physics, FY 2015 Budget Request: STEM Education, FYI:
The AIP Bulletin of Science Policy News, March 14, 2014,
http://www.aip.org/fyi/2014/fy-2015-budget-request-stem-education.

Change the Equation, STEM Help Wanted, Vital Signs,
http://changetheequation.org/sites/default/files/CTEq_VitalSigns_Supply%20%28
2%29.pdf.

Gonzalez, Heather B. and Jeffrey J. Kuenzi, Science, Technology, Engineering,
and Mathematics (STEM) Education: A Primer, Congressional Research Service,
August 1, 2012.

Joshua Davis, How a Radical New Teaching Method Could Unleash a
Generation of Geniuses, Wired, October 15, 2013,
http://www.wired.com/2013/10/free-thinkers.

Manyika, James and Susan Lund, Byron Auguste, Lenny Mendonca, Tim Welsh,
and Sreenivas Ramaswamy, An economy that works: Job creation and
Americas future, McKinsey Global Institute, June 2011,
http://www.mckinsey.com/insights/employment_and_growth/an_economy_that_w
orks_for_us_job_creation.

Mexican education reforms pass senate, The Guardian, September 4, 2013,
http://www.theguardian.com/world/2013/sep/05/mexican-education-reforms-pass-
senate.

Office of the Spokesperson, Secretary Kerry Launches 100,000 Strong in the
Americas Innovation Fund, U.S. Department of State, January 15, 2014,
http://www.state.gov/r/pa/prs/ps/2014/01/219825.htm#!.

Organisation for Economic Cooperation and Development, Country Note,
Education at a Glance 2013: Mexico,
http://www.oecd.org/edu/Mexico_EAG2013%20Country%20Note.pdf.

Robert Goodman, Ed.D., Opening Access to Stem Careers, New Jersey Center
for Teaching and Learning.

SECRETARIA DE RELACIONES EXTERIORES, Mexico. A Global Partner,
Mxico, 2014.


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U.S. Department of Commerce, Economics and Statistics Administration, STEM:
Good Jobs Now and for the Future, ESA Issue Brief #03-11, July 2011.

U.S. Department of State, 100,000 Strong in the Americas,
http://www.state.gov/p/wha/rt/100k/.

Zinny, Gabriel and James McBride, Mexicos Education Reforms and Latin
Americas Struggle to Raise Education Quality, Brookings, January 23, 2014,
http://www.brookings.edu/blogs/education-plus-development/posts/2014/01/23-
mexico-education-reform-quality-zinny.