A study published this week by global consulting firm PwC finds that children are not prepared for jobs of the future, in part because teachers say they aren’t equipped to teach them higher-level tech skills.
SSTI analysis using data from the National Science Foundation’s National Center for Science and Engineering Statistics reveals that approximately 60 percent of all new funds for S&E R&D at colleges and universities from 2008 to 2016 went to institutions in just three states: Maryland, California and New York.
Federal funding for S&E R&D grew by $7.2 billion from 2002 to 2016, reaching more than $31.6 billion. This represents a 29.4 percent increase during the period, or approximately 2.0 percent per year, according to an SSTI analysis of data from the National Science Foundation’s National Center for Science and Engineering Statistics.
As millions of students head back to school, families are probably wondering if those shiny new devices, apps, and even games that are becoming a typical part of the school day are good for learning. As an education researcher focused on blended learning, I am often asked if education technology “works.” The underlying question here for all of us, myself included, is: “Based on the current evidence, do I want my child’s educational experience to include ed tech?”
Developing the technology-enabled workforce has topped the discussion agenda for thought leaders in business, politics and policy. Now, that discussion is rapidly moving to the K-12 education system, where the next generation must prepare for a world in which advanced technology such as artificial intelligence (AI) and robotics will be the norm and not the novelty.
The education crisis cannot be solved by putting students in front of tablets. George Mason University professor of economics Tyler Cowen argues that if humans would follow rules and behave rationally, MOOCs might be the solution. The problem is we don’t. He suggests that students will not learn as efficiently when sitting alone in front of a computer than when surrounded by peers: Students learn better when they are within a community of learners.
Situated in West Oakland, the nonprofit Techbridge Girls works to expose girls from low-income communities to STEM. Environmental education is one of the topics the 18-year-old organization teaches girls, and its efforts in that area recently won $100,000 as the grand prize winner of the UL Innovative Education Award.
China's Communist Party is intensifying covert influence operations in the United States that include funding Washington think tanks and coercing Chinese Americans, according to a congressional commission report. The influence operations are conducted by the United Front Work Department, a Central Committee organ that employs tens of thousands of operatives who seek to use both overt and covert operations to promote Communist Party policies.
The Perkins Act, H.R. 2353 (115), which has been considered for reauthorization since 2012, commits between $1.2 billion and $1.3 billion for the program over the next six years. The law will take effect beginning on July 1, 2019. Among the changes from its original 2006 version: less federal oversight, more state control for setting CTE goals and encouragement for states to pass along the bulk of funding to local communities to meet their individual needs.
Labor Department investigators recently concluded that Cisco Systems Inc. discriminated against U.S. workers by favoring immigrant visa holders for job openings, sources familiar with the probe tell Bloomberg Law. The DOL’s Office of Federal Contract Compliance Programs determined that the technology firm secured visas for foreign workers instead of hiring U.S. citizens for certain jobs and paid the visa holders at a lower rate than their American counterparts, according to the sources.