8.6: Educational Concerns (Ob18)

In 2005, thirty seven percent of people in the United States between eighteen and twenty four had some college or an associate degree; about thirty percent of people between twenty five and thirty four had completed an education at the bachelor's level or higher (U. S. Bureau of the Census, 2005). Of current concern is the relationship between higher education and the workplace. Bok (2005), American educator and Harvard University President, calls for a closer alignment between the goals of educators and the demands of the economy. Companies outsource much of their work, not only to save costs, but to find workers with the skills they need. What is required to do well in today's economy? Colleges and universities, he argues, need to promote global awareness, critical thinking skills, the ability to communicate, moral reasoning, and responsibility in their students (Bok, 2006). Regional accrediting agencies and state organizations provide similar guidelines for educators. Workers need skills in listening, reading, writing, speaking, global awareness, critical thinking, civility, and computer literacy‐all skills that enhance success in the workplace. Former U. S. Secretary of Education, Margaret Spellings challenged colleges and universities to demonstrate their effectiveness in providing these skills to students and to work toward increasing America's competitiveness in the global economy (U. S. Department of Education, 2006).

A quality education is more than a credential. Being able to communicate and work well with others is crucial for success. There is some evidence to suggest that most workers who lose their jobs do so because of an inability to work with others, not because they do not know how to do their jobs (Cascio, in Berger 2005). Writing, reading, being able to work with a diverse work team, and having the social skills required to be successful in a career and in society are qualities that go beyond merely earning a credential to compete for a job. Employers must select employees who are not only degreed, but who will be successful in the work environment. Hopefully, students gain these skills as they pursue their degrees. Listen to this story about the lack of rigor in higher education and the problems students face as a result found at www.npr.org/2011/02/09/133310978/in‐college‐a‐lack‐of‐rigor‐leaves‐students‐ adrift.

Psychosocial Development

Gaining Adult Status: Many of the developmental tasks of early adulthood involve becoming part of the adult world and gaining independence. Young adults sometimes complain that they are not treated with respect‐especially if they are put in positions of authority over older workers. Consequently, young adults may emphasize their age to gain credibility from those who are even slightly younger. “You’re only twenty three? I’m twenty seven!” a young adult might exclaim. (Note: This kind of statement is much less likely to come from someone in their forties!).

The focus of early adulthood is often on the future. Many aspects of life are on hold while people go to school, go to work, and prepare for a brighter future. There may be a belief that the hurried life now lived will improve ‘as soon as I finish school’ or ‘as soon as I get promoted’ or ‘as soon as the children get a little older.’ As a result, time may seem to pass rather quickly. The day consists of meeting many demands that these tasks bring. The incentive for working so hard is that it will all result in better future.