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The Future Gap in Education: Here’s How to Solve It.

Nebojsa Vujinovic



In grade school, learning was focused on developing cognitive skills. This included memorizing science facts and history, comprehension, multiplication, and division, and recalling this information during tests. While the internet was still in its infancy, students were more knowledgeable than teachers.

Technology is changing rapidly, and school curriculums have to keep up with current trends. There is a vast gap between what children are currently learning and what they will need in the future. This is the “future gap,” and it’s extremely important to close.

We need to rethink how we educate children to prepare them for the future better.

The basics of learning have not changed.

I have seen this meme repeatedly over the years: “I’m glad that I learned parallelograms instead how to do taxes.” It has been very useful this parallelogram season.

This hilarious example demonstrates something we all know but doesn’t talk enough about: School doesn’t always prepare us for real life. This problem is only getting worse.

Although the world has changed tremendously over the past twenty years and technology continues to advance, education systems and curriculums have remained largely the same. Schools still focus on static subjects and ask students to recall historical events, recite facts about geography, and perform certain math functions. Prior learning has seen tech addition, including more tablets and computers for some students. However, these are more used to allow students to continue to learn the same curriculum similarly.

However, students should not be studying long-standing core subjects. Instead, future skills will be less recall-based and more grounded in problem-solving and understanding. The next generation will face a unique challenge. Much of the information they have learned may not be applicable when they get into the workforce.

The average half-life for a job skill today is approximately five years. Technical skills last for only two-and-a-half years. The pace of innovation is faster than how humans learn new technologies. 58% of the workforce are already in need of new skills. Future innovations, including more advanced computers and artificial intelligence, will accelerate this trend further. This creates a “future Gap” in which a new generation of workers doesn’t have the skills necessary to succeed in the future.

How do we solve it?

It’s 2040. What skills will the workforce need? It’s impossible to predict what the future holds. Most future job opportunities will be in science and technology engineering, mathematics, or the STEM fields. This shift is already underway. However, there is still a lot of inequity in STEM. Many people of color and women are “systematically excluded” from science and math education, which results in a lack of opportunities and access to STEM learning.

We must push for equality and diversity in STEM today to prepare for tomorrow. STEM is the future. The next generation will need to acquire new skills to succeed in the tech-driven environment. What can we do to ensure they get the education they need, regardless of what career they choose?

President of Partnership for 21st Century Skills Educational Advocacy Group, Dr. Steven Paine, told Scholastic that it is not about what we teach but how it is taught. He says that children need to be exposed to more project-based learning to grasp deeper lessons long after the test is filed away.

Education today must focus on teaching systems, problem-solving, and social skills to bridge the future gap. According to the World Economic Forum, robots will be performing half of all jobs by 2025. This shift is likely to increase inequality. Students can prepare for the future by learning the basics and being able to adapt quickly.

Education that prepares students for the real world must provide real value. Students need access to projects-based curriculums that are not based on testing or workbooks and emphasize real-world application of the knowledge they’ve acquired. Access to personalized, personal, and accessible learning opportunities is also essential for students. They should be able to meet their needs and then grow as they learn and develop. Lastly, they need access to opportunities to learn about emerging technologies and systems–from understanding coding to robots and cryptocurrencies–that will be crucial to navigating and finding success in the tech-driven future.

Hi, my name is Nebojša, and I've been involved in digital marketing for over 15 years. I've written for various websites, covering a wide range of topics. I'm particularly interested in subjects like technology, gaming, app development, and I also have a passion for automobiles. Additionally, I work on SEO optimization. In my free time, I enjoy reading, walking, traveling and spending time with my wife and daughter.

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Private evaluations: What do you must be aware of.

Nebojsa Vujinovic



Evaluations will help you understand more about the needs of your child. If the evaluation is conducted outside of the school setting, It’s referred to as”an “outside” or “private” evaluation.

Sometimes, schools will provide a private evaluation. This is when you’ll hear the term IEE, or a resounding “I. Understanding the difference between IEEs and private evaluations will assist you in making informed decisions regarding your child’s education.

Private evaluation

A private evaluation is an evaluation conducted by an individual who does not have any affiliation with the school your child attends.

As parents, you are in full control over the private assessment. You can decide on the kind of test to be conducted. You may also select the person who will conduct the test. The test can be extensive or merely specific to a particular problem.

You can have a personal assessment at any time. The school doesn’t need to accept that it’s required. The test doesn’t automatically be added to your child’s school records. It’s not even necessary to inform the school.

If you share your findings with the school, they will have to consider them. However, the school does not have to agree with the results or adhere to its recommendations.

It’s important to remember that private assessments can be costly, often costing hundreds of dollars.

Independent evaluation of education (IEE)

An IEE is a form that is a private assessment. The term originates from the (IDEA). Families typically are responsible for the cost of an IEE or private examination. However, sometimes the school will be willing to cover the cost in situations where an outside test is necessary, such as:

  • If the school does not have the resources to perform the testing your child requires
  • If the school’s evaluation team feels that outside testing is necessary

Some schools are obliged to cover the cost of an IEE. If you aren’t satisfied with the findings of an evaluation of a school, you are entitled to demand an IEE at the expense of the public.

Testers who are professionals.

Different kinds of professionals can conduct private assessments. Certain types of professionals can perform a wide variety of tests. Others are certified in specific areas only.

The professionals who can assist can include:

  • Psychologists who are clinical (for tests of psychological or educational quality)
  • Educational psychologists (for testing in the field of education)
  • Neuropsychologists (for brain functioning and processing tests)

Different types of testing

A private assessment for learning and thinking difficulties includes a variety of tests. Also, it includes a summary of your child’s background and interaction with your child. It could take a few tests to complete and generally involves two major elements:

  • Testing for achievement and intelligence, such as memory, processing of information and reasoning
  • Tests are also conducted in other aspects of the test, for instance, physical and speech abilities
  • Find out what activities students engage in when they undergo a dyslexia test.

What should you expect to find out after taking the test?

When your child is examined by a professional, they will collect and analyze all of the data. The two of you will discuss the results and get all your questions answered.

The report will be written as well. It will provide a summary of everything you’ve collected and examined. It will also provide the tests taken, display your child’s results, and give more details about your child’s specific concerns. The report should contain how these concerns affect your child and suggestions for what could be done to aid.

After completing the study, you can decide if you wish to share the findings with your school. The report will provide you with information that will aid you and your school in figuring out ways to help your child’s education.

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Stanford On Thames? London Business School Makes Its pitch to Founders and Researchers.

Nebojsa Vujinovic



The times change, and so do economies. According to the professional services firm EY, approximately 7,000 jobs within the U.K. financial services sector are moving to Europe because Britain has left the E.U. However, in the “real economy,” the British Office for Budget Responsibility says trade volumes are 15 per cent lower than they would be the case were Brexit never occurred.

In addition, as per data from Dealroom. Co, the U.K. startup ecosystem is worth $1 trillion as investment cash is poured into the innovation and tech economy.

Therefore, it’s probably not unexpected that MBA students–some at the very least — are shifting their career plans away from their usual career goals in the upper areas of finance and industry and instead focusing on the entrepreneurial economy.

This trend has been noticed and acknowledged and acknowledged by London Business School. In recognizing the growing interest in entrepreneurship, LBS has been actively encouraging business partnerships and collaborations between founders and researchers on the one hand and MBA students on the other.

The goal, according to LBS Associate Professor of Management Practice, Luisa Alemany, isn’t just to allow MBA pupils to choose career opportunities in the fields of technology and innovation but also to help the entrepreneurial ecosystem. “The concept was that LBS would be an incubator for entrepreneurs. Much like Stanford,” she says.

As Alemany is quick to clarify that the allusion towards Stanford is more of the aspiration of actively supporting the tech industry rather than any straight comparison. “We are an MBA school and not a college,” she says.

Building Bridges

In real life, that means the research driving the technology ecosystem is happening elsewhere, usually at universities with strong research departments. “So among the activities, I’ve been doing is building connections with institutions like University College London, Imperial College, Oxford and Cambridge,” says Alemany. “We’ve established connections with those who are using the technology.”

Regardless of how revolutionary their inventions turn out to be, it is logical that researchers might not possess vast amounts of business expertise or knowledge. To complete the circularity, London Business School is offering its students to collaborate with researchers and help researchers to find areas of investment and potential sources.

The school is also engaging with the tech community to find founders who do not have a strong experience in the business. In addition, they’re given a chance to collaborate with MBA students as part of an initiative called”The Entrepreneurship Lab. Alemany views this as an opportunity to assist the tech community to grow into a more professional.

A Route To Entrepreneurship

It also offers a path to entrepreneurial opportunities for MBA students. The relationships students develop with researchers, and founders can be considered an aspect of their education in business, but there is a chance to go on into entrepreneurship. “Students could be part of the founder team,” says Alemany.

Fourteen companies were born through the Entrepreneurship Lab, including Umwuga, an online social network designed for tradespeople and service industry workers and those who employ them; a program for emotional well-being, Paradym and WeWalk, which is a smart cane for people who are visually impaired.

It’s not difficult to see the benefits of these courses to MBA students: the opportunity to be involved in real-world projects and possibly even be founders or team members. But what is the alternative? What do founders or potential founders have to gain?

Alemany admits that many entrepreneurs have clear thoughts about how they would like to run their companies. However, she says that they may also be lacking in their understanding.

“Some might think they know everything, but they’ll encounter difficulties in areas like financing entrepreneur’s ventures and forecasting cashflow and expenditure. There is a myriad of HR-related issues as they scale to the next level,” she says. These are areas in which MBA students’ technical abilities can greatly impact.

Furthermore, the startups participating in the program are allowed to pitch their idea to investors from various. They include Seedcamp Carlos Eduardo Espinal of Seedcamp and the founder of Notion’s Itxaso Del Palacio, LocalGlobe co-founder Saul Klein and Oxford Computer Science professor Blanca Rodriguez.

Anyone interested in cooperating with LBS students is encouraged to contact us. However, much filtering goes to. The first cohort of students was invited to review 70 applicants. The number was then reduced to 14 applicants.

In their way, many MBA students take advantage of the course but decide to work in consultancy or corporate finance following their studies. But Alemany says that the learning will not be worth the effort. Whether you’re participating in “intrapreneurship,” innovation outreach programs, or just driving the organizational change, The entrepreneurial mindset is highly sought-after.

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The Gilded Age of Higher Education.

Nebojsa Vujinovic



Two contradictory realities are highlighted in the 2024 college admissions cycle. Top-tier universities had the lowest admissions rates and more socioeconomically diverse applicants. However, equal opportunity does not necessarily mean greater economic inclusion at the top institutions. The number of Americans with low incomes enrolled in college has decreased since 2014. In contrast to previous generations, young Americans are more interested in earning a paycheck than long-term careers. The future will be more global and technologically oriented, with more opportunities and wealth for the educated elite than the lower-skilled workforce.

The “golden age” of American higher education, between 1960-1970, when tuitions remained constant and investment in college campuses skyrocketed, saw an increase in college enrollments. This may have been due to changing demographics (the Baby Boomer Generation began enrolling at universities in the mid-1970s), greater financial access to college via federal grants, or cultural shifts in perceptions of higher education. No matter the reason, between 1965 and 2014, US universities saw an increase in student enrollment from 5.92million to 20.2million students. The peak was 21.01 million in 2011. However, registrations began to fall after 2014, only accelerated by the Covid-19 pandemic.

In the United States, 24 states have experienced an average drop of 4 percent in university admissions since 2019. Five states, including Alaska, Michigan, and New Mexico, have seen enrollment declines more significant than 10%. The pandemic created doubts in the minds of young adults, who were already hesitant about going to college due to economic uncertainty and job hardships. Recent high school graduates began to doubt the value of higher education. They opted instead for low-paying jobs right after high school.

However, the perception that immediate employment will lead to economic prosperity after high school is a mistake. The reality is that college graduates have significantly higher lifetime earnings than those who don’t have a college degree. Georgetown University found that the median lifetime earnings of college graduates are directly linked to their educational attainment. This means that Americans with a high school diploma average $1.6 million in lifetime earnings. A worker with a bachelor’s degree makes an average of 2.8million dollars. This is 75 percent more than those who only have a high school diploma. Individuals with a master’s degree earn more over their lifetime earnings, totaling $3.2 million. These significant wage differences create huge wealth disparities in America over the long term.

Due to the current economic inequality in America, the drop in enrollments doesn’t affect all economical classes equally. Before the pandemic, students of higher income were more likely than others to enroll at four-year colleges. This trend is evident according to an analysis by the University of Pennsylvania. The median income for a family that sent their children to college in 2024 was $58,500. This is 89 percent more than the median income for a family that didn’t send their children to college. Students who go to two-year colleges have a 39% lower median income than those who attend four-year universities. As the gap in wealth between college-bound students and non-college students grows, the effect of declining enrollment will be more powerful.

As elite colleges in America become more selective, this growing gap will only worsen. The number of top-ranked institutions has increased dramatically since removing the standardized testing requirement. However, acceptance rates have declined. In 2024, acceptance rates at the top ten most challenging universities in America were below 8%. Despite falling admission rates, top-tier universities continue to boast diverse student populations and financial aid programs. Although it is true that colleges now accept a more comprehensive range of students, this shouldn’t be confused with higher equity in college admissions. The United States will see a decrease in human capital due to lower enrollment and increased competition.

The American workforce will be affected by the decline in enrollment. The acceptance rates of top-tier colleges will drop, but most Americans who have not completed college will grow. We might not be in a “golden age” for higher education. Instead, we may be in a new “gilded era,” where elites will continue to thrive in close-knit, highly-educated circles. At the same time, the bottom quintiles experience a stagnating quality of life.

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