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ACT WorkKeys includes twelve workplace skill assessments:
Applied Mathematics - applying mathematical reasoning to work-related problems
Applied Technology - understanding technical principles as they apply to the workplace
Business Writing - composing clear, well-developed messages relating to on-the-job situations
Listening - being able to listen to and understand work-related messages
Locating Information - using information from sources such as diagrams, floor plans, tables, forms, graphs, and charts
Workplace Observation - paying attention to details in instructions and demonstrations
Reading for Information - comprehending work-related reading materials such as memos, bulletins, policy manuals, and governmental regulations
Teamwork - choosing behavior that furthers workplace relationships and accomplishes work tasks
Writing - measures the skills individuals use when they write messages that relay workplace information between people
Performance - related to attitudes toward work and the person's tendency to engage in unsafe work behaviors
Talent - includes dependability, assertiveness, and emotional stability
Fit - how interests and values correspond to a particular career
What is the real issue here? Because sure as Hell it's not that college skills are competing with work skills for attention at the K-12 stage.
A society committed to the notion that government is always bad will have bad government. And it doesn't have to be that way. — Paul Krugman
Part of the problem is attitudinal and developmental - adolescence in contemporary USA. A capable student who is actively disinterested will not learn in spite of almost all effort by others.
I have personal experience of frustrated efforts with a nephew who blew off all attempts to help him with algebra and chemistry yet graduated with 'honors' from a Los Angeles performing arts magnet only to be placed in remedial courses for both math and English when he enrolled in one of the California State Universities. (This is the norm now.) He was a talented musician but did not finish his first quarter at university. Once he turned 18 he did whatever he wanted.
When he became interested he did just fine. He joined the Air Force to get trained as a fire fighter and paramedic, was deployed to Kyrgystan in 2002, married the daughter of a fireman, at first he took what openings he could find and is now a captain in a municipal fire department. So much energy is devoted to maintenance of self esteem in adolescence that it is very difficult for children with adverse home situations to do well and my nephew had had conflicts with his father before he came to stay with us to finish high school.
Then too, to many of us at ET ratios and proportions, reading symbolic information from prints, being able to obtain and use detailed information from written documents and to compose competent written business documents seems trivial. But it appears it is not. So perhaps it would be better for all if we adopted Laurie Nehf's recommendation and met students where they are and did all we could to at least insure that they possessed the skills to earn a living when they exited high school. If nothing else this would better expose the problem of job shortages. If students could leave school at age 16 with a degree that meant something to employers, the remainder of high school might be more productive for those who are interested in college. And if even the college bound became certified as competent for the workplace they would be better positioned for work-study programs and have a Plan B.
"It is not necessary to have hope in order to persevere."
What is the real issue here?
Possibilities of the top of my head (though it turns out most of them has been covered):
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