The Neglect of Recognizing the 'Educational Significance of Work' Leaves Severe Consequences for Pupils
Over the past few decades, we'll likely view education policies and ideals as detrimental to numerous generations of students. An excessive fixation on academic performance, measured by grades and test scores, has left today's youth inadequately equipped for modern-day workplaces. The excessive focus on these metrics of academic achievement has resulted in neglecting the learning value that stems from work experiences. Each school, university, parent, and policymaker should strive to rectify this imbalance.
Currently, doubts about the effectiveness of educational institutions in preparing students for the workforce have reached an unprecedented height, and, unfortunately, today's 18-24-year-olds are the least industrious generation in U.S. history. Despite the high demand among students for internships and related work opportunities, our educational-employment system is doing a poor job of delivering on this demand. For instance, in the last year, out of 8.2 million college students seeking an internship, only 3.6 million managed to secure one, and just 2.5 million reported having high-quality experiences with substantial projects and insightful mentorship.
Our perception of "jobs" and "work" has not aided the situation either. Numerous entry-level jobs in sectors such as retail, dining, and services are often viewed in a negative light, which hinders our ability to appreciate the substantial learning opportunities that are attainable through all types of work and workplaces. My initial jobs, such as working at a Ponderosa Steakhouse as a cashier and overseeing the manual printing press at a T-shirt screen printing factory, may not have had an obvious educational benefit on the surface, yet contributing and learning from experienced managers as well as reflecting on various ethical and organizational challenges in these environments was instrumental to my development.
Insights from the world's most comprehensive study of college graduates have highlighted the significant impact of having a job or an internship that aligns with classroom learning. Pursuing a paid job during college bore no correlation with a graduate's later success or performance in their career. However, graduates who strongly agreed that they had participated in a job or internship where they could apply what they learned in the classroom were almost twice as likely to be enthusiastic about their work and to be thriving in their wellbeing later in life.
Well-intentioned parents, convinced that grades and test scores are the only path to achieving success in life, have inadvertently contributed to the devaluing of work experiences. I frequently hear parents tell their children that their "job" is to achieve good grades and test scores, discouraging them from working to avoid any distractions from their academic performance. This is not to imply that grades and test scores hold no importance; rather, they carry much less significance than most parents have been led to believe. The primary consideration employers look for in a recent graduate is work experience – a job or an internship. In fact, employers would choose a B-student with an internship over an A-student without one.
When only 26% of working U.S. adults with college education consider their education to be relevant to their work and daily life, we're left grappling with the significant chasm between traditional academic instruction and what is required to excel in a career. Our educational system simply cannot keep pace with the rapid advancements in the global workforce. Without constant support and collaboration from employers, it is unrealistic to expect that education can remain relevant. To ensure our present and future, a symbiotic relationship between learning and working must be cultivated – 'work' being the foundation of learning and 'learning' being the essence of work.
To bridge this gap, schools and universities should prioritize 'work-integrated learning' programs, providing students with opportunities for real-world application of their academic knowledge. This approach, supported by policymakers, can help foster 'career readiness' among students.
Regrettably, many schools and colleges are still falling short in delivering these work-integrated learning experiences. According to recent data, only a third of college students who seek internships manage to secure one. This dearth of work opportunities limits the 'learning value of work' that students can gain.
Emphasizing the importance of work experiences beyond academics, the 'world's most comprehensive study of college graduates' found that graduates who had participated in jobs or internships where they could apply what they learned in the classroom were significantly more engaged with their work and thriving in their wellbeing.
Revisiting our educational ideals, we must recognize the value of work experiences and redefine our approach to 'higher education'. By fostering a culture that encourages 'work-integrated learning' and 'career readiness', we can empower students to succeed not just in school, but also in their future careers.
