The walled world of work — from economist.com
Youth unemployment is a massive waste of resources

Excerpt (emphasis DSC):

France is not alone in having such problems. In the euro area, Greece, Spain and Italy all have rules that coddle insiders and discourage outsiders. Their youth unemployment rates are, respectively, 48%, 48% and 40%. Developing countries, too, often have rigid labour markets. Brazilian employees typically cost their employers their salary all over again in legally mandated benefits and taxes. South Africa mixes European-style labour protections with extreme racial preferences. Firms must favour black job applicants even if they are unqualified, so long as they have the “capacity to acquire, within a reasonable time, the ability to do the job”. Some 16% of young Brazilians and a stunning 63% of young South Africans are unemployed. Globally, average youth unemployment is 13% compared with the adult rate of 4.5%. Young people are also more likely than older ones to be in temporary, ill-paid or insecure jobs.

Joblessness matters for several reasons. First, it is miserable for those concerned. Second, it is a waste of human potential. Time spent e-mailing CVs or lying dejected on the sofa is time not spent fixing boilers, laying cables or building a business. Third, it is fiscally ruinous. If the young cannot get a foot on the career ladder, it is hard to see how in time they will be able to support the swelling number of pensioners. Fourth, joblessness can become self-perpetuating. The longer people are out of work, the more their skills and their self-confidence atrophy, the less appealing they look to potential employers and the more likely they are to give up and subsist on the dole.

 

Over the next decade more than 1 billion young people will enter the global labour market, and only 40% will be working in jobs that currently exist, estimates the World Bank.

 

 

From DSC:
After reviewing the two items below, I think you will agree that there is great potential in the future of virtual reality — and the new affordances it will bring with it. For example, if we use it wisely, virtual reality could help us raise cultural intelligence, promote empathy, and reduce racism.


How might virtual reality change the world? Stanford lab peers into future — from CBS News by Ines Novacic

Excerpt (emphasis DSC):

Beyond playing entertaining tricks on people’s perceptions, VR has the potential to promote a better understanding of what it’s like to be someone else – a refugee in a war zone, for example. Studying the effects of those uses, and the psychological effects of VR use in general, has always been the main focus of the lab. Bailenson listed how several of his studies that focused on empathy – for example, making someone visually impaired through VR– yielded results that demonstrated the VR experience made participants more altruistic in real life.

“The idea is, I truly believe VR is a good tool to teach you about yourself and to teach you empathy,” said Bailenson. “We want to know how robust that effect is, how long-lasting, because I can see this becoming a tool we all use.”

 

Also see:

 

 


A somewhat related posting:

Excerpt (emphasis DSC):

Fusing art, culture, and retail with virtual reality, augmented reality, and themed architecture and design, each complex will include an interactive museum, a virtual zoo and aquarium, a digital art gallery, a live entertainment stage, an immersive movie theater, and themed experience retail.

“With virtual reality we can put you in the African savannah or fly you into outer space,” Christopher says. “This completely changes the idea of an old-fashioned museum by allowing kids to experience prehistoric dinosaurs or legendary creatures as we develop new experiences that keep them coming back for more. We’ll combine education and entertainment into one destination that’s always evolving.”

 

An AR-related posting:

From DSC:
This is very sharp Human Computer Interaction (HCI)!  This should unleash some serious creativity. Microsoft is bringing Minecraft to Augmented Reality. Check out this clip!

 

 

 

2011 Year in Review: Global Changes in Tuition Fee Policies and Student Financial Assistance.

Excerpt:

All around the world, the pace of change in higher education is accelerating. In the face of continued increases in participation, demographic change and – in the west at least – profound fiscal crises, higher education institutions are increasingly being required to raise funds from students as opposed to relying on transfers from governments. Indeed, the pace of policy change is coming so quickly that it is difficult to keep track of all the relevant developments in different parts of the world.

In this, the second edition of Year in Review: Tuition Fees and Student Assistance, we outline the major changes related to higher education affordability around the world in 2011. In order to keep our sample manageable, we have kept our inquiries to a selection of 40 countries that collectively best represent the global situation:

The G-40 consists of: Argentina, Australia, Brazil, Canada, Chile, China, Colombia, Egypt, Finland, France, Germany, Hong Kong, India, Indonesia, Iran, Israel, Italy, Japan, Korea (Republic of), Malaysia, Mexico, the Netherlands, Nigeria, Pakistan, Philippines, Poland, Russian Federation, Saudi Arabia, Singapore, South Africa, Spain, Sweden, Switzerland, Taiwan, Thailand, Turkey, Ukraine, United Kingdom, United States, Vietnam.

Marcucci, Pamela and Usher, Alex (2012). 2011 Year in Review:
Global Changes in Tuition Fee Policies and Student Financial Assistance.
Toronto: Higher Education Strategy Associates.

 

http://globaia.org/en/anthropocene/

 

Also see:

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Sugata Mitra: The child-driven education — from Ted Talks <– from DSC: This is well worth your time!
My thanks to Dr. Kate Byerwalter at Grand Rapids Community College for this item

Sugata Mitra: The child-driven education -- A TED Talk

Education scientist Sugata Mitra tackles one of the greatest problems of education — the best teachers and schools don’t exist where they’re needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Sugata Mitra’s “Hole in the Wall” experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity…

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