When Artificial Intelligence (AI) sets foot in schools, what questions should educators ask?

“Let me introduce our new TA, Alexa!” This may be a plot in a science fiction movie, but that day may soon come true in school. Recently, “the toy-giant Mattel announced it had pulled the plug on plans to sell an interactive gadget for children” (NPR). The device, named Aristotle, looked similar to a baby

From PIAAC to Linkage between School and the Labor Market

In a world in which millions of people are unemployed while many employers complain that they cannot find qualified workers, something is obviously out of balance. One of those issues is the match between the supply of and demand for skills. (OECD, PIAAC, 2016) Over the past week, we have attempted to provide policy makers

Apprenticeship Model—Narrowing the Skills Gap and Making School More Relevant (Part 2)

“When the German engineering company Siemens Energy opened a gas turbine production plant in Charlotte, N.C., some 10,000 people showed up at a job fair for 800 positions. But fewer than 15 percent of the applicants were able to pass a reading, writing and math screening test geared toward a ninth-grade education.”     This report

Apprenticeships—Narrowing the Skills Gap and Making School More Relevant (Part 1)

“When the ladies from the business office came in to show us how they use spreadsheets in their job, the lesson became something that I need to learn because I will use it one day.” This remark was made by a high-school student from Alabama, one of the interviewees in a recent qualitative study on

Mind over matter? New evidence on the impact of growth mindset

Growth mindset – the belief that intelligence is changeable, rather than fixed –  has been promoted in classrooms across the country for years. Increasingly, teachers are encouraged to praise children for their effort and grit in solving problems rather than their innate intelligence. The widely recognized importance of a growth mindset in students has even