Is An MFA The New MBA? An estimated 10,000 Baby Boomers will turn 65 every day for at least the next 17 years, according to data from the Pew Research Center. And while many of them might choose to work beyond the traditional retirement age of 65, leaders everywhere are facing the same daunting issue: A great tsunami of Baby Boomer retirement is coming. Though it’s likely to reshape the workplace for years to come, many organizations say they aren’t prepared for such an unprecedented brain drain. The projections of younger workers entering the workforce are even more shocking. In fact, according to the Bureau of Labor Statistics, for the 10 years between 2010 to 2020, the number of workers between the ages of 16 to 54 will decrease by about 1 million—while the number of workers over the age of 54 will increase by more than 11 million. Statistics as bracing as those have many organizations redoubling their efforts at retaining older workers.
One answer runs counter to much conventional wisdom: Ask an artist. La Educación Invisible. 14 • El Dominical • Lima, 25 de setiembre del 2011 La educación La escuela tradicional tiene el reto de adaptarse a la tecnología como sistema paralelo deenseñanza y aprendizaje. Julio César Mateus Borea* (*) Profesor de laUniversidad de Lima. a escuela ha sidouna de las insti-tuciones socialesmás reacias aincorporar los nuevos me-dios. El hijo de un amigo –dequien tengo noticias porquecompartimos la misma redsocial– olvidó, en su colegio,la tarea que debía presentaral día siguiente. La desatención tecnológicadel sistema educativo (o suatención solo instrumental)resulta contraproducente.Diversos estudios conclu- yen que, por su plasticidad,nuestro cerebro es un órgano versátil para adaptarse a lasnecesidades que el cuerpo in-te en que son los propiosmedios, más que sus con-tenidos, los que demarcannuevas rutas en cuanto a lasformas de producir y consu-mir información.
Los miedos. Sociedad Creativa: Educando sin Corsés. La Nueva Educación Tecnológica. Ponente VÍCTOR CALVO-SOTELO IBÁÑEZ-MARTÍN, Ingeniero de Caminos en ETS de Ingenieros de Caminos, Canales y Puertos por la Universidad Politécnica de Madrid. Más tarde realizó el Máster en gestión de empresas MBA en INSEAD ( Fontainebleau – Francia). Empezó su carrera profesional como Ingeniero de proyecto y Adjunto al Director General en Bechtel España. Más tarde fue director de gestión de proyectos en Airtel/Vodafone. Del 1996 al 2000 fue subsecretario del ministerio de Fomento, a la vez que consejero de Telefónica de España SA, y Red Española Nacional de Ferrocarriles RENFE.
En el 2001 pasa a ser Director de Relaciones Institucionales de AUNA y Presidente de Quiero TV. En el 2003, Presidente de Correos y Telégrafos SA y Consejero de la Fábrica Nacional de la Moneda y Timbre. CÉSAR NOMBELA CANO, Rector de la Universidad Internacional Menéndez Pelayo desde Diciembre de 2013. Preside también la iniciativa “Global Education Forum” para la innovación y mejora del sistema educativo.
A Future for Creative Education? – D&AD Shop. "If we are to succeed as a country and a society… we need one absolute precondition… We need a brilliantly educated, and brilliantly informed, generation of young people.” Lord David Puttnam, quoted at the D&AD White Pencil Symposium, 27 November 2012. The last three years have seen creative education in the UK face sustained attack from the government. Despite the creative industry making a significant contribution to economic growth when we needed it most.
Is our pipeline of creative talent under threat? Lord David Puttnam will start the proceedings with a keynote speech. What is 21st Century Education. Revised August 2008. Your Assignment, Should You Choose to Accept It . . . Like Alice, many educators, policy makers and even the general public respond resoundingly with "That's impossible! " when challenged to adopt a new paradigm of education for the 21st century. Most people today adhere to a paradigm of education that is strictly 19th century. But, like the Queen, a growing number of educators are believing in and accomplishing "the impossible". Web 2.0 and new Social Communities Dr. What is 21st century curriculum? What does all this mean for how we design and build schools?
1. References Kellner, Douglas; New Media and New Literacies: Reconstructing Education for the New Millennium Grant, Jodi, Director of the After School Alliance; Fourteen Million Kids, Unsupervised McLeod, Scott, Dangerously Irrelevant Time, Learning and Afterschool Task Force, A New Day for Learning Belasco, James A., Teaching the Elephant to Dance, 1991 Wesch, Michael, Ph. Zuckerberg, Gates, Will.I.Am Encourage Students to Code. Some of the biggest names in tech and Hollywood have joined forces in a new video for Code.org, a non-profit focused on computer programming education, to encourage students to take coding classes.
Entrepreneurs like Facebook's Mark Zuckerberg, Square founder Jack Dorsey and Microsoft founder Bill Gates open up about how they got started coding. Zuckerberg says he started coding when he was in sixth grade because he wanted to make "something that was fun for myself and my sisters. " Bill Gates started coding in his teens and wrote a program to play tic-tac-toe. As the video shows, it's not just techies who code. "When I was in school, I was in this after school group called the Whiz Kids," Bosh says in the video. Will.I.Am adds: "Here we are, 2013. Reps from Facebook, Dropbox, Valve and other companies tout the perks of working in their offices and what they look for when hiring. Image courtesy of YouTube, Code.Org.