Transcript Education in a Digital World

The Increasing Digital World:
Engaging the Entire Workforce
Cathleen Barton
Manager, US Education, Intel Corporation
NSF 2003 21st Century Pathways to STEM
Careers Conference
October 25, 2003
One Company’s Lens: How we view the world
 Current Situation Analysis- A Biz Snapshot
 Job Growth-Workforce Development Needs
 CSA Education: K12 Math, Teachers and
Higher Ed
 The Business Need
 What we can do
Demand Drivers
The 90’s….
2000’s Convergence
Millions of transistors on a chip
Billion transistors on a chip
Multimedia
Mobility
Connectivity
Storage
Power Management
Security
Computing, Communications
Digital Content
Source: Semiconductor Industry
Association
Technology Adoption Rate
Yrs to Attain 25% Market Share
54
46
44
Airplane
Household Electricity
Automobile
35
34
Telephone
VCR
30
Microwave Oven
26
Television
Radio
22
15
13
PC
Cellular Phone
Internet
7
The PC and Web Have Permanently Changed
the Way We Work, Play, and …..
 PC’s in-use WW surpassed 525M in 2001, 1.1B in 2007
 665M Internet users worldwide at the end of 2002
 US$615.3B worldwide e-commerce revenue in 2001 will grow to
US$6.8T by 2004
 US$100B of electronically transacted sales worldwide in 1999,
growing to US$1.24 trillion by 2003
• 17.2M US households banking online in 2001, growing to 31.5M by
2005
 37% of global Internet users cite “chat” as their favorite activity
• 25% of Americans with annual incomes < $15,000 were Web users in
2001, versus nearly 80% with incomes > $75,000.
Source: Angus Reid, Forrester Research; eMarketer’s eBusiness Report
High Tech Jobs still projected to increase
The Business Case for Diversity
 Beyond Compliance and Moral imperative
 Demographic Shift
 Creativity and Diversity of Thought and
action
 Enlightened Self interest
Our Market is Diverse
 US Census show
increase in URM
in our domestic
market – and
increasing buying
power
 Diversity and
creativity of
workforce to
match our
marketplace
Mathematics
 17% of US 12th grade students perform at “proficient” level in
mathematics
 Math is a REAL Digital Divide issue
 % of Students at or above “Proficient” from 2000 NAEP




White
African American
Native American
Hispanic
Grade 4
35
5
14
10
Grade 8
35
6
9
10
Grade 12
20
3
10
4
-- The National Assessment of Educational Progress, 2000

The longer our children stay in school the worse they
do in comparison to students from other countries
--The Third International Math and Science Study
About Teachers….
 From 1984-99, annual graduates earning BA/MA degrees
in Education increased by more than 50% to 220,000
 1/3 of new teachers leave in the first 3 years, almost half by
5 years
 Turnover is highest for teachers in high poverty schools is
almost 1/3 higher than for all teachers
 Students in poor and minority schools have fewer
experienced teachers, more out of field teachers
 Students with better teachers perform better
College is important--We’ve gotten the
message across, but….
 88% of 8th graders expect to particiapte in some form of
postsecondary education
– Approximately 70% of HS grads do w/in 2 years
– % HS students enrolled in college Oct. following HS
– White– 66% Black – 55%
Hispanic – 53%
 40% of students in 4-year, 63% in 2-year institutions
receive remedial education
– Only 34% of students taking one remedial reading course
complete 2 or 4-year degree; 56% for those who don’t
The Graduation Gap
• At the BS level in computer science, computer engineering
electrical engineering – the disciplines that are the
foundation for the knowledge economy -- enrollment
declined by 20% between 1983-1999 in the US
• At the Ph.D. level foreign nationals received fully 2/3s of
the CS degrees and well over half of the combined
CS/engineering degrees
No increases in % participation results in even
fewer Science and Engineering Grads
The Supply Side Dilemma
 Our standard of living depends on the value that our
communities and citizens add to the world’s economy.
– The U.S. has had one of the highest standards of living in the world
because we have added more value through innovation driven by a
talented, well educated workforce.
 For the US standard of living to remain as one of the
highest in the world, the average U.S. worker must add
more value in the work environment than their international
counterparts.
– Higher rate of innovation combined with
– Higher productivity
International Competition Like we have never
seen
•
•
•
•
Free trade among most nations of the world
Equal access to talent
Open access to information via the Internet
Instantaneous communication
resulting in ……
Jobs moving to areas of talent, value and
cost effectiveness
 60% of workforce-50K employees-in US
– Utilized global talent for over 30 years-50 countries
– Grow new jobs in emerging economies where business is growing
rapidly
– Continued US investment-not “either or” proposition
 Historically, job movement out of the US was
manufacturing based, moving lower paid, lower skilled jobs
to lower wage countries.
 Today, the shift includes higher skilled, higher paid, value
creation jobs to countries that have:
– a rich educational ethic with young people well-grounded in the
languages of innovation - mathematics and science.
– huge populations of talent to draw from. Russia, China and India
have combined populations of nearly 2.4B people.
Academic R&D Funding
Federal Research Funding as % of GDP
Infrastructure
What can we do?

Think about solution holistically and globally

Invest in education, infrastructure and R&D
Investment
1. Pre-competitive Collaboration within and across sectors
2. Concurrent Engineering then accelerate most successful
3. Connected Integrated Educational System PK12-Higher Ed
with Accountability
4. High Tech AND High Touch
5. Improved PK-12 Environment
Collaboration
 Pre-competitive collaboration
– We must all be responsible for big picture success
– Work together to solve or fail together
– Collaborate within and across sectors
– Institutional Competitiveness will limit success
– NFS Division walls…..
– Industry, Ed, Gov’t. effort to increase awareness
 Joint public and private partnerships
– Benchmark and Learn from each other how to improve:
– education system and,
– business, education and government as workplaces
Concurrent Engineering …accelerate replication
 Concurrent Engineering, then…select the best and
accelerate replication and scale
– Maintain ongoing research and development along with
moving forward on most successful and proliferate
 Must fund “knowledge transfer” not only
“innovation”
– Industry resources, limited, spread too thinly to support
all individual initiatives
– Focus on greatest impact for success--larger, linked and
leveraged partnerships
Connected and Integrated PK-16+ Education
System
 “Education System” is connected, integrated
system…Pre-K through 16+…
– focused on globally competitive results
 System of accountability for PK-16+ reform and
results
– Incentives, support, rewards,recognition; consequences if not
successful
– HE quality redefinition including student outcomes
– Teacher Preparation connected to needs of schools and
students
– Professional development informs HE reforms in teacher prep
– Development of PK-12 standards includes HE partners
Connected and Integrated PK-16 System
 Industry, Education, Government, Policy makers
collaborate to ensure HS diploma and exit exams
connect to HE entrance requirements and
– Ensure Success in the higher education system
(workforce too)
 Leverage the community colleges as a piece of the
integrated education system
– Under represented minorities
– Teacher Prep
 Parents as partners—knowledge and information
 Connected data systems
Improved PK12 Environment
 Invest in Teacher Quality
– Recognize Continuum of Development: Preparation
through on-going professional development
– Retention is critical--mentoring and support for novice
teachers
– Pay for skill, capability, performance and supply and
demand
– Math, Science, Special Ed and Bilingual
 Stay the course on standards, assessment, and
accountability
– You get what you measure and we need to get more
 Change is not easy—disorganized and
confusing
 We must be bold
 Working harder, doing the same things the
same way will help, but…
 We must do things differently and do
different things…
……to fully engage the entire workforce
Check out: intel.com/education