Frameworks and Definitions of Work Readiness Linda M. Noonan, Executive Director Massachusetts Business Alliance for Education

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Frameworks and Definitions of Work
ReadinessLinda M. Noonan, Executive
DirectorMassachusetts Business Alliance for
Education

• Readiness Revised Advancing Student Readiness
  and College Success
• October 17, 2008
• New England Board of Higher Education

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Skills for College and Work Readiness

• American Diploma Project Achieve
• The knowledge and skills that high school
  graduates need to be successful in college are
  the same as those they need to be successful in a
  job that
• Pays a family sustaining wage,
• Provides benefits, and
• Offers clear pathways for career advancement
  through further education and training.

Source Closing the Expectations Gap 2008,
http//www.achieve.org/node/477
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Skills for College and Work Readiness

• ACT College and Workforce Readiness
• whether planning to enter college or workforce
  training programs after graduation, high school
• students need to be educated to a comparable
  level of readiness in reading and mathematics.
• Graduates need this level of readiness if they
  are to succeed in college-level courses without
  remediation and to enter workforce training
  programs ready to learn job-specific skills.

Source Ready for College and Ready for Work
Same or Different? http//www.act.org/research/pol
icymakers/pdf/ReadinessBrief.pdf
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Massachusetts Employers Define Work Readiness
Skills

• Communication Written and Presentation Skills
• Basic Math and Technical (Computer) Skills
• Execution Skills Problem-solving, following
  instructions, carrying out multiple tasks
• Work Ethic Motivation and drive, realistic
  expectations, respect for self and colleagues
• Conduct and Deportment Appropriate workplace
  etiquette and behavior

Source Preparing for the Future Employer
Perspectives on Work Readiness Skills
http//www.mbae.org/uploads/01122006111154MBAERepo
rt-WorkSkills.pdf
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Partnership for 21st Century Skills
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Massachusetts Context

• Graduation rates and student achievement are both
  too low to meet future challenges
• Academic standards in High Schools are not
  aligned with postsecondary and workplace entry
  requirements
• A rigorous high school curriculum is an indicator
  of future success yet access not equal
• Postsecondary education and training is essential
  for most jobs yet preparation not a universal
  expectation

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MBAE Recommended Framework for College and Career
Readiness

• Reform the fundamental high school model
• Align Curriculum with demands of college and
  career
• Ensure assessments measure relevant skills and
  content mastery
• Create a system of partnerships to support and
  sustain reforms

Educating a 21st Century Workforce A Call to
Action on High School Reform http//www.mbae.org/u
ploads/06102008230519EducatingA21stCenturyWorkforc
e.pdf
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• Education is what survives when what has been
  learned has been forgotten.
• B.F. Skinner
• Linda M. Noonan
• 617-737-3122
• LNoonan_at_mbae.org