The 2018 World Economic Forum’s Future of Jobs Report includes a summary of the outlook for skills over the next four years, classified in terms of “growing” and “declining” demand:
This report and others like it are the source material from which many business, academic, philanthropy, and government leaders derive their point of view on which outcomes K12 and higher education should be oriented to produce. Here’s one particularly silly graph from Harvard Business School that I ran across right after publishing this post — h/t @stuartbuck1 via @iowahawkblog:
I’d like to share a little bit about my own journey to learn new skills, especially analytical skills.
Analytical skills are things like being able to apply statistical models to data sets and thereby derive useful insights from them. I’ve been taking some courses in Python as preparation for a data science program. After completing this introduction, I’ll need to take some courses in statistics.
Here are a few things I can assure you about the computer science and Python courses I’ve been taking over the past couple of months:
- I’ve used Memory, verbal, auditory, (not spatial) abilities (“declining” skill #2) every single time I’ve settled down to complete basic Python lessons via MOOC. I don’t know how I would be able to track the lessons, delivered via written notes and video (with speech), without “verbal and auditory abilities.” Oh, and also, it’s kind of important to remember what you’ve learned from lesson to lesson in order to complete the end of course coding assignments. So, you do need some “memory abilties,” too. As to spatial abilities, when and if I get to the point of actually being able to slice up and use data sets, knowing how to present that information in useful, interesting, and memorable ways via infographics will absolutely require extremely well-developed spatial abilities.
- Reading, writing, math, and active listening (“declining” skill #5) are sine qua non for learning “analytical skills.” It’s particularly weird to see math on this list. I can assure you that data science jobs (one of the fastest growing categories of jobs now) are typically filled by people who are pretty dang good at math. Statistics are a basic pre-req for learning “analytical” skills needed for these kinds of jobs.
Here’s the syllabus for the Statistics and Data Science MicroMasters Program by MIT offered through one of the leading MOOC providers, edX. Let’s take a second to zoom in on the last paragraph of the program description (emphasis mine):
Anyone can enroll in this MicroMasters program. It is designed for learners that want to acquire sophisticated and rigorous training in data science without leaving their day job but without compromising quality. There is no application process but college-level calculus and comfort with mathematical reasoning and Python programming are highly recommended if you want to excel. All the courses are taught by MIT faculty at a similar pace and level of rigor as an on-campus course at MIT. This program brings MIT’s rigorous, high-quality curricula and hands-on learning approach to learners around the world – at scale.
This program is targeted at folks who would like to be qualified for one of the hot (and highly compensated) jobs in data science. But guess what? It would really help if you had COLLEGE LEVEL CALCULUS in order to take advantage of this offering.
If you never learned algebra well, you’ll struggle in calculus. If you don’t have calculus, you may not have access to the best jobs that the 21st century offers.
There is more than a whiff of class privilege that lists like the one published by WEF give off. If you were to break it down (i.e., analyze) the list of so-called skills, you’d realize that they aren’t skills at all but by-products of a well-rounded, character-enhancing, rigorous education.
You know, the kind that kids who attend great schools with lots of family support take for granted.
By diminishing the importance of strong abilities in math and reading, lists like these and the un-critical adoption of them as measures of educational quality can actually be used to excuse the failures of the educational status quo. ACT scores in math are actually declining? NBD, math isn’t that important.
Well, unless you want the kinds of skills that give you access to the decision-making class — the class that publishes lists that take cultural literacy, math, and verbal abilities for granted.