“We cannot build the future for our youth, but we can build our youth for the future.”– Franklin D. Roosevelt
It will be stating the obvious to say the world of work today and tomorrow may be unrecognizable considering the impact of digital technology, globalization, the skills needed or demanded, environmental pressures, nature of work, how work will be structured and the kinds of job “people” will be doing. This future of work we envisage is here already if we perceive and appreciate the changes in structure of work today vis a vis before the 2000.
To guarantee economic opportunities of our future workforce, we must consciously and intentionally planto embolden our people to not only face what lies ahead but also have the needed skill-set to navigate their environment optimally and prepare for jobs that are even non-existent today. These we can do by ensuring our future workforce have the skills and competencies needed for a changing world of work. If therefore we seek certain outcomes (work-readiness, community engagement, positive advancement, personal fulfillment, crime and violence reduction,world peace etc.), then we must begin today with that end in mind, doing the needful, being steadfast in pursuing values that compliment and lead to these desired outcomes.
Business leaders and employers of labour of todayare increasinglydemanding certain attributes in their human capital, personal attributes thatreinvent the work and lead to great innovations of our time.Attributes like critical thinking, emotional intelligence, collaboration, creativity, resilience and ability to solve complex problems. These capabilities as we know it, though called several names (soft skills, 21st Century Skills, Higher Order Skills) provide all the same for skills needed in the work place. However these skillsare rarely and robustly included in our academic and technical curriculum and training.
By what ever name is preferred, soft skills are broad set of skills, attitudes, behaviours, values that influence a persons outlook, how they interact with people, solve problems, function and generally engage their world and environment. Abundance of research exists that trace the possession of these skills to positive economic outcomes and general well being of a person influencing their ability to do their best work. These skills are transferable andof universal applicationregardless of industry or sector. They help to improve work effectiveness, productivity,and ability to relate with diverse people. To prepare our youth therefore for the future we must intentionally seek tocreate opportunities that initiate the acquisition and application of these skills even in ouracademic and technical as necessary ingredients.
My essential 10™ is awork and life readiness skills training that address10 core skills in a 3-Series Delivery model. Aimed at positively influencing Thinking,Behavior&Personal Direction,it further bridges the skills gap between the skills acquired through education and training with the skills expectations of employers, future of work and fulfillment of our highest personal goals. An incorporation of My Essential 10™ across institutions and learning systems, will not only address these gaps, it will aid to boost ability of our human capital to solve complex problems, create value and increase the economic growth and opportunities potentials of a nation.
This harmonizedMy Essential 10™ set of skills and content knowledge have been influenced by the reports of World Economic Forum (WEF), United States Agency for International Development (USAID), qualitative interview and consultation with industry experts, and our field of Human Capital practice experiences.
The knowledge content, principles and application techniques addressed in each of the ten core skills have been conceived to lead to identified outcomes for which numerous research and our practice experience have reinforced as generally desirable expectations for a better tomorrow.
Adolescents &Young adults
Research has shown the formative years (adolescence and young adulthood)as a critical stage for rapid development, characterized by identity crisis, personality coagulation, quest for a sense of belonging, growth and high level of development. This phase of development makes the personvery impressionable and more open to learning things of interest. Skills acquired and imbibed at this stagehelp to influence the outcomes in adulthood.
Integrating My Essential10™ with the acquisition of hard skill in a school curriculum enables the further development of complimentary skills because they are not stand-alone skills. They are usually not acquired for its own sake, for recall but application in every day work and life.
My Essential 10™ Work Readiness skills are practically delivered using diverse active learning techniques and practices. They are delivered in three series with a different focus in each series.For each of the series, we provide go-to-support points, tools and affirmative resources to ensurefurther reflection and application.
This three-step approachis maintained to probe into the level of understanding and familiarity with subject matter of our participants. This creates opportunity for participants to communicate their needs, admit vague or incomplete understanding for adaptability of our delivery to needs.