Students getting prepared for future jobs

Our workplaces will be vastly different because of ever-increasingly sophisticated technology driven by, amongst other things, artificial intelligence. This means traditional jobs may go to make way for new kinds of jobs. Post-secondary institutions across the country say they are working to prepare students for jobs that may not even exist yet.

Climate change, data science and cybersecurity are in the spotlight at Canadian universities as they adapt their offerings to address the needs not only of a changing marketplace but of a changing society.

A research paper released in 2018 showed half of Canadian jobs will be affected by automation in the next decade, and so-called “human skills” such as critical thinking and problem solving will be key to remaining competitive and resilient in an era of disruption and artificial intelligence.

The study conducted by RBC Economics found Canada’s education system is inadequately designed to help young people navigate the new skills economy. It recommended ensuring every undergrad has the opportunity for an apprenticeship, internship, co-op or other “experiential placement” before graduation.

Universities, however, say they are constantly working with faculty, experts and industry leaders to make sure students are prepared for the changing economic and labour landscape.

Susan McCahan, vice-provost of academic programs at the University of Toronto, says so-called “future-proofing” is a complex process that involves more than just creating new degrees and programs.

It also involves rethinking existing curricula around future career trends, particularly in fields with major exposure to artificial intelligence, she said, offering the example of pharmacies.

“They are imagining that within a fairly short time frame here, the work that pharmacists do will be really vastly different … than what we experience right now,” McCahan said.

While some traditional programs get an overhaul, a slew of new programs have also surfaced in recent years as institutions aim to address what they see as significant and emerging needs in society and the workforce.

Toronto’s York University, for example, recently unveiled a new disaster and emergency management program it says is the first of its kind in Canada, saying incidents like the 2016 wildfire evacuation in

Alberta demonstrate a pressing demand for qualified experts in the field.

Collaboration is also needed in coming up with new courses to prepare students for the issues they will face in the workplace, she said.

For more details, go to www.thesudburystar.com/news/national/automation-climate-change-ai-schools-prepping-students-for-jobs-of-the-future

Teaching English online

The Teaching English Online course provided by the company Future Learn is a free course for teachers who want to move from teaching English in the classroom to teaching English online.

This course is for experienced and new teachers and by the end of it, it gives teachers the flexibility to teach according to their own schedule. If participants want a certificate to prove they have done the course, then can pay £42 for an upgrade.

It is a four-week course, consisting of five hours a week with videos, quizzes and peer discussions.

New challenges arise when teaching online and we have to adapt. You get to know the market, the equipment you need, your platform and how to practice with students on the other end. You learn about resources and ideas. You get lots of examples with teachers who are teaching today online.

You get to learn how to structure lessons, get ideas on how to motivate students because that is more difficult online than doing it with a regular face to face class. We think about how to teach language online, how to give practice and how to correct online.

By the end of the course, you will be able to transfer the skills you learnt in the real classroom into the digital classroom.

A brief outline of the course:

The context of English Language Teaching online

• Contexts: learners and learning

• Strategies for developing rapport and engagement

• Dealing with classroom management in an online classroom

• Key skills needed to be an effective online teacher

• Tips for finding learners and channels to deliver online learning

How to plan and deliver online skills lessons

• Developing reading skills

• Developing writing skills and dealing with errors online

• Developing speaking skills

• Developing listening skills

For more details, go to

www.youtube.com/watch?v=0Pppi0XMtR8

www.futurelearn.com/courses/online-tutoring

Differences between applying to US and UK universities

If you are deciding to apply to US colleges or UK universities, you need to be aware of the main differences. Although they may share some similarities, it is worth knowing how each country handles applications so that you do not get caught out and miss out on a place.

In the US and the UK, many colleges allow applicants to apply through one streamlined portal. To streamline the college application in the US, students applying to undergraduate institutions can use the Common Application, a tool that allows students to submit multiple applications from one website. Similarly, in the UK, there is the Universities and Colleges Admissions Service (UCAS), a centralized organization that oversees the application process to all undergraduate and postgraduate programs

The main difference is that applications to US grad programs are typically submitted through individual institutions' websites.

There's no official limit to how many colleges US students can apply to, but UK students can only apply to up to five universities. In contrast, there's theoretically no limit to how many colleges you can apply to in the US. Some people might apply to five, while others might send out 20 applications.

US college applications are more holistic than UK applications. In the US, it's important to be a "well-rounded" applicant. Good grades and high-test scores aren't enough to set you apart from the crowd. Colleges also look at extracurricular activities, from drama to sports, as well as community service projects. For UK applications, academic performance is the primary benchmark.

There are various types of qualifying exams that students in the UK can take before applying to university. A-levels, aka advanced-level qualifications, are subject-based exams. British students can take at least three A-levels over two years. Other exams range from Scottish Highers, which are required for entrance to higher education institutions in Scotland, to Cambridge Pre-Us, a newer qualification that consists of studying four subjects over two years.

Additionally, Baccalaureate Exams combine skill and knowledge-based learning. The International Baccalaureate program is offered throughout the world, including the US.

Unlike US standardized tests, A-levels or equivalent qualifications are necessary for completing secondary education in the UK. For some courses of study, such as law or medicine, individual universities issue entrance exams.

In the UK, students select a course of study before they even apply to universities. After completing their General Certificate of Secondary Education exams at age 16, they can begin specializing in certain subject areas. The next step is to take A-levels in those subjects and then apply to courses, also known as university programs, in a specific discipline. As opposed to the UK, students in the US aren't required to choose a major until they get to campus.

For more details, please visit https://www.insider.com/how-applying-to-college-is-different-uk-and-us