Many of us in the United States were educated as children and young adults so that we could succeed both as citizens sustaining our democratic way of life and as productive workers able to sustain ourselves and our families economically. For the most part, the combination of public and private K–12 schools and higher education universities and colleges has served us quite well. We are by and large a well-educated and constructive populace. 

But can we rely on the old-school methodologies to sustain us for a world of work that will be characterized as mercurial and erratic calling for agility, adaptability, and rapid evolution? There is reason to think not. An economy that is experiencing increased speed and transformation will not be well served by an educational structure and model designed to prepare students for a relatively static and predictable work world. 

Let us examine the existing paradigm that traditionally and currently defines most American high schools and colleges. There are two patterns at play based on the concepts of liberal education and career-focused education. By the time a student reaches high school they select or have selected for them one of these persuasions or the other. 

Liberal (or liberal arts) education refers to an approach that encourages a broad and diverse exposure to fundamental and diverse subject matter with the goal being to educate a student for a complex world requiring a variety of perspectives, skills, and areas of knowledge. When and if college is reached, the student fits into this mix a concentrated focus in one or more disciplines. 

A career-focused or vocational path on the other hand focuses much more on preparing the student for a relevant job that is in demand in the workforce. Breadth gives way to depth in that a craft or skillset demonstrably employable is chosen, studied, and eventually mastered by the student. 

To be clear, I am not suggesting that there is anything fundamentally wrong with these models. My concern is in the traditional modes of delivery of the designs. We are still under the assumption that a high school diploma and/or college degree program that terminates upon graduation is enough to provide a student for a lifetime career. It used to be. However, projections are that it will not be enough going forward. 

The workplace and its career needs are becoming increasingly digitized and globalized, resulting in an urgency for malleable, resilient, and entrepreneurial workers to address the ever-vibrant economic demands across the planet. To maintain these attributes workers will need to accept and embrace continuous lifelong learning, upskilling, and training to keep up and stay ahead. Schooling will never end. In fact, it will become an integral and ongoing part of any advantageous job worth having for most people. 

We will likely see a time when liberal and career-focused methods become more of an as-needed hybrid with a greater proliferation of skill and knowledge-based certification and training programs not necessarily tied to slow moving traditional education settings. Students, employees, and educators will begin migrating more intentionally into online, virtual, and yes, brick & mortar learning facilities that offer the highest quality, data driven, short and long-term instruction essential to the requirements of the emerging economy. 

As an educator myself with 31 years in public schools and 5 years as a part time college adjunct I can say with some certainty that this industry will not on its own move in this direction without a lot of resistance. There are many entrenched interests compelled to resist such changes.  

A more responsive and pragmatic instructional delivery will likely arise from a combination of innovative educators and demanding students and employees requiring relevant reactive instruction. We can all begin by getting our heads around the concept of lifelong learning. I predict it will be far more energizing and efficient and much less stuck and draining.