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The Increasing Digital World: Engaging the Entire Workforce


Digital Content. Technology Adoption Rate. Yrs to Attain 25% Market Share ... We must all be responsible for big picture success. Work together to solve or fail ... – PowerPoint PPT presentation

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Title: The Increasing Digital World: Engaging the Entire Workforce

The Increasing Digital World Engaging the
Entire Workforce
  • Cathleen Barton
  • Manager, US Education, Intel Corporation
  • NSF 2003 21st Century Pathways to STEM Careers
  • October 25, 2003

One Companys Lens How we view the world
  • Current Situation Analysis- A Biz Snapshot
  • Job Growth-Workforce Development Needs
  • CSA Education K12 Math, Teachers and Higher Ed
  • The Business Need
  • What we can do

Demand Drivers
The 90s. Millions of transistors on a chip
2000s Convergence Billion transistors on a
Power Management
Computing, Communications Digital Content
Source Semiconductor Industry Association
Technology Adoption Rate
Yrs to Attain 25 Market Share
The PC and Web Have Permanently Changed the Way
We Work, Play, and ..
  • PCs in-use WW surpassed 525M in 2001, 1.1B in
  • 665M Internet users worldwide at the end of 2002
  • US615.3B worldwide e-commerce revenue in 2001
    will grow to
  • US6.8T by 2004
  • US100B of electronically transacted sales
    worldwide in 1999,
  • growing to US1.24 trillion by 2003
  • 17.2M US households banking online in 2001,
    growing to 31.5M by 2005
  • 37 of global Internet users cite chat as their
    favorite activity
  • 25 of Americans with annual incomes lt 15,000
    were Web users in 2001, versus nearly 80 with
    incomes gt 75,000.

Source Angus Reid, Forrester Research
eMarketers eBusiness Report
High Tech Jobs still projected to increase
The Business Case for Diversity
  • Beyond Compliance and Moral imperative
  • Demographic Shift
  • Creativity and Diversity of Thought and action
  • Enlightened Self interest

Our Market is Diverse
  • US Census show increase in URM in our domestic
    market and increasing buying power
  • Diversity and creativity of workforce to match
    our marketplace

Source Populations Projection Program,
Populations Division, U.S. Census Bureau, Release
Date January 2000
  • 17 of US 12th grade students perform at
    proficient level in mathematics
  • Math is a REAL Digital Divide issue
  • of Students at or above Proficient from 2000
  • Grade 4 Grade 8 Grade 12
  • White 35 35 20
  • African American 5 6 3
  • Native American 14 9 10
  • Hispanic 10 10 4
  • -- The National Assessment of Educational
    Progress, 2000
  • The longer our children stay in school the worse
    they do in comparison to students from other
  • --The Third International Math and Science

About Teachers.
  • From 1984-99, annual graduates earning BA/MA
    degrees in Education increased by more than 50
    to 220,000
  • 1/3 of new teachers leave in the first 3 years,
    almost half by 5 years
  • Turnover is highest for teachers in high poverty
    schools is almost 1/3 higher than for all
  • Students in poor and minority schools have fewer
    experienced teachers, more out of field teachers
  • Students with better teachers perform better

College is important--Weve gotten the message
across, but.
  • 88 of 8th graders expect to particiapte in some
    form of postsecondary education
  • Approximately 70 of HS grads do w/in 2 years
  • HS students enrolled in college Oct. following
  • White 66 Black 55 Hispanic 53
  • 40 of students in 4-year, 63 in 2-year
    institutions receive remedial education
  • Only 34 of students taking one remedial reading
    course complete 2 or 4-year degree 56 for those
    who dont

The Graduation Gap
  • At the BS level in computer science, computer
    engineering electrical engineering the
    disciplines that are the foundation for the
    knowledge economy -- enrollment declined by 20
    between 1983-1999 in the US
  • At the Ph.D. level foreign nationals received
    fully 2/3s of the CS degrees and well over half
    of the combined CS/engineering degrees

No increases in participation results in even
fewer Science and Engineering Grads
The Supply Side Dilemma
  • Our standard of living depends on the value that
    our communities and citizens add to the worlds
  • The U.S. has had one of the highest standards of
    living in the world because we have added more
    value through innovation driven by a talented,
    well educated workforce.
  • For the US standard of living to remain as one of
    the highest in the world, the average U.S. worker
    must add more value in the work environment than
    their international counterparts.
  • Higher rate of innovation combined with
  • Higher productivity

International Competition Like we have never seen
  • Free trade among most nations of the world
  • Equal access to talent
  • Open access to information via the Internet
  • Instantaneous communication
  • resulting in

Jobs moving to areas of talent, value and cost
  • 60 of workforce-50K employees-in US
  • Utilized global talent for over 30 years-50
  • Grow new jobs in emerging economies where
    business is growing rapidly
  • Continued US investment-not either or
  • Historically, job movement out of the US was
    manufacturing based, moving lower paid, lower
    skilled jobs to lower wage countries.
  • Today, the shift includes higher skilled, higher
    paid, value creation jobs to countries that have
  • a rich educational ethic with young people
    well-grounded in the languages of innovation -
    mathematics and science.
  • huge populations of talent to draw from. Russia,
    China and India have combined populations of
    nearly 2.4B people.


Academic RD Funding Federal Research Funding as
of GDP
What can we do?
  • Think about solution holistically and globally
  • Invest in education, infrastructure and RD
  • Pre-competitive Collaboration within and across
  • Concurrent Engineering then accelerate most
  • Connected Integrated Educational System
    PK12-Higher Ed with Accountability
  • High Tech AND High Touch
  • Improved PK-12 Environment

  • Pre-competitive collaboration
  • We must all be responsible for big picture
  • Work together to solve or fail together
  • Collaborate within and across sectors
  • Institutional Competitiveness will limit success
  • NFS Division walls..
  • Industry, Ed, Govt. effort to increase awareness
  • Joint public and private partnerships
  • Benchmark and Learn from each other how to
  • education system and,
  • business, education and government as workplaces

Concurrent Engineering accelerate replication
  • Concurrent Engineering, thenselect the best and
    accelerate replication and scale
  • Maintain ongoing research and development along
    with moving forward on most successful and
  • Must fund knowledge transfer not only
  • Industry resources, limited, spread too thinly to
    support all individual initiatives
  • Focus on greatest impact for success--larger,
    linked and leveraged partnerships

Connected and Integrated PK-16 Education System
  • Education System is connected, integrated
    systemPre-K through 16
  • focused on globally competitive results
  • System of accountability for PK-16 reform and
  • Incentives, support, rewards,recognition
    consequences if not successful
  • HE quality redefinition including student
  • Teacher Preparation connected to needs of schools
    and students
  • Professional development informs HE reforms in
    teacher prep
  • Development of PK-12 standards includes HE

Connected and Integrated PK-16 System
  • Industry, Education, Government, Policy makers
    collaborate to ensure HS diploma and exit exams
    connect to HE entrance requirements and
  • Ensure Success in the higher education system
    (workforce too)
  • Leverage the community colleges as a piece of the
    integrated education system
  • Under represented minorities
  • Teacher Prep
  • Parents as partnersknowledge and information
  • Connected data systems

Improved PK12 Environment
  • Invest in Teacher Quality
  • Recognize Continuum of Development Preparation
    through on-going professional development
  • Retention is critical--mentoring and support for
    novice teachers
  • Pay for skill, capability, performance and supply
    and demand
  • Math, Science, Special Ed and Bilingual
  • Stay the course on standards, assessment, and
  • You get what you measure and we need to get more

  • Change is not easydisorganized and confusing
  • We must be bold
  • Working harder, doing the same things the same
    way will help, but
  • We must do things differently and do different
  • to fully engage the entire workforce

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