The Tech Dilemma: unfilled jobs, few workers, lack of confidence in STEM education

As companies grow and become more valuable, they’re able to hire and invest in new products and technologies. But they need skilled workers to grow.

This is the Tech Dilemma: Too many jobs, not enough workers. Not exactly what you’d expect with the country walking a pandemic tightrope with over 8.4% unemployment (according to the Bureau of Labor Statistics).

For instance, many of the FAANGs, or five of the most prominent American tech companies – Facebook, Apple, Amazon, Netflix, Alphabet (formerly known as Google) – are collectively adding employees to handle the influx of demand attributed to eCommerce.

Amazon recently announced that they are ramping up investments in corporate and tech jobs, looking to hire 33,000 new employees with annual compensation packages at $150,000, according to CNN Business. And Netflix founder and co-chief executive officer Reed Hastings said the company has been and will keep hiring through the uncertainty of

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‘We don’t have any say.’ For TDSB’s adult learners chaotic planning and a lack of online options threatens to halt their education

Desrine Peters, 43, moved to Canada 10 years ago from Jamaica and had been working in security, but found there wasn’t much room for progress in the field. “I was finding myself not accomplishing my goals,” she said.

Peters is now a first-year student at Seneca College in the chemical lab technician program, and has plans to continue studying biochemistry. She credits her adult day school teachers with motivating her and encouraging her to continue her studies.

Two years ago she began taking classes at the TDSB’s Emery Adult Learning Centre to complete high school credits needed for her college program. When the COVID-19 pandemic created hiccups in education and moved things online in the spring, she finished that semester and took summer school so she would be able to continue to college this fall.

But for students who were looking to return to adult day school this quadmester, the

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Report finds ‘significant lack of equity’ in K-12 education, Michigan Civil Rights Commission says

The Michigan Civil Rights Commission released a 62-page report Wednesday, Sept. 30, describing inequities in Michigan’s K-12 education system. The report also detailed recommendations for policy makers and educators to implement to make achieving educational equity a priority in all Michigan schools.

The adoption of the report passed unanimously at a Wednesday Michigan Civil Rights Commission meeting.

Stacie Clayton, Chair of the Michigan Civil Rights Commission, said the report revealed a “significant lack of equity” in Michigan’s K-12 education system.

“This Commission believes that an adequate education is the key to unlocking a lifetime of opportunities and also is a basic civil right,” Clayton said. “We learned during our education hearings that not all children receive the kind of education they deserve as their birthright. We urge policy makers, educators and other stakeholders across the state to view this report as a roadmap they can follow to help schools achieve

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Many secondary students lack access to online learning amid Covid-19 pandemic

Many second-level students in Irish schools lack access to digital devices or an effective online learning platform, according to new data.

An international report shows significant disparities between schools in Ireland compared to other developed nations in terms of digital infrastructure, which has become increasingly important during the Covid-19 pandemic.

The findings are contained in a OECD Pisa report on school policies and practices which is based on contributions gathered from 600,000 15-year-old students in 79 countries in 2018.

Almost half (45 per cent) of Irish students attended schools where the principal reported that the school’s capacity to teach was hindered by a lack of teaching staff. This is well above the OECD average of 27 per cent.

Students in Irish schools were also more likely than those in other OECD countries to attend schools where poor quality physical ininfrastructure – such as buildings, grounds, heating, lighting and acoustics –

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