5 Permanent Skills We Didn’t Learn at School

Thomas Oppong


By: Thomas Oppong


Source: 5 Permanent Skills We Didn’t Learn at School | by Thomas Oppong | Personal Growth | Jun, 2021 | Medium



Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. Education frequently takes place under the guidance of educators, however learners can also educate themselves.

Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Formal education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship.

There are movements for education reforms, such as for improving quality and efficiency of education towards applicable relevance in the students’ lives and efficient problem solving in modern or future society at large or for evidence-based education methodologies.

A right to education has been recognized by some governments and the United Nations. Global initiatives aim at achieving the Sustainable Development Goal 4, which promotes quality education for all. In most regions, education is compulsory up to a certain age.

See also

Safeguarding Importance In An Ever-Growing Online Education World


With the introduction of the digital age, online safety for children has become subject to an influx of threats from a whole host of intimidatory factors.

Unsurprisingly, COVID has heightened safety concerns, especially for children and it is our mission to ensure that their online safety is secured to the best standard ultimately to save lives.

The harsh facts about safeguarding online

The BBC produced an article stating that:

“child deaths increased from 89 to 119 and those seriously harmed rose from 132 with 153 compared with the same period in 2019.”

This is according to data from The Child Safeguarding Practice Review Panel when conducting a report on the number of serious incidents reported from April last year. So why is this a concern?

Evidently, an increase in child deaths is the significant issue as another child death becomes an additional statistic yet, it doesn’t correlate to what effect it has internally on all parties concerned. With the emerging digital age, it is vital that everything online is scrutinized and it is our responsibility as educators to guarantee a child’s safety.

Reducing the number of deaths is the obvious priority but subsequent factors of the online world such as crime, county lines, sexual abuse and grooming all have increased. A survey produced by Children’s Commissioner for Wales Professor Sally Holland stated that:

“four in 10 of the 17-year-olds taking part in her survey said they felt lonely most of the time while 30% of 17 to 18-year-olds said they felt worried most of the time.”

Isolation and loneliness will lead young children to become involved in dangerous predicaments as their intrigue is raised. This is where online safety is paramount as it is an accessible route for criminals to target potential victims to exploit.

According to the Children society:

“County Lines has contributed to 807% increase in children referred for support by councils in relation to modern slavery.”

With this excessive increase, it demonstrates how important safeguarding is in online education. Gangs will utilise social media as a ploy to flaunt a lavish lifestyle and lure young children into Country lines due to their naivety and inability to comprehend that they are indeed victims.

Not only will children be exploited for financial gain, but online it allows predators to seek out young vulnerable people for their own gratification through grooming. Last year the NSPCC stated the Police recorded:

“over 10,000 online child sex crimes in a year for the first time.”

But not only in the UK is this prevalent, the problem is increasing Internationally. The Times reported that in Thailand during the pandemic:

“Police and child protection organizations say that cases of abuse, including the extracting of pornographic images from children, increased last year by as much as 40 per cent.”

With less school time because of recent lock downs, it has led to less education whilst increasing vulnerability. With schools now reopen it is critical that children are being supervised.

In addition to this, the UK has seen an increase in radicalization. COVID has led to more seclusion resulting in close relatives and friends taking advantage of young children. Sky reported that over the past 2 years there has been:

“more than 1,500 children under the age of 15 [who] were referred to the Prevent counter radicalization programmer.”

Ultimately the diminishment of social interaction due to COVID that young children will have with their peers and teachers leaves them exposed, further highlighting the importance of safeguarding young children online.

Educational barriers need to be broken online

Online education is a valuable asset as it enables learning remotely and breaks down the barriers at home unveiling a glimpse of what may be going on behind close doors.

Unfortunately, not all children can be monitored online due to a number of factors, one including, inadequate resources due to socio-economic backgrounds.

A tragic example of safeguarding importance lies with Chadrack Mbala Mulo, 4. Had there been sufficient communication between his school and home prior to his mother’s death, he may still be alive. He died from starvation as a result of being unable to feed himself due to him being mute and having autism.

His unexplained absences, which were not pursued in thorough depth, ultimately led to his death. Remote online education would have ensured that his scarce logins on education portals would have raised flags and an investigation would have occurred properly.

Sadly, this is just one case of thousands who are at risk in similar situations exemplifying why safeguarding children who are learning online is vital.

Educating children about the dangers online is the key

Our opinion is that educating young children before they can be exposed to the dangers will be the best option to minimize exploitation.

Here at EdClass It is our mission to guarantee that every child home or abroad gets the chance to learn safely with our DBS checked staff ensuring remote learning is completed in a correct and secure manner.

All chats are recorded and sent to their corresponding schools’ server to guarantee safeguarding elements.

Our EdClass Designated Safeguarding Lead Cara Radford said:

“Safeguarding online is massively important especially during COVID when everyone is online. Pre-COVID, a lot of parents were looking into what their children were doing online but now parents are busy balancing working from home and parenting which has meant more opportunity for people that are looking to groom children.

So, educating children into not befriending people they don’t know on forums and not disclosing personal information is really important, more so now than ever.”

Source: Safeguarding Importance In An Ever-growing Online Education World – EDBlog


More Contents:

Platform updated to support the ‘catch up’ generation with built-in live learning

Ofsted reveals impact of school closures

Department for Education warns of insufficient high-quality teachers

Masks are mandatory in school communal areas

5 simple strategies…to encourage students to use their local library

Common barriers to learning and how to eridicate them

How to stop your students from arriving late to lessons

What is digital poverty?

How do pastoral and academic leaders differ in their approach to school management?



Online safety is now part of the wider safeguarding requirement for schools but it is a fast changing and sometimes seemingly inaccessible world for staff. However, all members of the staff team should have at least a basic awareness of online safety so that, should an incident occur, they can respond appropriately and quickly.
This is the first in a free series of videos that will not only help raise awareness in the team but also has a partnering child-friendly version of the principles discussed to extend the training into the classroom. The content is appropriate for everyone from Senior Leadership to new to education staff in any role and can be used to support a combined staff and classroom awareness campaign. In this first episode, we look at some key elements of online safety and some of the safeguarding responsibilities of the team will need to be aware of.
Our team at the Child Protection Company have been creating high quality training solutions since 2008 and every one of our courses draws on the experience of expert safeguarding professionals. Our training courses are developed in house, and are regularly updated to remain in line with the latest government guidance and legislation.

Together While Apart: Classroom Communication

By their very nature, pandemics shake the systems of society, and that is certainly true for the global educational system right now. Institutions have had to adjust their entire structures, and for many educators, that has meant being thrust into remote learning environments, often without time to study or plan for the change. Until now, many educators have rightfully spent the bulk of their energies on meeting students’ most urgent needs, checking on physical and mental well-being first. Now, though, we find ourselves beginning to plan and conduct actual instruction, and the realities of remote learning bring new challenges. However, it may also bring opportunities to innovate, and, in the way of teachers across time, chances to flex our problem-solving muscles.

Our hope is that the Turnitin team can support you in ensuring student needs are met. This post, the first of three in our Together While Apart series, is part of our effort to help, but that’s not all that we’re doing. We have officially launched Turnitin’s Remote Learning Resources page and populated it with all the best materials, including past publications and a stockpile of brand new content specifically designed to meet the challenges of remote learning.

Remote learning is a broad term encompassing many different approaches. Often, these approaches fall into two brackets – synchronous or asynchronous. When classes meet at specific times in much the same way that they would in person, except that some form of technology is connecting everyone, that is known as synchronous learning. Because of the emergency nature of COVID-19, many institutions are finding themselves more likely to pursue asynchronous learning. In asynchronous learning, collective meetings are not always happening in real-time, and students often independently access content, assignments, and assessments virtually (or even through paper formats, in some places) on widely varying schedules.

Of the many shifts in instructional delivery, one of the most dramatic will be the methods by which educators communicate with their students. The challenges there will impact nearly every aspect of asynchronous instruction, so let’s begin there.

Instructor Challenge: How will I help my students combat a feeling of having limited live access to personalized support?


  1. Set up specific shared times for discussions, question and answer, etc. so that students CAN schedule around the time and check-in if they need to. Make sure to set these times up in advance to increase the possibility that students will be able to participate. For students who can’t join in real-time, record those sessions and post them so that students won’t be isolated or miss out on critical conversations. Additionally, this will build in opportunities for peer interaction and support, which can be critical to the learning process and may help feelings of isolation, loneliness, and even depression that can occur when working remotely. This is a common phenomenon for people working remotely and is likely to present a similar problem for some students.
  2. Offer 1:1 time slots on the calendar for students in the event that they need more support. In addition to the shared times for interaction, many students will want or need some individual interaction with instructors. It’s important to give them time and space to ask questions, seek out individualized clarification and support, and to simply connect.

Instructor Challenge: How will I ensure that my students always know WHEN learning activities are occurring and WHERE to find the information they need?


  1. Set up a centralized communication hub with ALL relevant information. Students can link out to the various tools and materials you’ll use, but they will have this as a home base of sorts.
  2. Establish a calendar! Set up a shared calendar where you list all relevant dates and can allow students to use it to schedule their own learning activities and time with you. Pro Tip: Feedback Studio users can use the Class Calendar tool to do this inside the system for ease of access to the information. 
  3. Consistent communication methods – pick the right tool for a task and then stick to it. Try making a list of all the different kinds of communication tasks involved in your instruction, and then match each to a communication TOOL that will best fit the purpose. For example, giving an overview of an assignment is different than providing ongoing feedback throughout an assignment. Which is the best tool for each? You need something that is well suited to longer, more comprehensive sets of information for the overview, but you need something fast and tied to specific student work for the second. Be thoughtful about the tools you select. Once you match each task with a particular tool, make sure you document that and share it with your students. Keep it in a location where students can easily access it over time too.

Once you select a tool, use it consistently! For example, try to avoid announcing some assignments through email and then some on a discussion board and still others on Twitter. Using other communication methods as back-ups are fine, but always utilize the one established upfront so there isn’t any confusion about where to access information.

Instructor Challenge: Since I am not communicating in person with my students, how will I avoid misalignment or misunderstandings about expectations, processes, or products?


  1. Anticipate questions or misunderstandings and address them upfront. It might help to picture a particular student and ask what questions they might have. By answering them in advance, you are more likely to head off any confusion and save both yourself and your students wasted time and effort. Additionally, you will ensure that every student has the right information whether they ask for it or not.
  2. Over-communicate – If you think your students already know your expectations, spell them out anyway. Sometimes, we make assumptions about how students think, but students surprise us. Losing physical proximity can complicate this even more. Outside the physical environment of a classroom, students sometimes fall back into the patterns of their new space. “I’m learning from my kitchen table, where I feel relaxed and easy-going.” Sometimes, those changes infect their thinking about work and expectations in unproductive ways. Therefore, it’s important to take the time to reassert those expectations and processes so that they carry over into students’ work.
  3. Document – To the greatest extent possible, write down and/or record–audio or video, and with captions, if available–all information so that students can access it repeatedly. This might seem incredibly time-consuming, but the upfront investment will save time later as you’ll be able to refer students back to it anytime you need to, and you’ll find that you are able to re-use it. Since students won’t be accessing instructions or content at the same time, recording it in writing or through another medium means that they can read or hear it from anywhere, any time, and as MANY times as they need to. Just think… this might actually mean that you don’t have to answer the same question 10 times! Additionally, it means that students can repeat information without any fear of judgment from their teacher or their peers, and you will have done so in a way that encourages them to seek out critical information they need rather than passively waiting.
  4. Provide feedback about expectations and processes, not only products. Students will make mistakes. In many cases, asynchronous learning is new to them too. Include opportunities to practice new skills within the tools they use and the processes involved, and make sure you give them feedback. Doing so has the added bonus of building their sense of agency and taking ownership of their own learning. Pro Tip: Be honest about your mistakes and what you have learned from this process so that students understand that learning is messy and requires us all to be reflective.

Students and teachers alike are overwhelmed by all that has changed in such a short time. That means that the “soft skills” that go into effective educational practices are perhaps more essential than ever. At its most fundamental level, education is built on relationships and communication.


How Educators Can Master Working In a Hybrid Learning Environment

Unfortunately, time management is far more difficult now versus pre-pandemic. The findings from Doodle’s “Time Management in Education” study support this, with over a third of the surveyed college students (37 percent) saying it has been harder to manage their time and stay productive now that lectures have moved online. This is a serious issue, as a majority of students (66 percent) say that time management is extremely important in regards to their ability to meet their academic goals.

On top of this, nearly half of students (42 percent) say that they’re working more now that classes have gone virtual. And they’re very concerned about the long-term impact on their academic success, with 71 percent of students saying that they’re either extremely worried, or somewhat worried, that the shift to online-only education will negatively impact their academic success.

On the surface, these stats might seem like they paint an abysmal outlook for the future of education in a COVID-19 world. But I think there’s a way to right the ship and technology will play a huge role in doing so. This is a great opportunity for academic institutions to change their processes and implement new technologies. It’s not about stripping away all existing processes and systems that have been in place for decades.

Rather, it’s about making small, impactful changes. It’s also about implementing the right technology solutions to facilitate the kinds of change that will allow academic institutions to deliver the best experience possible to students, faculty members and administrative staff, while helping them to be highly productive, focused and successful in achieving their goals.

For students who are already digital natives and accustomed to using upwards of 15 digital tools/apps daily, technology can be tremendously useful in cutting down on administrative tasks like coordinating office hours with their professors, 1:1 guidance sessions with faculty advisors and group study sessions with classmates. That’s time that can be refocused and reinvested into studying, writing papers and devising their graduation strategy.

Not only does technology make learning more flexible and convenient as 55 percent of the surveyed students reported in the Doodle study, but it also creates a more engaged and collaborative environment. For example, 16 percent of students say they value how technology makes it easier to collaborate with classmates and 13 percent see it as being useful in increasing access to their professors and faculty members.

Now consider introverted students who may have once shied away from speaking up in front of their classmates. They can be more active participants in their online classes in the safety of their homes and with the option to turn off their camera to reduce their anxiety and shyness of being ‘seen’ while participating. It takes some of the pressure off, allowing them to focus on learning and excelling in their classes.

Technology can also add efficiencies for busy educators by cutting down on context-switching. For example, using a scheduling tool that is integrated with video conferencing software like Zoom will eliminate the need to toggle back and forth between both solutions. It can also address the all-too-common problem of forgetting to create, copy and paste a Zoom link into each calendar invite. If it’s integrated into your scheduling tool, then the Zoom link is automatically populated and added into each calendar invite. That’s less tedious work for educators and more time spent on guiding students to academic success and achieving their own goals.

To help, I have outlined some useful tips for professors, faculty, administrative staff and students.

Tips for teachers/professors, faculty and administrative staff:

  • Use a communication platform, like Slack, to interact and pass essential messages on to students, fellow professors, faculty members and administrative staff. Answering questions in a way that all can see means you won’t be asked the deadline for that paper 40 times. Having an open, real-time communication link between students and professors means more questions are likely to be answered online, rather than during lengthy one-to-one meetings, while students get answers when they need them.
  • Schedule one-to-ones with individual students whom you teach or advise. Use this time to gauge how they’re feeling. Don’t talk about the class curriculum, their grades or academic performance. Focus on their emotional wellbeing.
  • Set up group meetings with your department heads and administrative staff to understand how everyone’s workload is being affected. Does anyone have concerns? Are everyone’s needs being met? Does everyone have the necessary resources and tools to be effective educators? Asking these questions is critical to empowering your faculty and staff to do their jobs well and support your students.
  • Record key sessions so students can revisit them when studying for exams, catch up on them if they missed a lecture and even use the recordings for future study groups.

Tips for students:

  • Slice and dice projects into smaller, manageable chunks.
  • Focus on one task at a time. Don’t switch back and forth between assignments. Only move to a new task once a single task has been completed.
  • Automate administrative tasks, like scheduling study sessions and office hours with professors, so time can be better spent on engaging in class, studying and getting feedback from professors.
  • Pay attention to your productivity flows and energy levels. When your productivity is highest, use that time to focus on a larger, high-priority assignment.
  • Use time blocking to make yourself unavailable for meetings, activities or anything else and dedicate that time to important tasks/projects. So if anyone tries to book time in your calendar, it will appear as unavailable.
  • Set up assignment/project deadlines in your calendar so your grades don’t suffer simply because you forgot a deadline.

By: Renato Profico

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Next articleFlyOnTheWallApprentice – Bringing the Apprenticeship into the 21st CenturyRenato Proficohttps://doodle.com/

Renato Profico is the CEO of the leading enterprise scheduling tool, Doodle. A qualified executive with 20 years of professional experience in digital companies, he most recently held the position of CEO for four years at a leading job platform network in Switzerland, JobCloud. In addition to his extensive leadership experience, Renato is an expert in B2B sales, marketing, business development, customer relationship management, as well as organizational structure and development.

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College Funding Changes In The Pandemic Relief Bill

There are several student financial aid provisions in the pandemic relief package that was included in the Consolidated Appropriations Act of 2021 that passed the House and Senate on Monday, December 21, 2020.

Student Loan Relief

Student loan borrowers are disappointed that the legislation did not include an extension to the student loan payment pause and interest waiver, nor did it provide any student loan forgiveness.

The payment pause and interest waiver is set to expire on January 31, 2021. President-elect Joe Biden will be able to extend it further after he takes office on January 20, 2021. Several possible extension dates have been floated, including April 1, April 30 and September 30, but Joe Biden has not yet said anything specific about the extension, just that it is needed.

Nevertheless, there are some changes in the legislation that affect student loan borrowers. In particular, the tax-free status of employer-paid student loan repayment assistance programs (LRAPs), which was set to expired on December 31, 2020, has been extended for five years through the end of 2025. Such LRAPs will be exempt from income and FICA taxes for both the employee and the employer.

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SULA, a complicated set of limits on subsidized Federal Direct Stafford loans, has been repealed. SULA mostly affected students who transferred from a 4-year college to a 2-year college.

In addition, there have been a few changes concerning the U.S. Department of Education’s Next Generation Processing and Servicing Environment (NextGen) for federal student loans.

  • New student loan borrower accounts must be allocated to loan servicers based on their past performance and servicing capacity.
  • Borrower accounts must be reallocated from servicers for “recurring non-compliance with FSA guidelines, contractual requirements, and applicable laws, including for failure to sufficiently inform borrowers of available repayment options.” Applicable laws include consumer protection laws.
  • NextGen must allow for multiple student loan servicers that contract directly with the U.S. Department of Education.
  • NextGen must incentivize more support to borrowers at risk of delinquency or default.
  • Borrowers must be allowed to choose their loan servicer when they consolidate their federal loans.
  • The U.S. Department of Education must improve transparency through expanded publication of aggregate data concerning student loan servicer performance.

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Changes in College Tuition Tax Breaks

The legislation changes the income phaseouts for the Lifetime Learning Tax Credit (LLTC) to be the same as the income phaseouts for the American Opportunity Tax Credit (AOTC), starting with tax years that begin after December 31, 2020.

The Lifetime Learning Tax Credit will start phasing out at $80,000 for single filers and $160,000 for taxpayers who file as married filing jointly. The tax credit is fully phased out at $90,000 (single) and $180,000 (married filing jointly). Married taxpayers who file separate returns are not eligible.

For comparison, the 2020 income phaseouts for the LLTC were $59,000 to $68,000 (single) and $118,000 to $136,000 (married filing jointly).

The new income phaseouts will not be adjusted for inflation.

In addition, the legislation repeals the Tuition and Fees Deduction, effective with tax years that begin in 2021. This is a permanent repeal, so the Tuition and Fees Deduction will not be resurrected by the next tax extenders bill.

New Funding for Higher Education Emergency Relief Fund

The $81.88 billion for the Education Stabilization Fund includes

  • $54.3 billion for the Elementary and Secondary School Emergency Relief Fund
  • $22.7 billion for the Higher Education Emergency Relief Fund (HEERF)
  • $4.05 billion for the Governor’s Emergency Education Relief Fund, of which $2.75 billion has been earmarked for Emergency Assistance to Non-Public Schools

The Higher Education Emergency Relief Fund previously received $16 billion as part of the CARES Act.

The allocation formula for the HEERF funding is more complicated than the one in the CARES Act, but the allowable uses are similar. Public and private non-profit colleges are required to use at least half of the money for financial aid grants to students. Private for-profit colleges are required to use all of the money for financial aid grants to students. Colleges must provide at least the same amount of emergency financial aid grants to students as they did under the CARES Act provisions, even if their total allocation is lower.

The emergency financial aid grants to students can be used for any element of the student’s cost of attendance or for emergency costs related to the pandemic, such as “tuition, food, housing, health care (including mental health care), or child care.”

The grants must be prioritized to students with exception financial need, such as Pell Grant recipients.

The emergency financial aid grants to students are tax-free.

Most College Students Remain Ineligible for Stimulus Checks

Most college students will remain ineligible for the recovery rebate checks, also known as the stimulus checks.

The legislation includes the same restriction that limits the $600 per qualifying child to children age 16 and younger. Only 0.1% of undergraduate students are age 16 or younger.

College students who are under age 24 are also ineligible, because they can be claimed as a dependent on someone else’s federal income tax return. The remain ineligible even if they are not claimed on someone else’s tax return.

A college student might qualify if they are married and file a joint return with their spouse or if they provide more than half of their own support. About 15% of undergraduate students are married. College students who are 24 years old or older may also qualify. More than 40% of undergraduate students are 24 years old or older.

College students can still claim the $1,200 stimulus checks from the CARES Act in addition to the new $600 stimulus checks, if they are eligible.

Increase in the Maximum Pell Grant

The maximum Federal Pell Grant has been increased to $6,495 for the 2021-2022 academic year.

Eligibility criteria will be pegged to a multiple of the poverty line starting with the 2023-2024 academic year. Students will be eligible for the maximum Pell Grant if they and their parents/spouse, as applicable, are not required to file a federal income tax return or if their adjusted gross income (AGI) is less than 175% to 225% of the poverty line. The higher threshold is reserved for households involving a single parent.

FAFSA Simplification

The legislation simplifies the Free Application for Federal Student Aid (FAFSA) starting with the 2023-2024 academic year. The new FAFSA reduces the number of questions on the form by two-thirds, from 108 questions to about three dozen questions. Follow me on Twitter. Check out my website or some of my other work here

Mark Kantrowitz

Mark Kantrowitz

I am Publisher of PrivateStudentLoans.guru, a free web site about borrowing to pay for college. I am an expert on student financial aid, the FAFSA, scholarships, 529 plans, education tax benefits and student loans. I have been quoted in more than 10,000 newspaper and magazine articles about college admissions and financial aid. I am the author of five bestselling books about paying for college and have seven patents. I serve on the editorial board of the Journal of Student Financial Aid, the editorial advisory board of Bottom Line/Personal, and am a member of the board of trustees of the Center for Excellence in Education. I have previously served as publisher of Savingforcollege.com, Cappex, Edvisors, Fastweb and FinAid. I have two Bachelor’s degrees in mathematics and philosophy from the Massachusetts Institute of Technology (MIT) and a Master’s degree in computer science from Carnegie Mellon University (CMU)



University of California Television (UCTV)

How to pay for college is a pressing question for all applicants from the class of 2020. COVID-19 has caused financial uncertainty and many are having to rethink their plans. Jodi Okun, an expert in financial aid, joins Steven Mercer to talk about how the pandemic is impacting financial aid awards, what to do if your family’s financial situation has changed, and how to plan for the future in uncertain times. [Show ID: 35963] More from: STEAM Channel (https://www.uctv.tv/steam) UCTV is the broadcast and online media platform of the University of California, featuring programming from its ten campuses, three national labs and affiliated research institutions. UCTV explores a broad spectrum of subjects for a general audience, including science, health and medicine, public affairs, humanities, arts and music, business, education, and agriculture. Launched in January 2000, UCTV embraces the core missions of the University of California — teaching, research, and public service – by providing quality, in-depth television far beyond the campus borders to inquisitive viewers around the world. (https://www.uctv.tv)

Why Choose Continuing Education Through All Stages of Life

At certain moments in anyone’s life, it is tempting to think of education as a thing of the past. Maybe you’ve graduated high school, college, or even a master’s or doctorate program. Maybe you’ve found yourself securely in the workforce. Whatever your situation, you can benefit from continuing education.

In every stage of life, a commitment to continuing education brings benefits you may not have considered or thought possible. Whether you are learning a new musical instrument, a second language, or new technical or vocational skills, revitalizing your skills and knowledge will benefit you throughout your life.

After all, the world is constantly changing and progressing — shouldn’t you?

Here, we’ll explore how continuing education can be utilized in every stage of life, from young adulthood, middle age, and even retirement. 

Continuing Education in Young Adulthood Beyond the Classroom

When you’re young, it can be difficult to think of education as anything but an obstacle, a stepping stone for future goals. However, a commitment to lifelong learning can have immense benefits through every stage of your life.

Creating the attitude of a lifelong learner in young adulthood gives you a step up in life, raising your prospects and improving your outcomes. Continuing education as a young adult — from adolescence into adulthood — means going beyond the classroom in various avenues of education.

Continue your education beyond the classroom through learning life skills, expanding your talents and hobbies, and participating in vocational training programs. In the process, you will transcend academic learning and pick up usable skills that will translate across every stage of your life.

1. Life Skills

Life skills are anything and everything that help you maintain a healthy, highly-functioning lifestyle. This can mean the daily living activities that have aided in your development since childhood or skills learned in adulthood, like the process of filing one’s taxes or investing for the future.

Many young adults exiting high school and even college are often astounded by the level of complexity in adult life. They find that little of that complexity is discussed and taught in the classroom. This is where a commitment to lifelong learning can be immediately beneficial in your day-to-day life, and it’s easier than you might think.

There are many options available for learning life skills. From signing up for a community class, enrolling in a course on a digital learning platform, to even watching a series of useful YouTube videos, you can learn a lot about life and how to navigate it.

Online courses that are not affiliated with traditional academia are gaining in popularity. This is a market expected to swell to a $350 billion industry by 2025, boosted by the increased importance of digital learning caused by the coronavirus pandemic.

Platforms like Udemy, Lynda, or Skillshare serve users in thousands of fields to navigate life skills and progress their abilities. You can find anything from generalized soft skills to highly specific topics in the ranks of courses available online.

The availability of learning opportunities in an easily navigable digital marketplace makes continuing education a breeze. Why not give yourself a leg up in life by progressing your learning outside of the classroom?

Your Employees Traits - Love with Your Job-Work

2. Talents, Passions, and Hobbies

Learning is easier when the subject is something we are really passionate about. Often, we don’t even think of developing our talents, passions, and hobbies as an educational experience. However, everything from learning an instrument to building model cars has real-world applications that you can carry with you throughout your life.

Take music for example. Listening, playing, and experiencing music can have profound effects on the development of our brains. Studies have shown that when we accompany our lives with music, cognitive ability, neural processing, and even high school retention rates are improved. 

Engaging our passions and hobbies in creative ways lend benefits that last a lifetime, growing our minds and bodies:

  • Physical activities boost our health and well-being.
  • Hobbies can reduce depression and improve mental health.
  • Social opportunities through hobbies increase social and interpersonal well-being.
  • Hobbies can stimulate our creativity.
  • Creative and constructive activities allow for introspection and self-improvement.

However minimal you may think it is, your talent or hobby can provide a phenomenal avenue for continuing education and self-improvement. In turn, you’ll receive social, mental, and emotional benefits that can help you across a lifetime. 

3. Vocational Programs

No matter what your education level or career aspirations, looking into vocational training can ensure you have a fallback and a way to securely make money and invest in your future.

Interested individuals can take advantage of hands-on learning opportunities rarely offered in a classroom while working side-by-side with industry professionals in a field that interests them. Because of their significant disparity in cost and time commitment compared to a traditional university degree, vocational programs are a way of expanding your exposure to real-world experience and helping you find a career and interests that truly suit you in an affordable capacity.

Additionally, vocational training can offer you an environment in which to meet new people with shared interests. Making friends as an adult isn’t always easy. Expanding your skillset with like-minded individuals is a great place to build a community.

Taking the time to participate in vocational training can be a fun, educational, and social experience that also provides you useful tools to begin a potential career in a field you are interested in. For any young adult expanding their skills through continuing education, vocational training offers paths to success that could last you a lifetime. 

The Lifelong Benefits of a Commitment to Education in Middle-Age

Perhaps you are established in a career field or maybe even looking for a new one in your middle age. Continuing your education is paramount in any case. Offering opportunities for career advancement, social networking, and developing new technical skills, education in your middle age will give you the tools to thrive and grow. 

An Engaged Employee at Work

1. Education for Working Individuals

Whether you are a boss or an employee, you can learn and help others learn through useful training programs and vocational opportunities for self-betterment. Continuing education makes for the greater potential within a workplace, with a reported 218% increase in average income per employee among companies that integrate employee training programs in the workplace.

Education has a real financial value that can help you or your employees advance and grow, bettering their prospects and hope for the future. With continued training in and out of the workplace, you can build a substantial nest egg for your retirement all while advancing your current or future career. 

2. Social Learning on a Busy Schedule 

A great way to continue your education even with a full-time job and a committed family schedule is through Massive Open Online Courses (MOOCs). These tools enable many people to receive education through a flexible online platform, and in a post-COVID world, they are all but a necessity in ensuring the continuing of education at all.

MOOCs offer a plethora of benefits for anyone in any stage of life. In middle age, the flexibility they present can be a lifesaver. With weekly lectures in short form — less-than-ten-minute videos and quizzes — and accompanying assignments, continuing education students are able to glean what they need in a way that is conducive to any schedule.

The best part of MOOCs is that they do not require a compromise in education quality. Top-notch universities like Harvard and MIT are even participating in these platforms, allowing students to find quality instruction for a variety of topics ranging from professional development to cultivating new skills.

For anyone looking to expand their abilities and prospects later in life, MOOCs are worth joining. 

3. Learning New Tech

You may find it difficult on the job to keep up with all the new developments and inventions, especially if you work or hope to work in a field that utilizes a lot of technology. In any field, however, you won’t be able to escape a greater shift towards technology and digital platforms. This can be strenuous for many for whom new tech does not come easily.

To keep up on the tech your company is using — or to learn how to use new tech that can benefit you or your company — continue your education into your middle age and beyond.

In the next 10 years, the integration of artificial intelligence (AI) in nearly every workplace is expected to change a variety of roles. Understanding how this new tech is used and integrated can help ensure you maintain relevance in your field or build it in a new one.

Through continuous education, you can pick up skills and knowledge of new technology that will translate into a more secure and empowered present and future. In a world as rapidly changing as our own, maintaining a firm grasp of new innovations and their place in business processes is all but a necessity. 

A Fulfilling Retirement through Learning 

It’s now easier than ever to continue your education into your retirement. With programs across the country designed to assist older folks in their dedication to never stop learning and growing, you can find the perfect social and educational outlet for you.

In fact, more retirees than ever are returning to college through programs like the Osher Lifelong Learning Institute. These programs are created to accommodate those on a fixed income. That means fees far below those of traditional college course tuitions. Retirees can learn and pick up new skills as it best suits them.

Whether you choose to learn through teaching, pick up a new hobby, or take community classes for a social outlet, continuing your education in retirement can be just the stimulation and entertainment you’re looking for. 

Recruit Millennial-Boss-Make Your First Impression Last

1. Learning by Teaching

An amazing tool of the digital age is the ability to share one’s knowledge and create a community of reciprocal learning through online education platforms. These handy tools are relatively easy to use and can provide an additional income for educators looking for an outlet.

One of the best aspects of these online education platforms like Udemy or Lynda is that they do not require a specific set of qualifications. Regardless of the path, your life has taken, you likely have knowledge that others will find useful. Structuring that knowledge into a data-driven course can help others while also teaching you the valuable skills needed in setting up a digital course.

Introduce yourself to online learning through the tools provided by online learning platforms. You can even take courses designed to help you create your own. The process of learning how to teach will give you the means to grow your income while also building your skill set, no matter your age and experience. 

2. Picking up New Hobbies

You are never too old to pick up a new hobby. Doing so will benefit you mentally, emotionally, and physically while offering new opportunities to meet people and grow. Additionally, consistent participation in stress-reducing or physical hobbies has been shown to boost the immune system and even prevent chronic illness.

Many retirement and senior centers offer options for seniors looking to pick up a new skill or trade. Additionally, you can venture online or explore opportunities in your greater community for the advancement of your passions and interests. 

3. Taking Community Classes

Almost every state and city offer some varieties of community classes designed for and around senior needs. These classes can help you maintain an active, interested learning lifestyle that will benefit you in every aspect of your healthy life.

Since many organizers of these classes understand the challenges posed by living on a fixed income, free and cheap options exist to help you maintain a commitment to lifelong education. Whether you are painting, creating pottery, writing, exercising, or so much more, you will reap the benefits of a stimulated and social outlet on a budget.

Nearly every community offers courses that could be an option in continuing education that you can use throughout your retirement. Check out what is available near you or consider taking on a digital education experience to gain familiarity with the rapidly changing world. It’s never too late to pick up the skills and knowledge that you can use throughout the rest of your life.

The Benefits of Being a Lifelong Learner

From adolescence to retirement and beyond, learning helps invigorate and sustain our lives in healthy and fulfilling ways. Continued education can be utilized in every stage of a person’s life, providing them skills, opportunities, social networks, and increased well-being in every facet of life. 

Continuing education can have benefits for every pillar of your health, including but not limited to:

  • Mental.
  • Emotional.
  • Spiritual.
  • Physical.
  • Social.

There is never a time in which these aspects of life cease to be important. By committing to continuing education, you can live a longer and better life with more of what you love in it.

It is never too late to learn new skills, grow your talents, and become the person you’ve always wanted to be.

By: Sam Bowman


Small Business Association of Michigan, Career Metis, McKinsey, Replicon , Inc. ,Connect Solutions ,Dynamic Signal , Learning Hub , The Wall Street Journal , Forbes , Connect Solutions ,On the Clock , Atlassian ,EmailAnalytics

How Education Technology Calmed the Storm for Students Amid Coronavirus


The coronavirus pandemic has taken a direct swipe across several industries such as manufacturing, finance, and healthcare among others. It has also affected the education sector. Around 1.2 billion students and youth are or were forced to study from home as a result of the virus that has already killed more than 483,000 people globally.

But this is not where the story ends. For some, it’s where it begins. A crisis likes this requires us to question our methods of teaching and learning. Big and small companies are coming up with novel solutions for the education challenges posed by the virus. The future of education is unfolding right before our eyes as digital learning takes center-stage.

Education institutions and stakeholders form partnerships.

Students have to continue learning even if it means using alternative methods. Over the past several months, we have seen governments, private and public companies, publishers, educators, and technology providers forming partnerships to find a temporary solution to the ongoing crisis. China launched a remote program to keep students learning. Primary school students received their educational material on national television.

When governments began locking down their countries, many tech giants such as Facebook, Google, and Twitter encouraged their employees who could work from home to do so. Twitter and Square employees will continue working from home even when the coronavirus is contained.


Working from home was only a temporary solution. However, it has become permanent for some employees. This, in turn, will have domino effects that can potentially extend beyond the tech industry. While the online education sector has been growing even before the start of the virus, we are likely going to see a scenario where more students opt to learn from home. It is still very early to say goodbye to onsite learning. There will always be students who prefer mortar-and-bricks classrooms.

Ed tech companies prepare for an influx of users.

Technology has become a very important factor in the delivery of education. Existing edtech companies know that. The majority of them are preparing to handle an influx in the number of users on their platforms. Education Ecosystem has been scaling content on its platform to give users a variety of practical projects to learn from. Users can complete a variety of practical projects such as using machine learning in stock trading or creating a login system for a game in Unity among others. These vary in nature and they are provided by vetted experts who have many years of experience in their career fields.

Other growing edtech companies are knocking on the doors of venture capital firms to raise funds to sail through these times. New Markets Venture Partners, an edtech VC, has seen an increase in the number of education companies reaching out to them for investments, said the firm’s general partner Jason Palmer. The bottom line is that education companies see an opportunity that extends beyond the coronavirus pandemic.

The future of online education.

Here in Europe and across the globe, education companies have become a lifeline for the millions of students who can’t attend physical classes due to the coronavirus pandemic. The pandemic pushed the world toward an experiment of working or learning from home.

It is no longer just an experiment. It could be the future of education. There is still a long way to go before remote learning becomes the major norm internationally. But this pandemic has shown us what the possibilities are. And with education companies coming on board to save the day, they have set for themselves a future where anything is possible.


Source: https://www.entrepreneur.com


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The best part, you’ve got 100% control on your traffic, leads & profits which you could lose by selling your courses on other 3rd party marketplaces. This is a worthy investment guys. E-learning industry is growing at exponential speed and showing no signs of slowing down. WithAcademyPro, you’ve got your chance to tap into it & become the master of your own destiny.

  • Sell your courses on your own branded marketplace while building authority at the same time. Plus, there’s no need to share any of your profits with 3rd party marketplaces.
  • A personalized members area in your brand color theme. Students can learn with courses, check their support tickets, purchases & also can buy more courses with 1 click. A blog is important for getting visitors updated and engaged with your brand and AcademyPro creates it for YOU.
  • A branded home page with a beautiful slider & separate sections for top courses & top articles of the month to convert visitors into buyers. AcademyPro comes with a beautiful slider that includes an attractive full width image, headline, description & CTA buttons to impress visitors and promote your best courses or offers.
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When you combine traffic with engagement, the result can be massive sales for your business. That’s why you’ll love Academy Pro. These sites are designed to help you convert every single visitor from social and search engines into paying customers. With an Inbuilt SEO module – you can set pages meta tiles, make any page do follow or no follow, create XML sitemaps and much more. Plus, you can create a professional blog and generate fresh content which will help boost search rankings even further.
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Investors Block 800,000 Student Loan Borrowers From Billions In Potential Relief


Investors of a sprawling private student loan operation have effectively blocked a settlement proposal that could have provided billions of dollars in relief to 800,000 student loan borrowers.The case involves a set of financial vehicles collectively known as National Collegiate Student Loan Trusts. The National Collegiate Student Loan Trusts are not technically a student loan company (at least in the traditional sense), nor are they even a single organizational entity.

Rather, the name refers to around 15 or so individual trust entities that collectively acquired hundreds of thousands of private student loans that were originally disbursed by private commercial banking entities. These original lenders securitized and sold bundles of private student loans, which were then purchased and transferred by intermediaries, and then ultimately assigned to the National Collegiate Student Loan Trusts.

In 2017, the Consumer Financial Protection Bureau (CFPB) filed a lawsuit against the National Collegiate Student Loan Trusts and its servicer, TransWorld Systems for illegal collections practices. The lawsuit alleged that the trusts filed numerous collections lawsuits against consumers without complete documentation sufficient to prove that the trusts actually owned the loans they were purporting to collection.


The lawsuit also alleged that the trusts relied on sworn affidavits by employees of TransWorld Systems to prove ownership of the student loans, but that at times, these affiants had no actual personal knowledge of the underlying debts at all. As a result, student loan borrowers wound up being forced, via state court judgments, to pay for student loans that they did not owe, or did not have to repay.

The CFPB and the National Collegiate Student Loan Trusts reached a settlement agreement that would have required the Trusts and TransWorld Systems to audit around 800,000 student loan accounts. Some expected that the audits would result in many of those accounts being deemed effectively uncollectible or even forgiven if the audits determined that sufficient documentation of ownership was unavailable.

A federal judge recently rejected the proposed settlement, however. The court sided with several investors and stakeholders involved with the National Collegiate Student Loan Trusts (including some banking entities and debt collectors), concluding that the attorneys acting on behalf of the trusts to negotiate with the CFPB did not have authority to enter into the settlement agreement in the first place.

The end result is that, barring a re-negotiated agreement or another favorable conclusion to the litigation, around 800,000 student loan borrowers with around $12 billion in student loans allegedly held by National Collegiate Student Loan Trusts will continue to be potentially liable for the debt. These borrowers could be subjected to a renewed wave of debt collection lawsuits, and it will be up to individual borrowers (and their attorneys) to fight these lawsuits in court, one by one.

Follow me on Twitter or LinkedIn. Check out my website.

I’m an attorney with a unique practice devoted entirely to helping student loan borrowers. I provide counsel, legal assistance, and direct advocacy for borrowers on a variety of student loan-related matters including repayment management, default resolution, and servicing troubleshooting. I have been interviewed by major national media outlets including The New York Times, NPR, and The Washington Post, and I’ve been named a Massachusetts Super Lawyer “Rising Star” every year since 2015. I regularly present to companies, schools, and professional associations about the latest developments in higher education financing, and I’ve published three handbooks to help student loan borrowers manage their debt. I’m also a contributing author to the National Consumer Law Center’s manual, Student Loan Law, as well as various law review articles. I received my undergraduate degree, with honors, in Philosophy and Political Science from Boston University, and my law degree from Northeastern University School of Law.

Source: https://www.forbes.com

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How COVID-19 Will Shape the Class of 2020 For the Rest of Their Lives


They call it commencement because it’s supposed to be a new beginning. College graduation is one of life’s last clean transitions, a final passage from adolescence to adulthood that is predictable in ways other transitions rarely are. Relationships end with breakups or death, jobs often end with quitting or firing, but college is one of the only things in life that ends with a fresh start. Except when it doesn’t.

One morning in March, Clavey Robertson took a study break and climbed onto the roof of his dorm at the University of California, Berkeley. He had spent the past year working on his senior thesis on the erosion of the social-safety net since the Great Depression, and he needed to clear his head. In the distance, Robertson could see a tiny white speck: the Diamond Princess cruise ship, carrying crew members infected with COVID-19, lingering in the San Francisco Bay.

College graduation is often marked by an adjustment period, as students leave the comforts of campus to find their way in the raw wilderness of the job market. But this year’s graduates are staggering into a world that is in some ways unrecognizable. More than 90,000 Americans have died; tens of millions are out of work; entire industries have crumbled. The virus and the economic shock waves it unleashed have hammered Americans of all ages. But graduating in the midst of the coronavirus pandemic will have enduring implications on the Class of 2020: for their memories, their earning power, and their view of what it means to have a functional society. For these young adults, the pandemic represents not just a national crisis but also a defining moment.

Joshua McCaw, Drexel University Class of 2020, in his childhood bedroom in Brooklyn

Joshua McCaw, Drexel University Class of 2020, in his childhood bedroom in Brooklyn
Hannah Beier

Even before COVID-19, the Class of 2020 came of age at a time of fear and uncertainty. Born largely in 1997 and 1998—among the oldest of Gen Z—the Class of 2020 were in day care and pre-kindergarten on 9/11. Their childhoods have been punctuated by school -shootings and catastrophic climate change. Their freshman year at college began with President Donald Trump’s election; their senior year ended with a paralyzing global health crisis. “We stepped into the world as it was starting to fall apart,” says Simone Williams, who graduated from Florida A&M University in an online commencement May 9. “It’s caused my generation to have a vastly different perspective than the people just a few years ahead of us or behind us.”

Researchers have found that the major events voters experience in early adulthood—-roughly between the ages of 14 and 24—tend to define their political attitudes for the rest of their lives. And the Class of 2020’s generation was -already disaffected. Only 8% of -Americans -between 18 and 29 believe the government is working as it should be, and fewer than 1 in 5 consider themselves “very patriotic,” according to the 2020 Harvard Kennedy School Institute of Politics survey of young Americans. They are at once widely skeptical of U.S. institutions and insistent on more government solutions; they’re disappointed in the current system, but hold out hope for a better one.

Brooke Yarsinsky, Drexel University Class of 2020, celebrating her birthday in her family’s kitchen in Marlton, N.J.

Brooke Yarsinsky, Drexel University Class of 2020, celebrating her birthday in her family’s kitchen in Marlton, N.J.
Hannah Beier

For the Class of 2020, COVID-19’s lasting impact may be determined by what happens next. If the rising cohort of young workers are left to fend for themselves, mass youth unemployment could lead to permanent disillusionment or widespread despair. A forceful, effective response that invests in the rising generation of American talent could restore their faith in the system.

It’s not clear to the Class of 2020 how the pandemic will play out. They just know it will change their lives. “Everything” is at stake, says Yale history major Adrian Rivera. “It’s this pivotal moment where we’ll never forget what’s done,” he says. “Or what isn’t done.”

School is often a refuge from the gusts of history. But the events that rupture the classroom routine, from President Kennedy’s assassination to 9/11, tend to be the ones that stick with students forever.

The coronavirus disrupted more class time, for more students, than almost any other event in U.S. history. It started with a scramble: The University of Washington announced on March 6 that it was cancelling in-person classes for its 57,000 students. Then Stanford University followed suit. Over the next few days, campuses from Harvard to the University of Michigan announced they’d be transitioning to online learning. Soon, hundreds of other colleges and universities followed.

Ben Scofield, Drexel University Class of 2020, on his bed in his new apartment in the Bushwick neighborhood of Brooklyn

Ben Scofield, Drexel University Class of 2020, on his bed in his new apartment in the Bushwick neighborhood of Brooklyn
Hannah Beier

By Friday, March 13, an eerie silence fell on campuses across the nation. “Something about that day was really weird, because every time my friends and I would say ‘See you later’ or ‘Catch you after break,’ I just had this sinking feeling that I wasn’t going to see them,” says Vincent Valeriano, a member of Iowa State University’s Class of 2020. “Saying goodbye felt like it carried a lot more weight than it used to.” He ended up watching his online -graduation -ceremony at home, in his pajamas.

For underclassmen, the shortened semester was an irritating disruption. For seniors, it was a total upheaval. “There’s no way for there to be closure,” says Sam Nelson, who recently graduated with a journalism degree from the University of Missouri. “I know in real life, closure doesn’t exist, but this is one of the last moments for young people to say goodbye to young adulthood and move into the next phase of their lives.”

The Class of 2020 hugged their closest friends and mourned their lost semester, but scattered back home without so much as a goodbye to many people they’d lived with for years. Acquaintances who laughed in hallways or shared inside jokes in seminars simply disappeared. Fraternities and sororities canceled their formals and philanthropy events, attempting Zoom happy hours that didn’t come close to the real thing. For some couples, casual hookups quickly escalated into long-distance relationships. Others quietly packed up their feelings for college crushes and left without saying a word.

Sarah Pruitt, Drexel University Class of 2020, at home with her mom in Colchester, Conn.

Sarah Pruitt, Drexel University Class of 2020, at home with her mom in Colchester, Conn.
Hannah Beier for TIME

The loss of a milestone like an in–person commencement had a special sting for some families. Arianny Pujols, the first natural-born U.S. citizen in her family and the first to graduate from college, still did her hair and makeup as if she were walking across the stage at Missouri State University. She and her family held a small ceremony in her grandfather’s backyard, and then she stood on the sidewalk in her cap and gown waving at cars with a sign that said “Honk, I did it!” Brenda Sanchez, 22, whose parents are immigrants from Mexico, says they will miss both her graduation from Humboldt State University in California and her sister’s college graduation the next day. “My parents didn’t go to school. They didn’t graduate,” says Sanchez, who is herself an immigrant and is protected from deportation by President Obama’s Deferred Action for Childhood Arrivals policy. “Your heart breaks a little. You did work hard, you did earn this degree, but you’re not going to see yourself walk across that stage.”

Instead of graduating into their future lives, many Class of 2020 seniors feel like they’ve gone backward. “We were ready to be in the world as young adults—not good adults, maybe clumsy adults, but some kind of adult,” says Ilana Goldberg, who recently graduated from Tufts University in an online ceremony. “We’re not in the system anymore, but we’re not far enough out of it to have our footing in the world.”

Eric Kolarik, who was supposed to be sitting at his University of Michigan commencement ceremony in early May, is instead back home in Traverse City, Mich., raking leaves, helping his mom with the dishes, doing the same chores he did in high school. “I’m 22 but I’ve assumed the life of 15-year-old Eric again,” he says. “You feel like a failure to launch.”

If only they knew that a stolen senior spring is the least of their problems. The Class of 2020 is falling through a massive hole in the U.S. social-safety net, into a financial downturn that could define their lives for decades to come.
Graduating seniors have lost on–campus jobs that got them through school. Many haven’t been working for long enough to qualify for full unemployment. If they’ve been listed as dependents on their parents’ taxes, they don’t get a stimulus check. They haven’t had time to build up significant savings.

Destiny, Drexel University Class of 2019, at home in Palmyra, PA

Destiny, Drexel University Class of 2019, at home in Palmyra, PA
Hannah Beier for TIME

“I’m not sure they’ve fully processed what 25% unemployment, disproportionately affecting younger Americans, will actually mean,” says John Della Volpe, director of polling at Harvard’s Institute of Politics. He recalls that during the last recession, the Class of 2009 scrambled to scoop up opportunities, “like a game of- -musical chairs.” The Class of 2020, by contrast, is essentially frozen in place by a pandemic that has trapped much of the nation inside their homes. “There almost are no opportunities in any sector,” Della Volpe says. “It’s like suspended animation.”

More than 1 in 5 employers surveyed by the National Association of Colleges and Employers in April said they were rescinding their summer internship offers. The overall number of postings on the online jobs platform ZipRecruiter have fallen by nearly half since mid-February, while new postings for entry-level positions have plummeted more than 75%, according to ZipRecruiter labor economist Julia Pollak. A year ago, less experienced job seekers were enjoying brisk wage growth and rosy job prospects. Now, Pollak says, “it’s particularly hard for new graduates.

Sanchez, who worked two jobs and started her own eyelash-extension business to help pay for school, has applied for more than 70 jobs in recent weeks without success. Williams, who dreams of working in the entertainment industry, had no luck with at least 15 jobs and struck out with fellowships that are no longer taking applicants; now she’s cobbling together gig work. Robertson had planned to try to get a job in labor activism; these days, he’s considering graduate school instead.

It’s not just dream jobs that have disappeared. Historically, many young people take positions in the retail or restaurant industries as they find their path. According to Pew, of the roughly 19 million 16-to-24-year-olds in the labor force, more than 9 million were employed in the service sector. Suddenly, a significant chunk of those jobs have evaporated. In April alone, the leisure and hospitality industry lost 47% of its total workforce, with 7.7 million workers newly unemployed, according to the Bureau of Labor Statistics. Which means the economic crisis has hit the youngest harder than any other age group. More than half of Americans under 30 say someone in their household has lost a job or taken a pay cut because of the corona-virus crisis, according to Pew, and the youngest workers are more likely than older generations to say that the pandemic has hurt their finances more than other people.

Graduating into a bad economy can affect everything from future earnings to long-term health and happiness. Researchers have found that beginning a career in the teeth of a recession can depress earnings for 10 years, and trigger broader impacts for decades. One study from UCLA and Northwestern found that the young people who came of age -during the early 1980s recession had higher mortality, and were more likely to get divorced, and less likely to have children. Till von Wachter, a UCLA labor economist who has spent years studying this issue, has a name for these young people who enter the labor force at the worst possible moment: “unlucky graduates.”

Sisters Camilla Nappa, Drexel University Class of 2020, and Sophia Nappa, NYU Class of 2022, isolating at their father’s home in St. Louis

Sisters Camilla Nappa, Drexel University Class of 2020, and Sophia Nappa, NYU Class of 2022, isolating at their father’s home in St. Louis
Hannah Beier

Rather than brave a job market battered by COVID-19, some in the Class of 2020 are seeking refuge in graduate school. But that presents its own conundrum. As of 2019, nearly 7 in 10 college students graduated with student loans, with an average tab of nearly $30,000. Going to graduate school can mean –taking on even more debt. “I’m having to take out grad loans, but I can’t work to pay them off,” says Sean Lange, who plans to enroll in a master’s program in public policy after graduating from New York’s Stony Brook University in an online ceremony in May. He’s not even sure he’ll get his money’s worth for the $18,000 annual tuition. Especially if his classes end up being taught online.

All of this—the forgone memories, the abrupt goodbyes, the lost opportunities—will stay with the Class of 2020 forever. “The coronavirus pandemic is the biggest cultural event since World War II,” says Jean Twenge, a psychologist and author of iGen, who studies millennials and Gen Z. “It’s going to have a huge impact on -everyone, but young adults in particular.”

Magda, Drexel University Class of 2022, with her family in Lynbrook, NY

Magda, Drexel University Class of 2022, with her family in Lynbrook, NY
Hannah Beier

Even before COVID-19, much of Gen Z was disappointed in the government response to the issues facing their generation. These are the students who joined the March for Our Lives gun-safety movement amid near weekly school shootings, and went on strike over inaction on climate change. They were too young to be swept up in Barack Obama’s 2008 campaign, but old enough to gravitate toward Bernie Sanders’ message of progressive revolution in the 2016 primary. Those who were old enough to vote overwhelmingly opposed President Trump in that year’s general election. They favor student debt reform and universal health care. They are the most -racially diverse generation in U.S. history.

Their skepticism of public institutions is largely fueled by a sense that the government is doing too little, not too much. A study last year by Pew Research Center found that 7 in 10 wanted the government to “do more to solve problems.” The divide is generational, not political: more than half of Gen Z Republicans say they want the government to do more. (Less than a third of older Republicans agree.)

Near mandatory use of social media has already contributed to sky-high levels of depression and anxiety among Gen Z, according to Twenge. She analyzed data from the National Survey on Drug Use and Health and found that the number of young adults reporting symptoms of major depression had increased 63% between 2009 and 2017, with a marked turning point around 2012, when smartphone use first became widespread. The pandemic has likely only made them more anxious and disillusioned. Pew found that Americans between 18 and 29 are more likely than older ones to feel depressed during the pandemic, and less hopeful about the future than the senior citizens who are far more vulnerable to the disease caused by the virus.

Kathryn Murashige, Drexel University Class of 2020, in the sunroom of her childhood home in Kennett Square, Pa.

Kathryn Murashige, Drexel University Class of 2020, in the sunroom of her childhood home in Kennett Square, Pa.
Hannah Beier for TIME

Which helps explain why young activists view this as a now-or-never moment for their cohort. They know that the pandemic will shape their futures, even if it’s not yet clear exactly how. “Either we will end up with a generation that is far more resilient than earlier generations,” says Varshini Prakash, a leader of the Gen Z–powered Sunrise Movement, “or it could be a generation that is far more nihilistic, and far less likely to engage in our politics because they’ve seen the institutions fail them at the times they really needed it.” The youngest cohort of Americans “could be traumatized for life,” says Robert Reich, a former U.S. Labor Secretary who is now a professor of public policy at University of California, Berkeley. “They could turn economically and socially inward. They could lose faith in all institutions, and they are trending in that direction anyway.”

In other countries, like Egypt, Tunisia and Spain, widespread unemployment among educated young people has led to social unrest or radicalization, mostly because of a sense of betrayal. They think, “we thought there was some kind of bargain, a social contract, that if we play by the rules we get a job at the end of all of this,” says Heath Prince, a research scientist at University of Texas at Austin. So far youth unemployment in the U.S. is mostly correlated with drug addiction and right-wing extremism, Prince says, and hasn’t tipped into the realm of mass uprisings. Then again, -unemployment hasn’t been this high in nearly 80 years.

“My generation isn’t feeling like they’re being spoken to or listened to, and at the same time, a lot of us are becoming economically disenfranchised,” says Robertson, the University of California, Berkeley, graduate who studied the New Deal. “I definitely think a lot of us have lost confidence in the government.”

The only way to address an unemployment rate reminiscent of the 1930s, according to some scholars, students and activists, is a federal government response that echoes the scale of 1930s reforms. President Franklin Delano Roosevelt’s New Deal included major initiatives to get young Americans back to work. Six days after he took office in 1933, Roosevelt proposed the Civilian Conservation Corps: within four months, the federal government had hired 300,000 young men to plant trees and maintain parks and trails. Three million young people were ultimately employed as part of the program. In 1935, Roosevelt created the National Youth Administration (NYA) as part of the Works Progress Administration, designed to give young Americans work-study and job training. (A young Lyndon B. Johnson got an early political break as an administrator of the NYA program in Texas.) The Americans employed by these New Deal programs grew into the selfless, patriotic army that fought World War II, now known as the “Greatest Generation.”

Some Democrats say the COVID-19 pandemic calls for a similar approach. Senator Elizabeth Warren of Massachusetts has called for a “Coronavirus Containment Corps,” to expand the public-health workforce and employ an army of contact-tracers to help fight the spread of the virus. (Warren, an admirer of the New Deal, noted the CCC acronym is no coincidence.) Senator Chris Coons (D., Del.) joined with Senator Bill Cassidy (R., La.) to champion a national service bill that would expand Americorps and fund 750,000 jobs to help train new health care workers to fight COVID-19. And proponents of a Green New Deal, like Prakash and Representative Alexandria Ocasio-Cortez of New York, are working to shape the environmental policy of presumptive Democratic presidential nominee Joe Biden.

Given Republicans’ skepticism of big government programs, none of these ideas are likely to make it through Mitch McConnell’s Senate or onto President Trump’s desk. But the political landscape has already shifted the universe of the possible, with Republicans agreeing to recovery measures—such as sending $1,200 stimulus checks to eligible working Americans—that would have been unthinkable only months ago. And if Democrats reclaim the Senate and the White House, broader reform could be closer than it looks. Young people who are skeptical of government’s ability to solve big problems say their faith can be restored. “I have no faith in this Administration and this government,” explains Lange, the Stony Brook public-policy student. “But I believe in Big Government.”

Eric Kolarik spent his last semester at the University of Michigan working on a paper about the 1918 flu pandemic. Now, with classes canceled and his job search on ice, his copy of The Great Influenza is on his childhood bookshelf, alongside his old high school copies of The Crucible and Of Mice and Men. “There will be a sort of unity that the Class of 2020 has with each other, and it’s not fond memories,” he says. “People will say, ‘You’re the Class of 2020,’ and everyone will know what that meant.”

The pandemic has marked the end of one phase for this unlucky cohort. The recovery could mark the beginning of another.

By Charlotte Alter

Source: https://time.com


With schools and universities shut down, hear from students around the world about how the current crisis has affected their lives – from adapting to new study set-ups to the impact on their mental health. Edited by Georgie Daley Produced by Anna Cafolla #COVID19
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