One of the greatest challenges facing education today is the need to provide relevant education that will prepare students to succeed in a dynamic and rapidly changing environment.
When the employment landscape changes on an almost daily basis, how will educators determine what curriculum is most useful and relevant to students? The answer is to utilize the science and tools of the information age to create meaningful and timely curriculum choices that can prepare students for employment and additional education.
Relevant education is teaching the skills that are in demand in the areas where students live. By correlating employer demand with course offerings, schools can begin to produce confident, capable, employable young people, the most important component of a vibrant economy.
But how can schools determine what courses will prepare students for employment? The answer lies in the thousands of public records that contain details of school curricula, employment and hiring data. Utilizing our proprietary methods, we distill these many different records into an easy to understand report that allows anyone to quickly recognize where educational opportunities exist.
The EDUindex is a national index that measures the effectiveness of how educational curriculum matches the needs of the marketplace. Like a Dow Jones Index for curriculum relevancy, the EDUindex is expressed as a numerical value that is easily understood and compared to other schools. The EDUindex is segmented by regions, states, cities, districts, and schools, and provides detailed reporting at all levels. In this way both schools and businesses can immediately see areas for improvement, and the opportunity to make substantive change is created.
Unlike current approaches that rely on historical data to determine the need for different education components, the EDUindex uses current data to provide real-time information for schools to assess current demand in the employment market. School administrators are able to see exactly which curriculum offerings are relevant, and which are not contributing to the success of students.
In 1918, John Franklin Bobbit said that curriculum, as an idea, has its roots in the Latin word for horse race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society.