WHERE ARE WE GOING IN THE FUTURE WORLD OF WORK?
ARE TODAY'S STUDENTS SKILLING UP FAST ENOUGH?
In an exponentially changing, rapidly shifting world, our education system is doing what it can to maintain pace, relevance and impart the skills required for the next generation to prosper in the 21st century.
However, technology and business model innovation moves much quicker than the school system is capable of responding, and STEM continues to spearhead the future of work and life as we know it (75% of the fastest growing industries require STEM skills).
For today's high school students sitting in a legacy, industrial-age designed education system, transitions to workplace pathways and decision-making about future careers can be complex and confusing.
What they face are the effects of widescale disruption resulting in the existence of jobs which have traditionally been seen as ‘safe’ critically reduced, tertiary transitions to industry increasingly competitive, and the certain knowledge of an uncertain future in which they are likely to have 5 careers and up to 17 jobs across their lifetime (www.fya.org).
At girledworld we solve for the future by equipping students with the enterprise skill-sets, mindsets, tech-sets and industry role models they will need to step into the future of work and lead and succeed.
We do this by delivering conferences, events, a digital gateway to the future of work and by engaging with girls across Australia on and offline in a way that is age-appropriate, highly engaging, interactive, and which combines the latest thinking on leadership, innovation, design thinking and startup methodology and practice.
FUTURE OF WORK LEARNING MODULES
Our leadership, innovation and entrepreneurship streamed curriculum is based on extensive research, founder experience and qualifications, and input from leading education experts and advisors including the Wade Institute of Entrepreneurship, University of Melbourne, IDEO, Melbourne Business School, Foundation for Young Australians, YGAP (Young Generation Against Poverty), Mim Bartlett Consulting, Compass (Fabian Dattner), B Lab Australia, Australian Women Donors Network, Inventium and others.
Our Edtech and experiential learning initiatives are continually evolving to make sure we're at the forefront of international best practice so we can deliver rich and high-impact learning experiences for girls so they're equipped with what they need to step into the future workforce skilled, confident and ready to lead.
We also believe one the most effective ways for girls to develop, adopt and practice new mindsets and skillsets is through immersive, practical experiences. So we collaborate with businesses big and small, startups, universities and co-working spaces to design internships, work experience placements, events and training programs to motivate and encourage girls to step up to leadership, startups and STEM pathways.
Each module and year level of our girledworld programs can be run effectively as stand-alone programs, or across year levels to provide multi-year level learning frameworks. Alternatively, we can deliver school and student-specific workshops in Leadership (Leading Self, Leading Others, Team Dynamics, Ethical Decision-Making, Leading for Change) or Entrepreneurship (Design Thinking IDEO, Lean Startup, Agile Practice, Lean Canvas, Business Model Canvas Made Easy, Disruption for Good) and a range of other highly engaging workshops.
Our digital education streams will include web series, content campaigns and the development of a global World of Work platform to be co-created with students and piloted in schools Q4 2018.
If you're a business, startup or female leader with something to bring to the ecosystem we'd love to hear from you!
If you're a school who'd like to chat about what we can bring to your girls, please contact us via the numbers below OR EMAIL email@example.com
Madeleine Grummet, girledworld Co-Founder +61 3 437 582 566
Edwina Kolomanski, girledworld Co-Founder +61 3 400 004 135
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .