As Schechter Bergen looks to the next fifty years, it is imperative that we examine what and how we teach our children to prepare them for a radically different world from the past and even the present. It goes without saying that children in the early years still need to learn basic skills - reading, writing, and math. They are the foundation to all other learning. How they learn these skills has changed over the years and it is our responsibility to ensure that we institute research based practices. We have spent the better part of three years evaluating our program and making many changes to significantly improve how we teach reading, writing, and math.  We continue to work on these areas to make sure our children learn these skills and build upon them in a coherent, logical manner. But this approach is no longer enough. Our children need much more than the fundamentals that we grew up with. As we look to the school’s future, it is incumbent upon us to embrace the changes that are needed to prepare our children for a very different world, even when it makes us uncomfortable because it feels different from our school experience.

Preparing students for the future workforce and to thrive in our complex society requires a fundamental shift in educational priorities, moving away from rote memorization, (which there is still too much of ) one dimensional worksheets and standardized testing, towards a more holistic approach that prioritizes essential skills development. We must put a greater emphasis on critical thinking, creativity, communication, collaboration, emotional intelligence, and digital literacy, to empower our children to thrive in a rapidly changing world. These changes were needed yesterday, let alone now and in the future.

CEOs and employers have, for the past several years, frequently cited several deficiencies in young people entering the workforce, highlighting gaps in their skills, attitudes, and preparedness for professional roles. These deficiencies often stem from a variety of factors, including shortcomings in traditional educational systems, cultural shifts, including parenting, and changing workforce demands. CEOs argue that traditional education often prioritizes isolated, academic knowledge over practical skills, failing to adequately prepare students for the demands of the modern workforce.

There are still many parents who find comfort in school looking like it did when they went to school. Traditional education systems, the ones we grew up in, often emphasize rote memorization, (drill and kill) standardized testing, and a one-size-fits-all approach to learning. Being busy doing school doesn’t translate into deep learning or success in mastering the skills and aptitudes needed for today and in the future. Nor does rote learning translate into learning that sticks after a test.

So much of the traditional education system is out of sync with the 21st century. Memorizing facts and figures without understanding their context or relevance does little to foster critical thinking, problem-solving, or creativity—the very skills that are in high demand in today's job market.  While memorizing math facts still has great value, it is by definition limited if students do not know how to solve math problems, understand the context of the problem, or utilize the skill in real world scenarios.

While academic excellence is important, it should not be the sole measure of success. Students need to develop a broader set of skills, including emotional intelligence, communication, collaboration, and adaptability, which are essential for success in the workforce and society. 

Traditional schooling is ill-suited to prepare students for the complexities of the modern world. Research suggests that a significant overhaul of traditional educational practices is necessary to better align with the needs of the future workforce and society in general. For the better part of this century, educators and those in the business and innovation spaces have known that schools would better serve students by focusing on skills that address the realities of our world in all of its complexities.

To prepare students for the future, educational systems must prioritize the development of a comprehensive skill set that goes beyond academic knowledge. Research indicates that certain skills are particularly crucial for success in the future workforce and society. I have written about these before and they deserve repeating.

Critical Thinking and Problem-Solving are chief among them. The ability to analyze information critically, think creatively, and solve complex problems through a moral and ethical lens is essential in an increasingly complex and interconnected world. According to a report by the World Economic Forum (WEF), critical thinking and problem-solving are among the top skills required in the workplace. 

I cannot stress enough the importance of creativity and innovation. As automation and AI continue to reshape industries, human creativity and innovation are becoming increasingly valuable. Encouraging students to think outside the box, explore new ideas, and take risks fosters a culture of innovation that drives progress.

Many people underestimate the importance of communication and collaboration and yet, they are among the most essential skills that CEOs and businesses are looking for. In today's globalized world, effective communication and collaboration skills are necessary for building relationships, working in teams, and navigating diverse cultural contexts. Research by the Partnership for 21st Century Skills emphasizes the importance of communication and collaboration in preparing students for success in the workforce.  

Emotional Intelligence has long been known to be more crucial than IQ. Empathy, self-awareness, and social skills are becoming increasingly important in a world where human interaction remains central. Developing emotional intelligence helps students build strong interpersonal relationships, resolve conflicts, and navigate social complexities. These skills often are greater indicators for success in the larger world than specific content or technical skills,

And finally, Digital Literacy and Technology Skills must be on this list of necessary skills. In a digitalized world, proficiency in technology is no longer optional but essential. Students need to develop digital literacy skills, including coding, data analysis, and cybersecurity, to thrive in the digital economy.

Most of these skills can be taught without losing the opportunity for children to still engage in more traditional academic endeavors such as reading great literature or learning content in the different disciplines. Done well, through integration and project based learning, students can learn these skills and still come away with important knowledge and content. It is a false argument that we have to trade one for the other. 

To add to the challenges facing schools in preparing children is how to harness AI productively. The integration of artificial intelligence (AI) is poised to have a profound impact on education and, of course, on the future workforce. As AI systems become increasingly sophisticated, they will automate routine tasks, augment human capabilities, and transform the nature of work across various industries. It is happening already, and faster than we can imagine. In light of these developments, it is imperative for educational systems to prepare students for the AI-driven future by equipping them with the necessary skills and knowledge.

Schools, including Schechter Bergen, will need to incorporate education on AI and its implications into their curriculum to ensure that students have a foundational understanding of this transformative technology. This includes learning about the capabilities and limitations of AI, ethical considerations, and its potential impact on society and the workforce. By normalizing AI and fostering critical thinking about its implications, students can better navigate the opportunities and challenges presented by this technology.

While AI can automate certain tasks, it cannot replicate the uniquely human qualities such as creativity, empathy, emotional intelligence, and ethical decision-making.  And that is why we must focus on the development of these human-centric skills, which are essential for roles that require complex problem-solving, interpersonal communication, and ethical leadership. By nurturing these skills, students can differentiate themselves in the workforce and contribute meaningfully to society in the age of AI. I believe that at Schechter Bergen, we are uniquely positioned to help our children to master these skills, giving them an advantage as they move on to high school and beyond.

I want to stress that these skills can be taught and effectively integrated into the teaching of math, science, Language Art, social studies and Jewish texts. In order to do so, how we build the curriculum, prioritize content, and construct the learning experiences must change as we begin our second fifty years.  This is the exciting work we face as we begin Schechter’s second fifty years educating Jewish children in Bergen County.

Finally, It should not be lost on any of us that while school has a major role in preparing students to engage successfully in the future workforce, that is not enough. They must be ready to live as engaged citizens immersed in their Jewish lives. To be continued…