Youth unemployment to cost the Canadian economy $18.5 billion by 2034 if not effectively addressed, according to a report by the company Deloitte
Youth unemployment in Canada has surged to 14.2 per cent, the highest it’s been in a decade, according to a recent report by Deloitte, commissioned by King’s Trust Canada. The report highlights that over 850,000 Canadians aged 15 to 29 are unemployed and lack post-secondary education or training, a gap that could cost the Canadian economy $18.5 billion in GDP by 2034 and over $5 billion in lost government revenue.
Beyond economic consequences, the report outlines significant social costs. Youth who experience long-term unemployment are more likely to face mental health challenges and reduced quality of life.
King’s Trust Canada, a charity founded by King Charles III, aims to tackle barriers to youth employment. The organization provides free skills training, networking opportunities and work experience to help young people prepare for the workforce.
King's Trust CEO Farah Mohamed discussed the report's findings and potential implications for the future of Canada's youth and workforce.
"We can't afford to give up $18.5 billion to our GDP . . . we also have to look at the loss of government revenue. Over the next ten years, the government could be giving up $5 billion and just those two numbers alone combined with the fact that if you do nothing you're gonna lose 226,000 jobs . . . these are the data points that I think should wake people up," said Mohamed.
Over the next ten years, the government could be giving up $5 billion . . . if you do nothing you're gonna lose 226,000 jobs . . . these are the data points that I think should wake people up.
Farah Mohamed, CEO
King's Trust Canada
Mohamed also emphasized the normalized disparity in youth unemployment. “Youth unemployment is twice that of adult unemployment. It’s always been that way, but it’s not acceptable,” said Mohamed.
The report attributes the rising youth unemployment rate to a shortage of job opportunities. Mohamed notes that many entry-level position now require applicants to have an undefined degree and several years of prior experience, further creating challenges for young people to enter the workforce.
Younger people, particularly those seeking their first jobs with little to no prior experience, are facing the greatest challenge. In October 2024, Statistics Canada reported that the unemployment rate for Canadians aged 18 to 24 in October stood at 12.8 per cent, more than double the 5.4 per cent for adults aged 25 and older.
Mohamed said the employment gap is also driven by a lack of skills development. “Employers don’t have time to teach skills like resiliency, teamwork, creativity and communication, but they expect young people to have them,” said Mohamed.
Employers don’t have time to teach skills like resiliency, teamwork, creativity and communication, but they expect young people to have them.
Farah Mohamed, CEO
King's Trust Canada
Additionally, the report states that vulnerable groups, including individuals with disabilities, Indigenous peoples and racialized communities, face even higher unemployment rates.
Mohamed said addressing youth unemployment requires collaboration between governments and corporations. She called on the government to incentivize employers to hire young workers, update employment laws to reflect today’s job market and apply a youth-focused lens to policy decisions.
"The King's trust can do its work. But the report calls for all of us to do things differently," said Mohamed.
Mohamed also called for corporations to be a part of the solution.
"There's a need for corporations to really try to remove all the barriers that they put up for young people that prevent them from gaining the experience they need to build their careers," she said.
Nimra Rizvi, a fourth-year political science student at McMaster, shared their perspective on the challenges of youth unemployment. "Minimum wage jobs that you could have gotten so easily in high school are so competitive now," said Rizvi.
Minimum wage jobs that you could have gotten so easily in high school are so competitive now.
Nimra Rizvi, fourth-year political science student
McMaster University
Rizvi also pointed out the challenges of securing a job after graduating. "Growing up, you were told that a bachelor's degree would be enough to get you started in whatever field. But now you need a master's degree, you need more postgraduate education in order to get a job position," said Rizvi.
For students struggling to find current and future employment, the McMaster Student Success Centre provides support through career counselling. This service offers students the opportunity to work with career counsellors to develop effective job search strategies and create future plans, equipping them with the tools they need to thrive in their professional journey.
The Student Success Centre also offers workshops on financial literacy and hosts job fairs throughout the school year, providing students with opportunities to enhance their financial skills and connect with potential employers.
For more information on the report, visit the King's Trust Canada website.
After nearly five decades, McMaster graduate from class of 1965 reunited with lost graduation ring just in time for 83rd birthday
McMaster alum Morgan Perigo lost his graduation ring in 1977 during a family vacation in Barbados when it slipped off into the ocean. Nearly five decades later, he was reunited with it thanks to professional freediver Alex Davis and McMaster Alumni officer Laura Escalante.
Davis discovered the McMaster ring using an underwater metal detector and contacted McMaster University to track down its owner.
Davis discovered the McMaster ring using an underwater metal detector and contacted McMaster University to track down its owner.
Davis's email to McMaster reached Laura Escalante, a
McMaster alumni officer, who took on the task of identifying the ring’s owner. Escalante identified the owner, Frederick Morgan Perigo, by cross-referencing the engraved graduation year, 1965, and the initials "FMP" with alumni records.
Escalante shared insights about the collaborative effort that ultimately reunited the ring with Perigo.
“It went directly to my director at the time and then my director forwarded it to me to follow up on because I work with reunions . . . So, I have some familiarity with the audience,” said Escalante.
Escalante searched through the alumni records and narrowed the search down to Perigo by looking for his graduation year and the engraved initials. She noted that identifying the owner would have been more challenging had the ring not included his middle initial.
“It was just a matter of matching up. There was, luckily, one record that had those initials,” said Escalante.
It was just a matter of matching up. There was, luckily, one record that had those initials.
Laura Escalante, Alumni Officer
McMaster University
While it’s not uncommon for people to contact the McMaster Alumni Office to reconnect with old friends or classmates, Escalante had never encountered a case like this one in her career.
Escalante managed to have the ring returned to Perigo just in time for his 83rd birthday, 47 years after he lost it. The story of the McMaster alum's reunion with his graduation ring has made global headlines, being covered by The Washington Post and The New York Times.
With employers seeking graduates with increasing professional skills, the university standard of required courses is not cutting it.
Co-op, placement courses, research practicums and internships are some of the experiential education opportunities the faculty of science offers its students. Although there are various opportunities for science students to gain an experiential education, this is not necessarily the most known option as students begin their university careers.
Unless a student begins university intending to partake in co-op, these learning opportunities are not widely discussed. Luckily, McMaster offers courses such as LIFESCI 2AA3 and SCIENCE 2C00 spread awareness about the opportunity and benefits of experiential learning.
LIFESCI 2AA3 hosts a lecturelecture dedicated to having a panel of third and fourth-year science students speak about their experiences in an experiential learning course. At the same time, SCIENCE 2C00 is a prerequisite course for students to develop professional skills before entering co-op in their third year.
Although not many experiential educational courses are offered to science students, the different learning methods that are offered allows students to get involved in the ones that best suit them.
For example, co-op is provided to a limited number of programs within the Faculty of Science here at McMaster. Whereas there are only 16 different experiential education offered to all science students.
The traditional co-op route entails students adding an extra year to their degree. For many students, this is not attractive due to the length it takes to complete as well as hindering their professional school plans.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
Breanna Khameraj
Some of the specific alternatives offered in place of the co-op are SCIENCE 3EP3, a placement course; SCIENCE 3RP3, a research practicum; and SCIENCE 3IE0, an internship course.
Regardless of the limited courses offered within the faculty of science, the importance of these experiential education courses is prominent. These opportunities allow students to gain real-world experience in their field of choice.
According to a study published by two archeologists, student interns engaging in experiential learning gained transferable skills and apply their learned knowledge to society. Their internship enabled them to become educators within their community and made these students well-rounded individuals prepared to enter a working environment.
Experiential learning provides students with the opportunity to gain technical and transferrable skills they may not have been able to gain until post-graduation.
By making experiential education courses a requirement to obtain a Bachelor of Science degree, science students are given more incentive to engage in opportunities that will provide them with the necessary experience for the working world.
Through these courses, science students are required to learn professional skills, research, and lab techniques, as well as resume/interview skills.
The benefit of making experiential education mandatory goes beyond students gaining attractive employable qualities; it also does not deter students from graduating “on time”.
Universities should make courses under the experiential education category mandatory for all science students. Students will gain experience academically relevant within their field of choice providing them the opportunity to develop transferable skills. Fortunately, this could all occur without extending their graduation date, allowing them to indulge in the best of both worlds.
Universities should be more mindful of more hands-on learning options and start discussing on making courses such as these mandatory for all science students.
Here’s how undergraduate students searched for and secured positions in McMaster research labs
McMaster University is known for its expansive graduate and undergraduate research and innovation opportunities. Considered Canada’s most research-intensive institution, McMaster’s thriving research labs attract students with a variety of interests and backgrounds.
Research experience allows one to develop relationships with mentors, explore career or graduate education pathways and develop confidence in lab environments among several other transferable skills. However, with the undergraduate population growing each year, available research positions can feel hard to find.
“It was very much a game of chance. Realistically, no one from my year had any previous lab experience due to COVID-19, so it more came down to who showed the most interest in what that professor was studying,” said Lynn Hussayn, a third year psychology, neuroscience and behaviour student.
Hussayn worked as a summer research student in an epilepsy research lab at the University of Toronto. Like many students, Hussayn faced difficulty finding a research position at McMaster.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it,” said Hussayn.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it.”
Lynn Hussayn, third-year Psychology, Neuroscience and Behaviour student
Jack Rosenbaum, a third year biology psychology student, also shared his own strategies for reaching out to labs from his experience as a research student in the McMaster PNB Dukas lab. He explained how he targeted his emails to graduate students from labs he was interested in instead of professors, as he thought they would be more likely to respond, which proved to be an effective strategy.
Rosenbaum also emphasized the importance of seeking out research projects that you connect with.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that,” said Rosenbaum.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that."
Jack Rosenbaum, third-year Biology Psychology student
Sarah Arnold, a third-year chemical and biomedical engineering student and the co-president of the McMaster Society for Engineering Research (Mac SER), explained how resources available through student services, such as resume and cover letter editing, are accessible and effective methods of upping your application game. Along with these services, Arnold noted Mac SER also offers helpful guidance on finding research positions.
“Throughout the year we did a bunch of different events that are aimed towards essentially helping students find [research] positions. We have different recordings on our YouTube channel of past events we’ve done where we go over in detail how we approach professors and how you can breach the idea of research,” said Arnold.
Arnold suggested using these available resources to ensure emails are formatted professionally and to make sure all documents are organized and concise. Arnold also acknowledged searching for a research position can be competitive and difficult regardless of the amount of effort you put in.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay,” said Arnold.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay.”
Sarah Arnold, Co-President of the McMaster Society for Engineering Research
Arnold emphasized the importance of recognizing the paths we are on are unique and while we should continue to seek out guidance and insight from others, every individual experience is distinctive. Finding a balance in this dichotomy is key to getting involved with research you find meaningful while also fostering independence as an undergraduate student.
By: Elizabeth DiEmanuele
The Student Success Centre and Graduate Studies have introduced new positions for 2019-2020 to support the academic, personal and professional success of international students.
“Enhancing the experience and academic success of our international students is a shared responsibility, which is why we are excited about creating a campus-wide support network around our students,” says Gina Robinson, assistant dean of Student Affairs and director of the Student Success Centre. “We want international students to know that we all care about their individual needs and are working together to get them to the right services on campus.”
Ana Pereira has supported McMaster’s international students for eight years. In this role, she helps students adjust to their new lives at McMaster and in Canada through transitional services, personal development and the International Student Buddy Program.
“Being an immigrant myself, I understand many of the challenges facing students and love helping them feel comfortable in this new place they now call ‘home’,” Ana says.
Francesca Hernandez joins the team in this role and will focus on establishing campus-wide partnerships that can support and contribute to the development and success of international graduate students.
“We want to ensure that the academic, social and cultural needs of international graduate students are met through new programming and engagement opportunities,” Francesca says.
“We also want to expand promotion of existing programs and services so that students and their families are aware of supports offered by McMaster and the broader community. We want them to enjoy a successful journey in their new country.”
In addition to programs and services, one-on-ones are also available. Andrew Staples, student success coach, will support both graduate and international students with their academic concerns, financial difficulties, transition, and navigation of university life. This position will support students on an individual basis and provide a more seamless support system.
Andrew shares, “We want to make sure students feel supported and welcomed during their time at McMaster, so we are encouraging students to ask questions and share any concerns they may be experiencing.”
Lajipe Sanwoolu, immigration and mobility advisor, can provide immigration consulting from both an inbound and outbound perspective, including international and domestic students who are interested in working in Canada or abroad.
“International students contribute greatly to our community,” says Lajipe. “It is important and beneficial that we continue to provide them with opportunities to contribute and develop themselves.”
International students provide an invaluable knowledge and perspective, both in and outside of the classroom. Lajipe’s role will support developing relationships between international students and employers, providing education about international hiring and dispelling hiring misconceptions.
Appointments with Andrew Staples and Lajipe Sanwoolu are bookable through OSCARplus.
For those interested in collaborating on initiatives to support international student success, email [email protected].
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By: Neda Pirouzmand
The university has banned the consumption of cannabis on campus, but the McMaster Centre for Continuing Education, Peter Boris Centre for Addictions Research and Michael G. DeGroote Centre for Medical Cannabis Research have combined efforts to pilot a new “Science of Cannabis” program.
Science of cannabis is going to be a three-course program that will meet the needs of health and community professionals, educators, civil servants and individuals with personal interest.
The first course of the program, Fundamentals of Cannabis Science, begins on May 13 and will run until July 21.
Lorraine Carter, director of the CCE, emphasized the evidence-based nature and relevance of the program.
“The fundamentals course is an important introduction to the general history and science of cannabis, and sets the stage for subsequent courses focused on therapeutic interventions and the risks associated with cannabis use,” said Carter. “In all, grounded in contemporary evidence and delivered by McMaster’s leading experts in cannabis research, the program is an exceptional learning opportunity.”
Michael Amlung, assistant professor in the department of psychiatry and behavioural neurosciences at Mcmaster, will be teaching the “Fundamentals of Cannabis Science” course.
As a faculty scientist, his research focuses on cannabis misuse.
Carter saw a perfect opportunity to partner with James MacKillop, director of the PBCAR and co-director of the DeGroote Centre for Medical Cannabis Research, in the creation of the program.
“The CCE is always looking for program ideas that are timely and relevant to adult, undergraduate and graduate students,” said Carter. “With the legalization of cannabis this past October and awareness of the exceptional research in cannabis happening here at McMaster University, the chance to partner with Dr. McKillop’s research team was a natural partnership.”
The CCE offers flexible workshops and courses for students to build upon past skills, obtain a professional designation or pursue new learning opportunities.
These include crisis and mental health training, data analytics and web design.
According to Carter, despite its smoking ban, McMaster should consider pursuing programs similar to science of cannabis in its future.
“More and more students are looking for programs in specific topics and skills areas. Programs that are shorter than a degree such as a three-course certificate and that are offered online are especially appealing,” he said.
Carter explains that online courses garner over 80 per cent of enrollment in the realm of continuing education.
“The accessibility and flexibility of online courses is something that today’s learners value a great deal,” said Carter.
McMaster is following closely behind the heels of the University of Ottawa and Ryerson University in the timely introduction of cannabis-focused education.
Ryerson University launched a cannabis course called “The Business of Cannabis” last year and the University of Ottawa was the first Canadian law school to offer cannabis law courses for the 2018-2019 academic year.
Class sizes for the “Fundamentals of Cannabis Science” are limited and the second course of the program has yet to be revealed.
Depending on its success, the science of cannabis program may add more courses and update content as cannabis news and research develops.
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By: Eden Wondmeneh
Consent education seems to always be an afterthought at McMaster University. The word “consent” is consistently thrown into events, seemingly out of place, with no elaboration, discussion or focus.
During Welcome Week, the word was plastered on posters that appeared at all the major events and was projected in vibrant colours on the big screen prior to the concert.
The way consent education was treated during Welcome Week foreshadowed how the subject would be addressed during the rest of the year: just enough to get a hypothetical participation award in disrupting trends of sexual violence but too little to make a legitimate impact on campus rape culture.
This culture is something that does not go unnoticed by those who are most likely to be targets of sexual violence. A late night food run is never complete without words of caution and offers of someone to walk with. It’s unfortunately not uncommon to walk with your keys in between your fingers.
Once when I was walking home, after parting ways with my group of friends, a male acquaintance yelled back, “Be careful! Campus rape culture is still a thing”.
To him I say, believe me, I know. There is rarely a moment, at a party or anywhere on campus during non-peak hours where my friends or I don’t feel discomfort, or even fear.
Following the news of sexual violence within the McMaster Students Union Maroons, this tension is especially high. Prospective Maroons are hesitant to submit returning applications and attending events run by or affiliated with the MSU is often met with a little more resistance.
The MSU’s response to the allegations and overall toxic campus culture has been dismal.
In the beginning of March, posters commissioned by the Ontario government were hung up in several residence buildings. It reads “If you are watching it happen, you are letting it happen. Consent is everything”.
This was the first attempt I noticed to address the importance of consent in my residence. Although this message is true and important, it being the only form of consent education on residence is frankly pathetic.
McMaster is not treating consent education as a major priority. Any educational materials, workshops or sessions produced or run by the MSU or its services are only accessible to those who actively seek out those learning opportunities. Even campaigns run by the Student Health Education Centre, while important, have limited reach.
Despite their value, consent education needs to reach beyond those populations to those who need it the most.
The issue of consent cannot be addressed on small poster in the basement of a residence building. Misconceptions or being ignorant to consent needing to be mutual, voluntary, informed and continuous directly results in continued sexual violence on campus.
In order to shift toxic campus rape culture, there needs to be open lines of discussion about consent that are inherent to the structure of Welcome Week, life on residence and campus life in general. These discussions need to be backed by action; posters and platitudes are not enough.
The nonchalant backburner approach to consent education fails to create an inclusive and safe community for all students.
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By: Drew Simpson
The McMaster Muslims Students’ Association recently held Finding Your Momentum, a leadership and empowerment workshop specifically curated for Muslims. Its objective was to increase youth engagement to improve community involvement.
While MacMSA maintains a busy calendar, the process of organizing this event began well before the school year started. While decisions were being made around the structure of MacMSA’s exec-director team, the team realized a recent and significant drop in engagement with the association and the community.
Typically, directorship positions with the MacMSA would attract about 50 applicants each, in recent times however, these numbers have significantly dropped to one or two applicants. The senior executives became worried about MacMSA’s future leadership and lack of engagement with younger cohorts.
MacMSA leaders also saw a lack of Muslims being represented in leadership positions in the McMaster community, such as through the Student Representative Assembly.
Feedback gained from focus groups found a common rhetoric of Muslims opting out of leadership positions to focus on academics. They also found that many individuals were under the misconception that they are not needed by the community.
One workshop attendee and MacMSA representative noted that a lot of students experience a lack of confidence in their abilities and felt that they aren’t equipped with the appropriate skills to take on leadership responsibilities.
The Finding Your Momentum workshop was created in response to these concerns. The MacMSA team realized that they needed to empower their members and create a space where attendees can have open conversations about bettering themselves as Muslims and leaders in the community.
While one of the aims of the workshop was to increase attendees’ engagement with the community, the MacMSA team had to first figure out a way to increase engagement with the workshop itself.
From previous experiences, the organizers found that many people needed someone to both encourage them to participate and attend the event with them. This was often facilitated through invitations by word of mouth.
The organizers of Finding Your Momentum took advantage of this promotion strategy, and it worked. One attendee noted that in order to facilitate empowerment, individuals need someone to give them a little push of encouragement and support.
“When you hear ‘word-of-mouth’, you think of just going and telling someone ‘hey we have an event, just come’. But it’s actually investing in the Muslim community on campus…A part of being a leader is having a community that can look up to you and support your vision,” explained Faryal Zahir, MSA Director and Finding Your Momentum organizer.
“A big part of this year has been making that vision very very clear, and then having people inspired to support that vision.”
This workshop consisted of interactive activities and discussions that focused on introspecting on attendees’ relationships with themselves and others. There was also a focus on utilizing leadership opportunities to serve the community and building connections.
At every MacMSA event, building connections is a recurring goal. The team believes that building connections enables individuals into action.
Finding Your Momentum, like other MacMSA events, aims to break down the barriers that repress interaction, and encourage attendees to have one-to-one connections, first with themselves, then with their peers and greater community.
Time will tell if the MacMSA achieved its goal of encouraging workshop attendees to take on more leadership positions, but one thing is for sure – Finding Your Momentum created a much needed space for empowerment and meaningful engagement for Muslim youth.
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For over 25 years the McMaster Alumni Association has partnered with affinity companies to bring valuable services and discounted benefits to students, alumni as well as faculty and staff. If you’re a student, you may have encountered some friendly folks reaching out to you to sign up for a BMO McMaster MasterCard in the Student Centre. And perhaps you might have looked into renters insurance in your second year when you moved off campus through TD Insurance Meloche Monnex. We hope you’ve enjoyed flashing your MasterCard with the image of our beloved Edwards Arch and felt a little surge of pride when a cashier or server comments on the great looking card, or says, oh, hey, I go to MAC too! Perhaps when you graduate, you’ll need to replace your health and dental insurance and will look to Manulife Financial for that. Further on, you’ll switch that renters insurance to house insurance and may want to protect your growing family with life insurance. But let’s not get too far ahead of ourselves!
The MAA’s goal with the affinity programs has always been to offer a great deal or added value on a service or product you need. And, over the years, thousands of students and alumni have participated in these programs. With excellent customer service survey reports and impressive retention rates, we are confident that the programs are delivering the quality experience that we expect.
You may wonder what else the alumni association get out of these programs. You may enjoy knowing that your participation in these programs helps to contribute to programs and initiatives back here at MAC, without any additional cost to you! Over the years, through growth in these programs, the MAA has supported student bursaries and scholarships, helped fund Alumni Field, the McMaster University Student Centre, helped bring you Light up the Night, as well as countless student group initiatives, conferences and events that contribute to the diverse learning and social opportunities that make for an awesome university experience.
So, if you’re carrying that McMaster MasterCard in your wallet, we hope you feel good about using it and we hope you are even more stoked about the discount you received on your insurance. If you’d like to learn more about the affinity programs offered through the association, check us out anytime at alumni.mcmaster.ca – Access Benefits. Questions? Contact [email protected] or call 905-525-9140, x. 23900. And hey, thanks for your participation!
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By: Evonne Syed
The topic of integrating artificial intelligence and robots into the workforce rouses the concern of anyone wishing to enter the job market, and the same goes for postsecondary students.
Fortunately, the future is optimistic for students as automation is not expected to prevent graduates from attaining their career goals.
In fact, the rise of automation actually improves career prospects for university graduates, as it is creating a new job market. Forbes Magazine reports that artificial intelligence is predicted to create 58 million jobs as 2022 approaches.
As the popularity of automation systems and the use of artificial intelligence in the workplace becomes more widespread, there will be more and more people required to actually build and develop these systems.
This will open up opportunities for those who wish to enter the fields of robotics and information technology. BBC News anticipates the prominence of data analysts, social media specialists and software developers, as a result.
For this reason, while one may argue that automation has resulted in the elimination of certain jobs, the introduction of automation in the workforce is actually creating more jobs and opportunities in our current digital age.
Luckily, McMaster University has many programs to equip students with the necessary skills to flourish in our digital age. The recent construction of the Hatch Centre shows McMaster’s testament to students advancing in these fields.
Even if one is not interested in working in the field of automation, that does not mean that they are otherwise at risk of being unable to obtain a job. There is an increasing demand for “human skills” in the workforce since these skills are what distinguish robots from actual human beings.
University graduates tend to seek out careers that require a higher level of education which simply cannot be programmed into automation systems. It would be way too costly and time consuming to teach a robot the knowledge a person has acquired from their post-secondary education.
There are also plenty of skills, academic and otherwise, that students learn and develop through their time at university. Education and experiential opportunities prepare students to apply their knowledge in a variety of situations.
For example, critical thinking skills and problem solving are transferable “soft skills” that employers seek and students develop during their time at university.
Some jobs require humanistic qualities, which are simply not possible for a machine to replicate. For instance, no matter how much technology advances, robots may never be capable of understanding human emotions and experiences.
The interpersonal skills, empathy and compassion that people develop by interacting with one another are skills that are beneficial for the work environment. These skills equip anyone to thrive professionally as the future of the job outlook changes.
Technological advancements such as automation will inevitably impact life as we know it, and that includes changing our work environments. However, these changes are not inherently harmful and the possibilities for post-secondary graduates remain promising.
Students must be proactive, take initiative to educate themselves as much as possible and work on developing these skills. Provided that students make the most of their university experience, and are willing to undergo some extra training to keep their learning sharp, robots are sure to have nothing on them.
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