Text of Empathy map problem statement-evangeline clemente
1. SCHOOL TO WORK TRANSITION Empathy Map and Problem Statement Evangeline M. Clemente 5 August 2013
2. Empathy Map School To Work Whats your family name?... What does your family do?.... Who do you know?... Where did you study?... What good will you give your community, the environment?...- OUTSIDE THE FAMILY Education is the key to successJust finish college Make sure you have work before you settle downYou carry our name, make us proud I work hard for your future, for your education Make a big impact We are a family of x profession, you must not break from tradition We want you to be fulfilled THE PARENTS I want to be somebody I want to do what I wantOR I dont know what I want, I dont know what I should do? I want to be happy I want to be successful I want to make my own mark Cant we take shortcuts?... THE CHILD/ STUDENT WHAT THEY SAY* (based on a small sample of interviewees) 3. Defining the Problem School To Work Can one really create the impact we need considering societal norms?- OUTSIDE THE FAMILY We want you to succeed and do better than we did. THE PARENTS I want to imprint impact at better ways/pace than usual. THE CHILD/STUDENT UNDERLYING CONCERNS/MESSAGES 4. Defining the Problem School To Work EMPLOYMENT REQUIREMENTS set industry-specific functional competency requirements at least high school graduate for most minimum wage jobs good academic performance or graduating from premier universities almost always equal a well-paying job LOCAL EDUCATION SYSTEM AND CONDITIONS There are laws and rules set by government for implementation and completion of grade school to advanced studies. Not all public/private schools have sufficient and appropriate tools, facilities, equipment. The poor has limited access to quality education. Are local education programs responsive to local/global needs? ADDITIONAL CONSIDERATIONS* (limited view) 5. Problem Statement Among students and society, in general, there is a common desire to ensure delivery of accelerated, maximum, positive impact from the school-to-work cycle. However, the current education systems, which are enabled by laws, and employment requirements forces a significant degree of adherence to related, established requirements. While such requirements may be deemed as enablers, they can also be viewed as anticatalysts. Correspondingly, it would be worthwhile to look for improvements in the school-to-work cycle considering cultural and behavioral aspects, the global/local educational frameworks and known employment routes or venues.