Financial Literacy And Raising The Entrepreneurs Of Tomorrow

Across the US there is an  emerging trend of entrepreneurship . Over the last 20 years, we’ve seen growing numbers of  young entrepreneurs build successful businesses, many before the age of 18 . Organizations from all over have arisen to help these young entrepreneurs get their start, both for funding and helping them to develop the right mindset. Technology has made a new generation of kid-preneurs possible.   In a survey of the top 20 reasons why startups fail, a staggering  29% cited just plain running out of money  for their downfall. Having an understanding of what creates failure, and learning those lessons early on (when there is less at stake) can dramatically shorten the learning curve for a young entrepreneur in business. There are many things you can do when raising the entrepreneurs of tomorrow.

How Can You Help Your Child-preneur?

Only 17 states in the US require high schools to teach finance to their students. Research done by the Financial Educators Council found that  children aged 10-14 scored an average of 54%  in financial literacy. This test was originally designed for 15-18 year olds, who only scored 6% higher than their primary school fellows.

Financial management can be a tricky conversation for parents to have with their kids. It can be one of the most challenging aspects of raising the entrepreneurs of tomorrow. This is because they may feel unconfident about their own financial choices. Luckily, whether you’ve made rockstar financial decisions or not, you have two very important things to offer your children when it comes to their financial education: experience, and perspective.

 Click here to read the entire opinion piece published on

What Happened On This Day – March 15

  • 1990 Mikhail Gorbachev becomes President of the Soviet Union

    His economic and political reforms, as well as his advocacy of free speech, strengthened pro-democracy movements in other Eastern European countries and ultimately led to the fall of the Berlin Wall and the end of the Cold War.

  • 1985 The world’s first internet domain name is registered was registered by the Symbolics Computer Corporation of Massachusetts. There are over 1 billion domains today.

  • 1972 Francis Ford Coppola’s The Godfather is premiered

    The gangster movie based on Mario Puzo’s novel is one of the most popular films of all time.

  • 1917 The last emperor of Russia abdicates

    Tsar Nicholas II of Russia abdicated following the February Revolution. He was later executed together with his family and some of his servants.

  • 1895 Enrico Caruso makes his stage debut

    The Italian tenor is arguably the most famous opera singer of all time.

Happy International Ask a Question Day

What? How? Where? Why? HUH?!? All of the questions you could possibly think of can be freely raised on Ask a Question Day!

That’s right, now is your opportunity to ask that burning question that’s been festering in the dark recesses of your mind. We all know there’s no such thing as a stupid question, so go on, think up the wildest, craziest, most bizarre question you would like to see answered and fire away! With the wonders of modern technology these days, surely someone out there will have an answer for you. (Whether or not the answer is true is another story!)

Ask a Question Day gives us the liberty to bring different issues to the limelight, and also ask after those little bits of knowledge we’ve been longing to gain. So whether it’s a deep philosophical entreaty you’re looking to debate, or are just after the answer to a bit of random trivia – get asking!

National Skills Coalition calls for the modernization of the federal Pell grant program in new publication

In an economy where more than 80 percent of all jobs require education or training beyond high school and 50 percent of jobs can be classified as “middle-skill”—meaning they require more than a high school diploma but not a four-year degree—the demand for high-quality, short-term credentials is greater than ever.

Due to this growing trend, more and more individuals are enrolling in postsecondary education with a different set of objectives than first-time, full-time students between the ages of eighteen and twenty-five. In fact, an increasing number of students are pursuing higher education while balancing work and family obligations for the explicit purpose of finding success in the labor market. For these reasons, credentials achieved through short-term programs—which can include industry-recognized credentials or certifications, licenses and certificates—make up 24 percent of all postsecondary awards in the U.S. today.

Despite the growing utility of certificates for both individuals and employers in need of skilled workers, students who choose to enroll in short-term programs are typically ineligible for federal financial aid. Current law stipulates that students can only receive a federal Pell grant if they enroll in a program of study that is at least 600 clock hours of instruction over fifteen weeks and results in the attainment of academic credit. Because of this policy, students who wish to enroll in a short-term or noncredit program must either pay out of pocket to cover their costs or commit to an academic program that meets the Pell grant length requirements—even if it will not lead them to success in their chosen field.

Click here to read Katie Brown’s complete article published on the National Skills Coalition website.

Bridging the skills gap with strong leadership

“People don’t leave jobs, they leave bad managers.”

It’s a phrase everyone has heard, and the manufacturing world is no different. The real difference with manufacturing is the issue is actually even more dangerous than other industries because the skills gap is making it harder to replace a qualified operator, machinist or engineer.

The conversation about the skills gap facing manufacturing is not new. Revolutionary changes to address the issues surrounding higher education and skills training are necessary to successfully overcome it. However, in the meantime, manufacturers are left to address the issue of what to do now to attract, train, and retain talent.

Compounding the problem of a workforce shortage is the rapidly advancing technology used in manufacturing today. Continued automation, robotics, advanced programming, and even the disruption of additive manufacturing is creating an environment where manufacturers are left searching for engineers with skill sets that can evolve almost in real time with the technology.

So what can we do?

Click here to read Heather Johnson’s complete article on the Company Week website.

Connecting Industry to Every Classroom

For decades many of us have been involved in discussions about creating opportunities for all students to gain exposure to the real world. We have spent hundreds of hours brainstorming with companies, universities, non-profits, chambers of commerce, technology councils and the likes to bridge the gap between industry and education. The reality is the teacher in the classroom still does not have the tools or the time to invite guest speakers or project mentors, organize field trips or develop films and videos. Most companies find it difficult to scale education outreach due to geographic and curriculum barriers. Rural school districts are left out because they lack access to a diverse industry in their local area.

Nepris came out of a real need we heard from educators, industry leaders, professionals and community partners alike, to reduce the barriers between industry and education. Our core mission: Making industry engagement part of the everyday classroom by empowering teachers to engage students in STEAM!

With Nepris, teachers don’t have to spend endless hours and time outside of the classroom to recruit and plan for guest speakers. By facilitating virtual connections, Nepris effectively removes student barriers to access while providing companies the opportunity to efficiently and effectively extend their education outreach efforts.

Click here to learn more about Nepris.

The STEAM-Powered Elementary School: Montour Opens World’s First Lego-Themed Brick Makerspace

Pennsylvania’s Montour Elementary School stands out even among schools that have embraced STEAM education, the maker movement, hands-on learning and augmented and virtual reality. So when the K–4 school opened the world’s first “Brick Makerspace” — a Lego Education-powered STEAM lab developed and implemented in conjunction with Carnegie Mellon UniversityLego Education, parents, students and a local Barnes and Noble — it wasn’t just a one-off affair; rather, it was yet another advance in the school’s efforts to integrate principles of STEAM education throughout the curriculum.

“I believe makerspaces and STEAM education get students interested in learning at a very young age,” Jason Burik, co-principal at Montour Elementary, told THE Journal. “STEAM education challenges students to learn and apply content and skills with fun, real-life projects. Skills learned can later then be applied to almost any job. We wanted to create a unique learning space that kids would love coming to, something that no one else had, a room that would inspire students to become architects, engineers, designers, makers, and use problem-solving and critical thinking skills. We wanted a room that made students curious to learn and discover amazing things along the way.”

Click here to read Dave Nagel’s complete article The Journal website. 

School Funding ‘Stubbornly Unfair’ Across States

In spite of research showing that school funding leads to better outcomes for students during their school years and afterward, a new report finds dramatic unevenness among education funding across states. New York and Alaska, for example, spend more than 2.5 times what Arizona and Idaho spend. There’s been no improvement since the end of the “great recession” in those states that don’t provide additional funding to districts with high student poverty.

The details are shared in the seventh annual edition of the Is School Funding Fair? A National Report Card, a joint project of the Education Law Center and Rutgers University’s Graduate School of Education.

Click here to read Dian Schaffhauser’s complete article published on The Journal website.

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