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SCHOOL TO WORK TRANSITION Empathy Map and Problem Statement Evangeline M. Clemente 5 August 2013

Empathy map problem statement-evangeline clemente

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Page 1: Empathy map problem statement-evangeline clemente

SCHOOL TO WORK TRANSITION Empathy Map and Problem Statement

Evangeline M. Clemente 5 August 2013

Page 2: Empathy map problem statement-evangeline clemente

Empathy Map

School To Work

“What’s 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 success…Just finish college… Make sure you have work before you settle

down…You 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 want…OR I

don’t know what I want, I don’t know what I should do? I want to be happy… I want to be successful… I want to make my own mark… Can’t we take

shortcuts?...” – THE CHILD/ STUDENT

WHAT THEY SAY*

(based on a small sample of interviewees)

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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

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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)

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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.