Gary's Address

Gary's Address Educaship: Revolutionizing Career Preparation Through Real-World Experience

Introduction

Hello, everyone. I'm Gary. For over a decade, I've been developing 'Educaship,' a term I created by combining 'education' ('edu'), 'career support' ('ca'), and 'fellowship' ('ship'). This evolving concept brings these elements together to provide people with better career opportunities. It's been the focus of my work in both business and non-profit sectors, where I've seen its strong impact.

My speech will last about 35 minutes. While this may seem long, the information I'll share has the potential to significantly enhance your or your loved ones' quality of life. Because of that potential, I personally support this mission through both donations and volunteer work.

I want to emphasize that I'm not here to pitch any specific offerings. As of this recording, we do not sell or even market any products. However, this may change by the time you watch this video. If you're interested in shorter, more enthusiastic presentations about our career solutions, you should be able to find them online.

My goal today is simply to share my observations, identify problems, and explain my actions to solve them. I encourage you to use the chat feature for your comments and questions. Your insights and queries will help improve this presentation for future listeners and potential participants.

Reflection 1: Education Meets Career

It's common for career paths to shift away from college studies, and my story is an example of this.

In high school, a passion for physical science developed thanks to an inspiring teacher and supportive classmates. This led to studying mechanical engineering in college. After graduation, my parents helped secure a first job, but it soon became clear that it wasn't the right fit.

Driven by a desire to innovate, I eventually founded a desktop publishing company in the early 1990s, just as the field was emerging. With no formal training available, we had to train our employees ourselves. As technology advanced, we continued to innovate, developing our own customer management and business operation systems.

My first college education is something I value, and the time spent as a student is remembered fondly. Yet, it's clear that the degree didn’t directly influence my career path. Given opportunities to explore different fields before college, I would likely have chosen a different specialty.

Had career interests been discovered earlier, the job search would have been different. Though my parents had great intentions, they weren't career experts.

There were probably innovative opportunities in mechanical engineering, but neither my parents nor I knew that we needed to look for them. We had no idea how to explore different career paths or even that it was possible to explore them.

Reflection 2: Career as a Journey

Career development is a lifelong journey. It involves exploring different jobs, learning new skills, earning qualifications, and finding work. Our careers aren't set in stone; they change over time. Here's why:

1. Personal changes: As we grow, our interests, skills, and circumstances evolve. What we aspire to at 16 may differ greatly from our goals at 40 pr 60. New experiences can lead us down new career paths.
2. Job changes: Take mechanical engineering as an example. In the 1980s, when I specialized in this field, engineers used paper and pencils. By the 2000s, they had switched to computer programs. Now, they use 3D printers for quick prototyping. In the future, they'll rely on AI and robots. The tools and methods keep changing.
3. World changes: New technology, economic shifts, and cultural trends create new jobs and make others obsolete. For example, AI and robots are transforming many jobs. This means we need to keep learning new things throughout our careers.

In high school, I thought five years of college would prepare me for life. My college back in the Soviet Union claimed to provide a strong knowledge foundation. But after 40 years in my career, I wonder: what foundation did I truly gain from acing 'Scientific Communism'?

Even for more relevant subjects, things have changed. AI-powered chatbots now offer more information than any college curriculum, providing knowledge on-demand. Do we still need to memorize potentially outdated information?

Ongoing learning and adaptation are no longer optional -- they're essential in our changing world. All in all, if careers are adventures with unexpected turns, shouldn't college education adapt similarly?

Reflection 3: Practice-Classroom Mix

In the late 1990s, I was consumed by the day-to-day operations of running my business. Ironically, a broken leg became a catalyst for my professional growth. Confined at home in an era before widespread internet access, I found myself yearning for mental stimulation.

Recognizing my predicament, my mother borrowed a book from the library -- Philip Kotler's "Marketing Management." This text was nothing short of revelatory. It opened my eyes to a wealth of pre-existing knowledge, theories, and strategies that I had been struggling to discover on my own.

Inspired by this newfound perspective, I returned to college in the early 2000s to pursue a business degree. This decision proved to be a turning point in my career trajectory.

My prior work experience breathed life into the academic concepts I encountered. Abstract theories transformed into practical tools as I recognized their applications in real-world scenarios. This connection between classroom learning and professional experience ignited a passion for my studies, as I could clearly see their relevance and potential impact.

The synergy between my academic pursuits and practical experience propelled my career to new heights. Armed with both theoretical knowledge and hands-on skills, I successfully grew my publishing business to 120 employees before ultimately selling it.

This journey highlighted two crucial ways in which education and real-world experience complement each other:

• In school, we usually start with big ideas and theories, then learn how to use them in specific situations. It's like learning the rules of a game before playing it. But we also learn from examples and experiments in school, which is more like learning by doing.
• In the real world, we mostly learn by doing things hands-on and trying different approaches. But we also use what we've learned in school to help us solve new problems we encounter.

Both ways of learning help us become well-rounded and skilled. What we learn in school becomes more meaningful when we use it in real life, and our real-life experiences make more sense because of what we've learned in school. This balance between theory and practice helps us grow and become more effective in our future careers.

Reflection 4: Career Advice Insights

In the mid-2000s, I moved from Belarus to the United States. I was in my 40s, full of energy and ready to work, but I couldn't figure out what kind of job would be a good fit. The skills I developed in Belarus didn't seem to matter much in this new country.

Usually, career counselors are expected to help people discover their ideal careers. I sought help from career counselors and people working in government agencies, private companies, and non-profits. I received plenty of practical advice on resumes, interviewing, and marketing myself, but no one could help me find a clear career path.

Career coaches normally ask, “What job are you looking for?” When I told them I was trying to figure that out, they often directed me to career aptitude tests and occupational catalogs. Most vocational counselors are like doctors without diagnostic tools. Vocational aptitudes are complex, yet counselors are expected to make recommendations without the equivalent of medical tests, relying solely on the individual's words, directly or via questionnaires.

Instead of finding my career path, I discovered three main problems with these career tools:

• Too Simple: The tests try to match our personalities and skills with jobs, but they don’t consider how complex jobs and workplaces can be.
• Outdated Information: Career counselors often focus on what we want, not what jobs are actually available. They might not know the latest details about different industries.
• One-Size-Fits-All: The tests don't consider the qualifications we already have or that our interests and skills can change over time.

These findings were the most real result of my search for a target occupation, which made the whole process feel like a waste of time. While career tests might help teenagers, they don't seem very useful for adults.

I wasn't the only one struggling. I remember a woman who didn't like her job as an administrative assistant. A career counselor suggested she try becoming a technical writer. She spent a year trying to get that kind of job but couldn't, so she went back to being an administrative assistant.

As for my story, I started by taking English classes, knowing I needed better language skills for any professional job. Then I took more professional courses. By the 2010s, I was close to finishing my Bachelor's degree in the U.S., but I still hadn't found a meaningful job that I both wanted and could get.

Reflection 5: Inside of Career Prep

Like many immigrants, I worked basic cash jobs to make a living during my early years in the United States. With no American work experience and competencies from Belarus that didn't transfer well, I faced challenges in finding suitable employment.

To strengthen my resume, I registered a non-profit corporation called the Economic Group and took on the role of its volunteer director -- a commitment that continues to this day.

This American experience, combined with my Belarusian diplomas, eventually allowed me to teach business classes part-time. I started at a community college and later expanded to other colleges and universities. Since the late 2000s, I've had the opportunity to teach not only in the U.S. but also in China and Russia. Interestingly, many of the courses I taught were the same ones I took while pursuing my business degree.

I also organized academic exchanges, as well as programs for students to study in different countries. Moreover, I helped to review a couple of college programs.

These insights helped me understand how colleges prepare students for their future jobs. The competencies needed for a job can be divided into three main groups. We call them "KSA" for short:

• Knowledge (K): This is the information learned about a subject. It's the easiest and cheapest to teach because it mainly requires an instructor and some basic materials like books.
• Skills (S): This involves using knowledge to do practical things. It costs more to teach because it requires special equipment such as labs, simulators, and machinery for hands-on learning.
• Abilities (A): This relates to being capable of performing specific tasks required for a job. It's the most expensive to teach because it needs real-world settings, individual assignments, and feedback from experts.

College budgets are often tight, so they prioritize classroom-style teaching over giving students chances to build skills or gain real work experience. Because of this, students might graduate with some knowledge of their subject but lack the hands-on skills needed to succeed in a job.

Higher education faces a significant challenge: while colleges focus on imparting knowledge, the high costs of gaining professional experience often prevent students from acquiring it before graduation. Meanwhile, employers are increasingly seeking candidates who already have experience.

Reflection 6: Mentors Make Differences

In the early 2010s, I got a surprising full-time job with the US Marine Corps. I wasn't the usual candidate -- I had never taught the subject I was hired to teach, and I hadn't even studied it before my first day on this job. Maybe my active professional profile and, surely, my network helped me stand out.

They put me in charge of the Russian part of a cultural program. It was a role that would show me how much of a difference mentors can make.

The job was awesome because I had the freedom to try new ideas. We had great resources and not many rules, so we could use cool tech and different ways of teaching. I got to connect with top experts in the field. I'd reach out to people who wrote textbooks, created language apps, and other big names in language learning.

At first, we taught Russian using college textbooks and conversation practice. But when our first group of students took their special assessment called Defense Language Proficiency Test, we realized we needed to change things up. The test was focused on military, not just the stuff you find in conventional textbooks.

This challenge led me to an amazing mentor. I teamed up with Professor Soboleva from the Defense Language Institute, a special language school in California. She agreed to try something different and became my mentor. She'd visit my classroom to see how things were going and guide our new teaching approach.

Mentors really do make a difference. With Professor Soboleva's help, we quickly came up with a new way of teaching Russian for the learners' specific purpose. As a result, our students matched the listening scores of students from that top language school. In a big part, this success was because of the guidance and support from my mentor.

The project only lasted a year because of money issues. Later, I did receive a promising offer from Professor Soboleva to teach at her institute in California. However, the low salary combined with the high cost of living in the area made it less attractive.

Nevertheless, even though the project was short, it had a big impact. It boosted my confidence for future projects and showed me how important mentors are for growing in our careers and coming up with new ideas.

Reflection 7: Tough, But Vital Networks

Before joining the Marines full-time, a colleague at my community college in New York suggested I consider teaching in public schools. He had experience running a school district.

I researched two school districts: one in my home area and another where the college was located. Their websites indicated I could teach math or physical science. When I asked my colleague for advice on which job to pursue, he recommended science, explaining, "There are more math jobs, but, for us, it's always been harder to find science teachers."

I then inquired about the hiring process. In my home district, the HR department handled the bulk of hiring, with the school principals just making the final decisions. In the college's district, school principals managed the hiring, with HR handling the paperwork.

This insider information wasn't available on the official websites, highlighting the importance of knowing people who understand the inner workings of the system.

Going further, my network was key in helping me get a job with the US Marine Corps. A professional contact let the hiring manager know that I was both able to do the job and available.

After my time with the Marines, I had to choose what new job to pursue. By that time, I already moved to Virginia. School teaching didn't pay well there, so keep teaching languages or switch to IT? To help decide, I asked people working in both fields.

For language teaching, I consulted a hiring manager at a major company. Their candid response was revealing: "There aren't many jobs, but a lot of people want them. Most of these applicants have better degrees and more experience than you do. Even if you did well in your first job, it's hard for me to hire you. As a bureaucrat, I don't want to be blamed if anything goes wrong."

Getting meaningful info about IT jobs was harder. Many people only knew about small parts of the field. I saw that IT jobs were changing fast and had more options than language teaching. I also noticed that people who find IT workers for companies seemed to get tired of their jobs faster than in other fields.

Still, I got a lot of useless advice. Many people were happy to listen and give basic suggestions without really understanding my situation.

Reflection 8: Practice as a Career Tool

By the mid-2010s, I had accumulated extensive experience as an instructor. To take my teaching career to the next level, I chose to specialize in IT training.

I started a meetup community called 'Hands-On Training,' which organized free IT workshops on related topics. To find workshop facilitators in Northern Virginia, I partnered with a local non-profit group called CNM. To differentiate ourselves from the mainland branch of CNM, we later began referring to our team as 'CNMCyber'.

People often say that working together on real projects shows who works well as a team. This idea came to life when two hiring managers asked me to host hands-on training for SharePoint administrators through my meetup community. They needed more qualified admins and were willing to train people on the job but wanted to find out who they'd work well with.

My experience developing apprenticeships in Belarus and workshops in Virginia was very helpful when I started recruiting and training for a venture that invested in startups. Startups need staff who can handle many different tasks. Interviews help find good candidates, but seeing how they actually perform is what really matters.

My recruitment plan started with 1,000 candidates. Through a step-by-step process, this number went down to 100 who began training, 10 who moved on to work trials, and finally one person who got hired.

I realized something important: while I needed a specific type of candidate and had to reach out to many people, it wasn't just about finding "gold nuggets" among grains of sand. Each candidate had potential value, if not for my startup clients, then definitely for other opportunities.

Hands-on experience clarifies career preferences. However, I faced limitations in delivering comprehensive assessment results, and candidates weren't actively seeking my career assessments. This revealed a gap between the wealth of talent discovered and the ability to effectively channel it to fitting opportunities.

Reflection 9: Experience Rocks

For most of my life, I have helped companies find the right people for their jobs. The recruitment process involves several stages. Front-line recruiters typically focus on firm credentials like diplomas and certificates when a vacant position requires them. Hiring managers consider three main factors when deciding whom to hire:

• Can the candidate do the job well?
• Will they fit in with the company's culture and team?
• Are they satisfied with the salary and benefits offered?

When it comes to skills, having experience in the field is super important. It makes sense - if someone has already done well in a similar job, they're more likely to succeed in the new one. That's why many job listings say things like "Experience can replace education requirements." In the real world, hands-on experience often matters more than classroom learning. One could even argue that if education costs money, real-world experience should be worth even more.

This focus on experience is one reason why it is often tough for new graduates to get their first job. While school is important, classroom learning alone lacks the practical experience employers seek.

I'd like to support this point with another personal story. Early in my time as an immigrant, one of my college professors was instrumental in helping me navigate new environments. However, when I needed a job recommendation, she couldn’t provide one because we hadn't worked together directly. The best she could offer was that I was a good student, which wasn't very helpful for someone in their 40s seeking a professional job.

College degrees may open doors, but it's experience that helps us walk through them confidently. An interesting point to note is that if a job recruiter mentions that experience isn't very important, it might be worth asking about their own education. In my experience, it's uncommon to find a recruiter with a degree specifically in recruiting. If such a recruiter does exist, it may be insightful to learn whether their degree alone helped them secure their position. If they indicate that it did, they might be focused on hiring students for a college.

Reflection 10: Experience as a Craft

Careers often take unexpected turns, and trying different things can lead to surprising opportunities. For example, I know someone with a performing arts degree who started a recruiting business. Even though the business didn't succeed, it helped them land a job in corporate recruiting. I've also gained a lot by exploring various types of work.

Doing projects, internships, apprenticeships, starting a business, and freelancing often give us more freedom than regular jobs and can work well alongside traditional jobs.

These different roles help us build important skills and expand our network. They might not offer all the benefits of a full-time job, but they are often easier to get into. A typical path from no experience to a paid job might be: volunteering, gaining credentials, moving to part-time or entry-level work, and finally getting a full-time job.

However, reaching the "final" stage of full-time employment is rarely the end goal. These unconventional experiences can prepare individuals for future opportunities they might not even anticipate.

Volunteering is usually the most flexible way to build credentials. It can be used for career growth by making connections, earning credentials, or learning new skills -- not just to help out.

I learned this the hard way. I volunteered at my community college's tutoring center, hoping to get job recommendations later. It turns out the college didn't allow staff to give recommendations. The experience was still useful, but knowing this policy beforehand could have saved me time. I would have volunteered for six months instead of eighteen.

In contrast, my long-term unpaid work with 'CNM' has matched my career goals perfectly. Over more than ten years of my engagement with this volunteer group, I've noticed two main approaches to non-traditional work:

1. Immersive: Typically involves full-time volunteering to quickly meet a specific need, often using personal savings or financial support. It requires a financial runway long enough to sustain one through the immersion.
2. Incremental: Involves part-time or sporadic arrangements to gradually build credentials while maintaining other commitments, such as a full-time job.

Sometimes, I consider this hypothetical scenario: What if I had worked part-time as an engineering assistant or volunteered with a society of mechanical engineers while attending university? I would have graduated with a professional network, a better understanding of the industry, and a couple of years of experience.

Reflection 11: The Scarcest Resource

Many follow a familiar trajectory: attend school, earn credentials, secure an entry-level position, and then settle into a routine. They learn the job, pay bills, and possibly receive a promotion or two. They take on debt, start a family, and acquire possessions. Before long, it becomes easy to feel stuck. This routine often leaves little room for exploring other opportunities. Balancing education and career management is particularly challenging for those with family obligations and limited free time.

This issue has been observed firsthand. Some of my talented colleagues counted down the days until retirement, even if it was years away. They wished time away due to dissatisfaction with how most of their waking hours are spent.

Career changes require resources, typically involving several months and necessitating both time and money. Generally, money is easier to obtain than time. Funding can be sourced from sponsors, grants, and government support. However, additional hours in a day cannot be acquired.

In my experience hiring for startups, I reviewed a thousand applications to hire just one individual. The primary challenge was not finding skilled candidates but identifying those who could dedicate time to practice-based training.

Most adults have families to support and require a stable income. Taking risks on startups or investing time in learning new skills is a luxury many cannot afford.

Money can be a strong motivator for success. Having pursued two graduate degrees – one funded by the government and one self-financed – it is evident that personal financial investment increases seriousness. At CNMCyber, we always request some contribution from participants. It is not about the money; it is about the commitment. However, commitments demand time.

Onboarding training at CNMCyber is relatively brief, spanning months rather than the years traditional degrees require. Nonetheless, even a few months without income is too much for many adults. It is a paradox: new skills are necessary for advancement, but there is no time to acquire them.

Reflection 12: Career as an Enterprise

A career is like a journey, full of ups, downs, and unexpected turns. Bad fire departments simply wait for fires; good ones prepare for them. Similarly, our careers can be more than just finding a job when needed; they can be about actively managing and growing our professional paths.

As both a seasoned business professor and a successful entrepreneur, I've observed that treating a career as a personal enterprise can mirror managing a business. Among the many comparisons, two stand out to me.

Firstly, one's ability to land various jobs makes up their career portfolio. This involves building strong credentials, acquiring new skills, maintaining reliable abilities, and possibly letting go of less productive activities.

Just as businesses offer multiple products for sale, having two or more jobs is a feasible option. 'Bread' jobs provide financial stability, while 'butter' jobs are driven by passion and bring satisfaction.

Let's imagine how work-like practice can help me. With strong skills in training, securing a job in that field is achievable for me. I used to teach IT and business, but they no longer excite me. As AI becomes increasingly important, I could gain experience by volunteering on an AI project or starting a small AI training business. This approach would combine my existing skills (the 'bread') with an innovative field that interests me (the 'butter').

As another example, my interest in vocational discovery might lead me to work at a public school and offer an after-school program like WiseNxt. In this case, my "bread" job would also be a key to my "butter" job.

Secondly, a successful career requires many skills: planning your path, building up your qualifications, understanding job markets, providing good service, and handling marketing, sales, and financial matters. It's like being a jack-of-all-trades in the work world – part job expert, part career guide, part office manager, and part networking pro.

Even this very comparison of careers to businesses requires the listener – you – to understand both career management and business concepts simultaneously. However, this is not always the case. Similarly, not every business owner is familiar with every aspect of their enterprise.

That is why entrepreneurs often hire experts to help them. In the same way, getting outside advice and other assistance can really boost our careers. If companies split up tasks to work better, why shouldn't those on the job market do the same? If rightly managed, it shall save time and money.

Career is Agile, Not Waterfall

Let's shift the focus from problems to solutions. As an educator, recruiter, hiring manager, and corporate trainer, I've experienced nearly every aspect of the school-to-work transition. These experiences highlighted areas where career preparation could be improved, inspiring me to develop services and resources I wished I had when I was starting out -- first in Belarus, then in the United States.

I began with examining career development through the lens of business project management. Traditionally, many people have viewed their careers in a way that mirrors the Waterfall approach, but I questioned whether this view is correct.

The term 'Waterfall' describes a step-by-step process. In this model, progress moves in one direction, from start to finish, like water flowing down steps. Once a step is done, it is hard and expensive to go back. The Waterfall model’s predictability allows for detailed planning, making it popular in industries like construction, where projects start with a clear plan.

Similarly, people often dream of a specific career and use college education as a foundation to achieve that goal. However, very few can accurately predict their future, which is why career projects are better approached using Agile methodologies.

Agile methodologies, initially created for software projects, can be effectively applied to career development. These methodologies emphasize continuous adjustments: actions are taken, results are evaluated, and modifications are made accordingly.

To apply Agile effectively in career management, education, mentorship, and practical experience should be combined from the start, not spread out over years.

• Studying without practice is like learning a language without ever using it or trying to learn to ride a bike without ever getting on one.
• Working without structured learning takes longer to see results. Kids learn to say their first words without textbooks, but it takes them a few months.
• Career advice should be ongoing and based on real work experience.

Time is crucial in career development. Younger individuals generally have more free time, but the current system often delays hands-on practice, weakening the connection between education and real-world application.

By adopting an Agile model, career development becomes a dynamic and adaptable process, better suited to the uncertainties of the professional world.

Educaship for Career Prep

In the late 2010s, I worked on the WorldOpp project, supporting entrepreneurs in underserved areas with education, mentorship, and business funding. When financial support shifted, the funding component, which was the most expensive, had to be dropped. This led to the development of Educaship.

Although still in the conceptual stage, Educaship is being built on three pillars:

The first pillar is formal training. Educaship is not meant to replace existing educational systems but to complement them. Partnerships with established institutions will enhance existing curricula with real-world projects, internships, and apprenticeships. Focused training modules will prepare participants for hands-on experiences, and additional support will be provided for those seeking more knowledge.

The second pillar is career support. Educaship wants to help people find mentors and administrative help without spending too much time. At CNMCyber, we built a network of skilled professionals, like retirees and people changing careers. Now, this network is moving online to cnmcyber.com, so anyone can get mentorship from anywhere. We are also adding AI-powered tools to help with career management and professional relationships.

The third pillar is practical work experience. Opplet, a developing technology platform, will provide a digital workplace environment with various applications and tools. While not a perfect replica of professional settings, Opplet will offer a setup enabling participants to engage in authentic professional scenarios. The goal is to equip learners with hands-on experience in modern technologies, putting them in control of their career preparation.

Educaship aims to advance career preparation by offering a blend of formal education, career support, and practical experience. It will be available in two versions: a free version for CNMCyber volunteers and a paid version under the brand name 'Careerprise', which combines 'career' and 'enterprise'.

WiseNxt for Career Discovery

We expect that setting up Educaship will take 3-7 years. The biggest challenges will likely be finding mentors and working with colleges. These institutions, with their complex processes, aren’t usually seen as leaders of change.

As we work on Educaship, we realized we could start with something simpler and quicker: WiseNxt. This program helps students make informed career choices and prepares them for success before they enter college or vocational education.

WiseNxt offers more than just traditional career services:

• Insights into over a hundred careers, helping students make better choices and giving useful information to career consultants and mentors.
• Practical projects and real-world challenges that add to classroom learning.
• Hands-on work experience that employers value, giving students an advantage in the job market.

WiseNxt is a platform where students can explore the workplace. Often, young people are pressured to choose careers without a "fitting room." Experiencing different jobs firsthand is the best way to learn about them. Early exposure to various roles -- through projects, gap years, part-time jobs, or volunteer work -- helps people find the right fit.

The cost of higher education or job training is high, including tuition and the time and support needed from parents or others. Yet, career exploration often gets less attention and resources than buying a car. People don’t buy cars based only on movies or sales pitches, so why invest in expensive career preparation without a "test drive"?

Practical experiences help people understand what type of work fits their abilities and passions. Yet, the process of career exploration -- finding one’s interests, skills, strengths, and potential career paths -- is often overlooked by current systems. In the end, developing WiseNxt will improve our chances of finding partners to help create the full Educaship program.

KenyaX as a Practice Place

We first planned to launch WiseNxt in Ukraine, but now we're starting it in Kenya through the "KenyaX" program, which will begin soon. KenyaX will help students explore different careers early in their education.

KenyaX has two levels of hands-on practice:

• First Level: Participants will start with practical experience in areas like product analysis, website development, event planning, and cloud operations. These are not permanent jobs and will change over time, especially as AI technology grows. We call these roles "pre-entry-level" because they help participants understand basic job tasks.
• Second Level: Participants will move up to entry-level roles, working with professionals like developers, operators, analysts, and marketers. They’ll use their new skills to manage contracts and support KenyaX projects.

Participants will learn about jobs from both sides—what workers do and what employers need. This experience can help them choose the right career and give mentors the information they need to guide them better.

The contract management experience will also include helping with recruitment, so participants can learn about the hiring process.

Those working on commercial projects will earn small wages. Some nonprofit projects with CNMCyber will also get funding.

We'll support the program with basic training, help from our team, and workspaces at Opplet. We know that first jobs can be stressful, so our goal is to create a supportive and stress-free environment.

Early exposure to different careers has big benefits. It helps students understand industries, build professional networks, and make better career choices. This program aims to help participants grow professionally and choose their careers more wisely.

EmployableU for Career Ed

Why don't high schools teach us how to get jobs and manage our careers? Our jobs will be a big part of our lives and how we make money, so shouldn't these subjects be as important as math or science?

At CNMCyber, we noticed that gap in education when we had to teach basic career awareness instead of tech skills building. Many participants misunderstood key career concepts. For instance, they didn't realize that working without pay, when managed strategically, could lead to better-paying opportunities later on.

In December 2019, I came to the United States from China, planning to return by February 2020. But the COVID-19 pandemic changed everything, and I ended up staying longer than expected. This situation pushed me to start a project I had been thinking about for a while: a course on job market navigation and career management.

Using my previous experience from the WorldOpp project, I developed "EmployableU Concepts." This course includes modules on employment, recruitment, career exploration, job marketing, networking, and entrepreneurship, all designed to help people succeed in today's job market.

EmployableU is currently a prototype that has been tested by a limited number of participants from Kenya and Pakistan. We have three main goals for this course:

1. Serve as a prerequisite for work-like practice within Educaship
2. Promote our WiseNxt and Educaship initiatives as a standalone course
3. Provide valuable career education to partnering high schools

Our top priority is making career education accessible. To do this, EmployableU will be offered for free, ensuring that essential career knowledge reaches as many people as possible.

If my parents had known more about career options, they could have guided me better. Similarly, if I had been taught about different career paths, I could have saved time and money. If colleges claim their education is key to job success, then learning how to navigate a career is just as important for landing that very job.

Join the Career Revolution

At our core, we're focused on more than just preparing people for jobs -- we're committed to equipping them for successful, fulfilling careers. By combining real-world experience and career support with traditional education, we aim to empower learners with the skills and knowledge they need to thrive.

I want to clarify that my purpose today is not to promote any specific product we're developing. These projects are still evolving, and their names and features may change. Instead, I'm here to highlight the issues that Educaship can address and to share how the concepts behind Educaship have grown and evolved over time.

Our approach to work-like practice is revolutionary because it goes beyond simply complementing standardized curricula or mimicking job scenarios. We're building a comprehensive ecosystem where:

• Learners explore diverse roles to discover their vocations and strengths.
• Graduates gain a clearer understanding of their career options, enabling them to confidently answer, "What do you want to do when you grow up?"
• We collaborate with educational institutions to secure internships or apprenticeships aligned with students' chosen fields.
• Graduates enter the workforce with formal training, practical experience, and a wealth of career opportunities.

Over a decade ago, I started developing these career concepts and practical solutions for my own children. However, I believe these ideas and resources have the potential to benefit many others, including you and your loved ones.

I'm deeply committed to bringing this vision to life and would gladly dedicate my life to its success. I invite you to join this transformation -- as a participant, parent, supporter, or advocate. Will you help us revolutionize education and career development?

Finally, if you have innovative ideas for advancing work-like practice or revolutionizing career preparation, I would be happy to support your initiatives.