The Honourable Jeff Johnson, Minister of Education, Alberta receives a surprise C21 Shifting Minds Award at the recent Inspiring Learning Symposium in Alberta for Alberta’s leadership in transforming learning in the 21st century.
Presenting the award L-R (Naomi Johnson, Chief Superintendent, Calgary Board of Education; John Kershaw, President, C21 Canada; Jeff Johnson, Minister of Education, Alberta and Kimberleigh Doyle, Manager, Education Policy & Practice at SMART Technologies).
C21 Canada – Guest Blog
Jade Ballek, Learning Consultant for Sun West School Division
Sun West School Division in rural Saskatchewan has embraced the seven guiding principles of C21’s vision for Canadian public education through the adoption of a Board Policy centred on the 21st Century Competencies. C21’s nationally recognized framework forms the foundation of Sun West’s belief that “students need to be competent in literacy, numeracy and science. Today’s knowledge and digital reality means that changes occur at an astronomical rate. This reality requires our students and staff to have additional competencies and skills.” –Sun West Board Policy 18
Policy 18 solidifies Sun West’s commitment to teaching and learning in the digital age. And as we work to ensure our rural students have equal opportunities to high quality instruction, Sun West continues to put in place a number of initiatives to move our Division forward on this promise.
21st Century Competency Workshops –
Professional development for all educators around the competencies continues to be a priority. Throughout the 2013-14 school year, 100% of Sun West teachers are currently participating in four half-day workshops focusing on deepening their understanding of two of the seven competencies: critical thinking and collaboration. While none of the competencies are new in education, what is different is how educators develop these skills in their students. As such, computer and digital technologies have been threaded into classroom practice to better prepare students for the reality of living in a digital age.
Facilitated by regionally-based Learning Coaches, the workshops have been designed to allow educators to explore research-based teaching practices and reflect on what it means to be a 21st century educator. Online supports are provided as well as a Sun West 21St Century Competency Learning Guide and corresponding Workbook.
Sun West supports professional collaboration in a variety of ways. Teachers meet face-to-face in small school-based groups, virtually using online meeting software, and asynchronously through collaborative online workspaces such as Google Docs and SkyDrive. The 21st Century Competency workshops will culminate with the sharing of classroom experiences through the creation of individual artifacts. These artifacts will be collected and published in an iBook format so that we can celebrate our successes and inspire further growth.
21st Century Educator Role –
Additional release time has also been granted in each school to allow one educator to delve more deeply into the competencies. Through this newly created 21st Century Educator role, these teachers focus on the pedagogy behind the competencies through a series of online modules. Throughout the year, these educators discuss and share ideas asynchronously in an online forum, and reflect on their own learning journey through professional blogs. By exploring various topics related to the competencies, the 21st Century Educators transfer their learning to the classroom. Inquiry learning, project-based and problem-based learning, and active learning opportunities provide students with opportunities to develop skills needed to better prepare them for a changing future.
Online Learning and Partnerships –
Providing equitable learning opportunities for rural students is also a priority for Sun West. The Sun West Distance Learning Centre has been a pivotal part of this success as students can now access over 100 online courses to meet their individual needs. By developing partnerships with universities and colleges, students in Sun West now have access to learning opportunities that enable them to earn dual credits at both the high school level and post-secondary level. A partnership with the University of Saskatchewan’s Edwards School of Business is just one example of how Sun West students are benefitting from the shift in focus throughout the Division.
Undoubtedly, the C21 framework has allowed Sun West School Division to support the competencies in our planning and thereby put our learners in the lead. The guiding principles of the Shifting Minds paper form a foundational piece of our Division’s vision for teaching and learning. Our national focus has ensured that what we are doing in Sun West connects with what is happening across Canada in terms of public education.
It is indeed an exciting time to be an educator!
Jade Ballek received her Masters in Educational Design and Technology from the University of Saskatchewan and has worked in education for over 20 years as a classroom teacher, Lead technology teacher, and Learning Coach. She currently works as a Learning Consultant with the Sun West School Division.
“I Will Not Let An Exam Result Decide My Fate” picks up on the education topic but takes a different stance and angle from “Why I Hate School But Love Education”. This poem talks about how we have been made to think about how education and getting university degrees can give us opportunities to have a better chance in making our dream careers a reality.
A C21 CANADA DISCUSSION PAPER
Introduction
In today’s innovation driven and competitive world, highly skilled people are the new economic and social drivers. In this context, two core questions are facing leaders in Canada: How does Canada nurture creative and innovative talent; and how does Canada address the emerging skills gap? On December 3rd, 2013 delegates to the Learning and Skills Roundtable hosted by the Council of Ministers of Education Canada (CMEC) and C21 Canada (C21) had a chance to share views on these two important questions. There is no question that additional dialogue is required. C21 Canada has prepared this Discussion Paper to contribute to the conversation.
The knowledge and digital age is witnessing fundamental and transformational shifts in economies and societies. The need to position Canadians for success within this rapidly shifting environment is highlighting the importance of learning, skills and innovation. A paper commissioned by the Canadian Council of Chief Executives (CCCE) entitled Competing in the 21st Century Skills Race http://www.ceocouncil.ca/publication/competing-in-the-21st-century-skills-race (December 2012) compares Canada’s and China’s performances in three broad areas: general literacy and numeracy; the number of students enrolled in science, technology, engineering and mathematics (STEM) programs; and the development of skills that are considered particularly important for innovation, such as critical and creative thinking, collaboration and adaptability. Recognizing China’s phenomenal performance in these three areas the CCCE paper called for Canada to create a National Roundtable on Skills to develop both a vision for the future and a comprehensive strategy to achieve that vision. The Canadian Chambers of Commerce engaged its members in identifying their current priorities and in its publication The Top Ten Barriers to Competitiveness http://www.chamber.ca/advocacy/Booklet_Top_10_Barriers_2013.pdf (2013) highlights skills and productivity as key priorities for action. The CCC notes that … the need for action is urgent. The standard of living of every Canadian depends on how well we as a people respond to the challenge.
Better understanding the complexities of the learning, skills and innovation challenges is a prerequisite to collaborative action. Despite its growing public profile, few fully understand the nature, scope and inter-related nature of the issues involved. The following commentary is offered as a contribution to the dialogue on this critically important topic. Each section is followed by a question intended to spark the creative thinking of all involved.
21st Century Competencies
In the knowledge and digital age value added knowledge creation drives innovation. Thus, the demand for creative and innovative people highly skilled in using modern digital technologies is escalating. The Organization for Economic Cooperation and Development (OECD) and other international organizations, along with numerous global learning experts, have called for public education systems to be transformed to better engage learners and to nurture a new set of 21st century competencies. The OECD calls for these actions as prerequisites to positioning societies and economies for success in the knowledge and digital era. The need for Canada’s education systems to infuse these 21st century competencies into learning is urgent in the context of sustaining the country’s economic competitiveness and social progress. Current and projected shortages of such talent are emerging as one of the key elements of the global skills gap.
C21 Canada is a national coalition of education and business leaders advocating Canada’s public education systems to be transformed to address this reality. C21 Canada’s Shifting Minds vision document http://old.c21canada.org/ calls for an enhanced focus on 21st century competencies and use of modern technologies to position Canada with creative new leaders and a highly innovative workforce. To date, while Canadians can point to local pockets of innovation in public education, systemic change will demand bold leadership. While the federal government has identified a set of essential skills it feels Canadians require for success in the labour market http://www10.hrsdc.gc.ca/english/ShowProfile.aspx?v=202, more work needs to be done to ensure these essential skills are aligned with the 21st century competencies identified in global research and reflected in C21 Canada’s Shifting Minds vision and framework. And since only provinces and territories have the jurisdictional authority in Canada to implement the changes required in public education, CMEC has a critical national leadership role in advocating for these changes to occur on an urgent basis, in both the provincial and national interest.
What is the future leadership role of CMEC in fostering an accelerated pace of change by calling for 21st century models of learning in all public education systems in Canada?
Demographic Shifts
In his book People Without Jobs Jobs Without People http://tinyurl.com/q6vkhf5 Dr. Rick Miner explains how Canada’s aging demographic means fewer people available for the workforce, creating a gap in available talent for employers. Exacerbating this issue is the relatively low literacy levels of some members of the labour force, limiting their ability to upgrade skills to stay current with changing labour market requirements. In a paper commissioned by C21 Canada, Dr. Miner provides updated information on the impact of demographic shifts on Canada’s labour force (Attached).
What collective response is required by Canadians to lessen the impact of national and regional demographic shifts on meeting the country’s labour force requirements?
Trades
A shortage in the trades sector is perhaps the issue most commonly associated with the skills gap. The genesis of this gap is multi-faceted. First, for years many parents and educators have been discouraging youth from pursuing this career path. The “branding” of trades by society as an inferior choice to higher education has led to less demand from students for trades related training and a shift away from offering such courses in Canada’s high schools. Mike Rowe, a popular actor in the United States, is speaking extensively on this topic http://www.youtube.com/watch?v=ls1YhhMHdNY and has founded an organization to address the issue in that country http://profoundlydisconnected.com/. Rowe contends that society has done a huge disservice by casting trades as a second-rate choice to higher education, when in fact society is increasingly demanding people skilled in trades and the field offers very credible business and employment opportunities. Rowe’s insights on the United States experience parallel the experience in Canada. Fewer entries into trades related fields coupled with baby boomers retiring are creating a gap between supply and labour market requirements. From a regional perspective and according to Statistics Canada http://www.statcan.gc.ca/daily-quotidien/130926/dq130926a-eng.htm there is a growing trend of people moving to western Canada to seek employment. While these western economies often cite the lack of skilled trade people as curtailing growth, the shift westwards of many trade people seeking work and higher wages is creating gaps in the availability of highly skilled trade people in the regions vacated. The decline in apprenticeship training, partially a function of baby boomers inhabiting the available positions for a generation, has exacerbated this issue.
Does Canada need to rebrand trades as a desirable profession, reintroduce trades within public education, and strengthen apprenticeship training opportunities within the private sector?
STEM
Another area of concern to many is in the fields of science, technology, engineering and mathematics (STEM). The root of this challenge is cited as being too few of Canada’s youth pursuing studies and careers STEM related fields. Most of society’s technology innovations originate in these fields and increasing the number of students pursuing STEM related learning and careers is seen as a prerequisite to Canada’s future competitive position. LetsTalkScience, an organization dedicated to promoting science in Canada, has recently published an update on Canada’s STEM related challenges http://www.letstalkscience.ca/our-research/spotlight2013.html.
One of the challenges that must be addressed in the STEM context is the overall disengagement of students in their own learning. The Canadian Education Association (CEA) recently published the results on surveys conducted on students on their level of interest and engagement in school. An infographic on student engagement, http://www.cea-ace.ca/sites/cea-ace.ca/files/cea-2011-wdydist-infographic.pdf illustrates that less than 50% of high school age students felt intellectually engaged in their own learning. Clearly, we need to transform both what we teach (21st century competencies) and how we teach. Essential elements of the new 21st century teaching and learning model include: personalized and inquiry driven learning; and teaching methodologies that are project based, collaborative, ICT empowered and authentic (real world applications). If Canada is to entice more Canadians into STEM related fields, the students must be inspired and find the relevancy to sustain their interest. Although this 21st century model of learning must apply to all areas of public education, it is highly relevant to fostering students interest in pursuing STEM related fields.
How does Canada encourage more of its learners to pursue STEM related fields of study and careers?
Canada’s International Ranking
On October 8, 2013 the OECD released the findings of its inaugural international survey on adult competencies http://www.oecd.org/site/piaac/. The survey provided an unprecedented glimpse into whether the participating countries are equipping their citizens with the competencies and skills they need for success in the 21st Century. CMEC provides Information on the PIAAC results at http://www.piaac.ca/. In a study commissioned by C21 Canada, Satya Brink provides an overview of how the recent PIAAC results relate to C21 Canada’s Shifting Minds position statement and the 21st century competencies contained therein (Attached). Dr. Brink offers specific targets for Canada to aspire to relative to literacy, numeracy and digital competencies. PIAAC shows that while Canada is faring relatively well in international comparative rankings, the country is not among the top performing nations.
On December 3rd, 2013, the OECD released the latest results for the Programme for the International Student Assessment (PISA) in the areas of literacy, numeracy and science. The latest survey, conducted in 2012, focused on numeracy (math). The results show that while Canada remains competitive relative to other nations, there is a consistent downward trend in achievement levels. Together, these international assessments offer Canadians important insights into how their education systems are performing over time and relative to other leading countries, and forecasts Canada’s future in relation to economic competitiveness and social progress. For the PISA results, see: http://www.cmec.ca/252/Programs-and-Initiatives/Assessment/Programme-for-International-Student-Assessment-(PISA)/PISA-2012/index.html.
What action is required to improve Canada’s international rankings in learning and skills development?
What is Real?
A recent study released by the TD bank debunks the notion of a skills gap crisis, noting that the issue is limited to a fairly small number of sectors. The TD report does however call for bold and collaborative action on the skills agenda front.
http://www.td.com/document/PDF/economics/special/JobsInCanada.pdf.
A recent CBC Cross Country Check-Up episode hosted by the popular Rex Murphy focused on the question Does Canada Need A National Jobs Strategy?
http://www.cbc.ca/checkup/episode/2013/11/17/does-canada-need-a-national-jobs-strategy/. One of the questions raised was whether there is a skills gap in Canada, or simply a lack of economic growth resulting in too few jobs being created. The point here is not whether anyone is a fan of the subject show, it is that the issue of learning and skills is complicated while at the same time it is growing in the public conscience, and Canadians will be increasingly looking for to their governments and private sector leaders to provide real direction and concrete solutions.
Conclusions
What does this all mean?
The need for a comprehensive Canadian learning, skills and innovation agenda has never been more apparent. Canada’s competitiveness in a global and innovation driven environment demands a higher level of coordination among the various levels of governments and the private sector than has been the case historically. What is the specific theme that will engender a unified effort? Who convenes the various partners? What form should the discourse take? These are all key questions that must be tackled on an urgent basis.
Global leaders realize that creative leaders and innovative labour forces are pre-requisite to success in the knowledge and digital era. The public profile of learning and skills in Canada is growing. At the same time there is ongoing debate between the federal and provincial levels of government on the priorities for action, with disagreements ranging from the Job Creation Grants model to immigration policy. Aligning Canada’s immigration policy with a national or pan Canadian learning, skills and innovation agenda would appear to be highly strategic. However, in the absence of such an agenda, any question of alignment is moot.
At the same time the need to ensure Canada’s Aboriginal people benefit from an equitable and modern education experience is both a moral and economic imperative. Aboriginal people is the fastest growing sector of Canada’s population and in many of the country’s provinces and territories people of Aboriginal heritage will be essential leaders and contributors to new economic development, the labour market, and social progress. As Canada addresses the need for a learning, skills and innovation agenda, engaging Canada’s Aboriginal leaders in meaningful dialogue in the design and implementation of such an agenda is a prerequisite to success.
The issues are complicated, and yet the prize for a highly collaborative response is Canada’s economic growth and social prosperity. It would appear to be worthy of some dialogue and coordinated effort.
The penultimate question for Canada is twofold: Who will lead and how do we collaborate to accelerate the collective response?
Prepared by:
C21 Canada
CTV Toronto explores Peel Districts School Board’s innovative teaching practices as a result of their 21st century learning mandate.
Toronto, Ontario CANADA, Tuesday, October 8, 2013: Today’s release of an international survey on adult competencies in the 21st century is a wake-up call for Canadians. Although Canada scored well relative to many participating countries, Canada is not in the top group of performing nations.
The Programme for the International Assessment of Adult Competencies (PIAAC) was conducted by the OECD and focused on three primary areas of adult competency (ages 16 to 65): literacy, numeracy and digital literacy. The specific findings can be found on the website of the Council of Ministers of Education Canada (CMEC) at http://www.cmec.ca/. CMEC is comprised of Ministers responsible for learning, skills and labour development and provinces are the constitutional lead for education in Canada.
The Honourable Jeff Johnson, Minister of Alberta Education inherited the Chair of CMEC a mere week ago. In a meeting today with education and industry stakeholders he listened carefully to the opportunities and challenges identified as a result of the PIAAC findings. “He is clearly a leader who is focused on moving the 21st century learning agenda ahead in Canada, in partnership and collaboration with all stakeholders.” says John Kershaw, President, C21 Canada. The fact that C21 Canada was invited to a special briefing session with Minister on the PIAAC findings speaks well to his interest in reaching out to groups and organizations who are actively engaged in and supportive of the call for changes in Canada’s learning systems.
Although the real work of deciphering the data from the OECD survey now begins, the key messages C21 Canada takes away from the PIAAC findings and the Ministers briefing session this morning include:
1) Although Canada’s ranking is relatively positive, we have much work to do to position Canadians with the competencies they need for success in the 21st century;
2) Canada is not in the top group of performing nations, and there is wide regional variation in performance across the country.
3) There is a direct link between highly skilled people with 21st competencies and future economic prosperity and social progress;
4) CMEC and Minister Johnson are committed to leading a national discussion on how to ensure Canadians achieve the competencies they need for success and will be model collaborators in this process;
5) OECD’s PISA results, to be released December, will continue to fuel the national discussion on learning and skills development;
6) The call for change is emanating from many quarters, both internationally (OECD) and nationally (Equinox Summit in Waterloo http://wgsi.org/).
C21 Canada advised Minister Johnson and CMEC officials that our organization is committed to supporting their efforts to convene educators, business leaders and other societal stakeholders and promote a national dialogue on the need for 21st century models of learning and skills development in Canada.
About C21 Canada
C21 Canada is a unique blend of national education associations and knowledge sector businesses united in their belief that 21st century models of learning must be adopted in public education on an
urgent basis to position Canadians for economic, social and personal success in the high skills, knowledge and innovation based economy.www.c21canada.org
C21 Canada Founding Members: Canadian Education Association, Calgary Board of Education, Canadian School Boards Association, Dell, EF Educational Tours, IBM, Microsoft, Nelson Education, Oxford University Press, Pearson, Scholastic Education, SMART Technologies.
Secretariat: 21st Century Learning Associates, MindShare Learning
For media inquiries, please contact:
John Kershaw, President, C21 Canada
Phone: (506) 470-4985
E-mail: John.Kershaw@c21canada.org
Website: www.c21canada.org
Robert Martellacci, Vice-President, C21 Canada
Phone: (416) 569-2106
E-mail: Robert.Martellacci@c21canada.org
Website: www.c21canada.org
TORONTO, October 8, 2013- A major international study released today by the Organisation for Economic Co-operation and Development (OECD) shows that Canadians are increasingly embracing information and communications technologies (ICT) and are well positioned for the society and economy of the 21st century.
The Programme for the International Assessment of Adult Competencies (PIAAC) is OECD’s first-ever international study of skills needed for today’s world. PIAAC measures skills in literacy, numeracy, and problem solving in technology-rich environments (PS-TRE) among adults between the ages of 16 and 65, in 24 countries and sub-national regions. In Canada, more than 27,000 people were surveyed to allow findings at both the pan-Canadian and provincial and territorial levels as well as among off-reserve Aboriginal peoples, immigrants, and official-language minorities. PIAAC was sponsored in Canada by provincial and territorial ministries and departments responsible for education, under the aegis of the Council of Ministers of Education, Canada (CMEC), Employment and Social Development Canada (ESDC), and other partners. The survey was administered in Canada by Statistics Canada. As well as the OECD report, a companion pan-Canadian report is being released today.
Read the OECD Skills Outlook 2013 here.
Read the full Survey of Adult Skills (PIACC) here.
By John Kershaw, President of C21 Canada and the former Deputy Minister of Education for New Brunswick.
In today’s innovation driven and competitive world, highly skilled people are the new economic and social drivers. In this context, there are two core questions facing leaders in Canada and the United States: How to nurture creative and innovative talent; and how to address the current skills gap. Along with C21 Canada, Career Cruising is poised to play an important role on both fronts.
In the knowledge and digital age value added knowledge creationdrives innovation. Thus, the demand for creative and innovative people is escalating and is emerging as one of the key elements of the global skills gap. C21 Canada is a national coalition of education and business leaders advocating for changes in Canada’s public education systems to address this reality. OurShifting Mindsvision document calls for an enhanced focus on 21st century competencies and use of modern technologies to position Canada with creative new leaders and a highly innovative workforce. The Partnership for 21st Skills is active on this same front in the United States (http://www.p21.org/).
Better understanding the complexities of the skills gap is a prerequisite to collaborative action. Despite its growing public profile, few fully understand the nature and scope of the issue. In addition to fostering the aforementioned 21stcentury competencies, other elements of the skills gap are noted below.
In his book People Without Jobs Jobs Without People Rick Miner explains how Canada’s aging demographic means fewer people available for the workforce, creating a gap in available talent for employers. Exacerbating this issue is the relatively low literacy levels of some workers, limiting their ability to upgrade their skills to stay current with changing work requirements.
A gap also exists in the field of trades, partially resulting from many parents and educators discouraging youth from pursuing this career path. Mike Rowe, a popular actor in the United States, is speaking extensively on this topic and hasfounded an organization to address the issue. Fewer entries into trades coupled with baby boomers retiring are creating a gap between supply and workforce requirements.
Similarly, too few youth are pursuing the fields of science, technology, engineering and math (STEM). Most of society’s technology innovations originate in these fields and increasing the number of STEM students is a prerequisite to any country’s future competitive position.
On October 8, 2013 the OECD will release the findings of its inaugural international survey on adult competencies. The survey will provide an unprecedented glimpse into whether the participating countries are equipping their citizens with the competencies and skills they need for success in the 21st Century.
What does this all mean? It means that what we teach, how we teachand how we assess learning,must change. It also means we must do a better job of educating people of all ages about career opportunities and how to adapt in a world where innovation is creating a complex and constantly shifting environment. C21 Canada is building awareness of the need for more relevant and engaging models of learning and Career Cruising is offering a suite of programs and services designed to better align people’s interests with existing and emerging careers. If we are successful on both fronts, instead of suffering through an ongoing skills gap we will instead create a learning and skills agenda for the 21st Century.
John Kershaw of C21 Canada appears on The Agenda with Steve Paikin: Learning 2030: Disengaged and Excluded
Live from the Perimeter Institute in Waterloo, Ontario, The Agenda asks: Who are the students who get the least out of the existing educational system? Will a radical reform of the educational system that is driven by technology change that level of engagement? The first in a five-part examination of future learning at the Equinox Summit: Learning 2030.
New Thinking for a New Education System
By Robert Martellacci, President and Publisher, MindShare Learning
With back to school upon us, there’s an immense buzz around the promise of mobile computing and tablet technology making its way into many Canadian classrooms. While there are many pockets of innovation, the challenge lays in the fact that education systems across Canada remain largely antiquated, lacking proper funding and unable to absorb today’s leading-edge technology. The lack of professional development has created a lost generation of teachers who are most comfortable with the tools of yesteryear.
The Canadian EdTech Leadership Summit, presented by MindShare Learning on Nov. 5, takes place at the MaRs Innovation Centre. This year’s theme is “Beyond Pockets of Innovation,” inspired by the fact Canada has been lagging behind when it comes to innovation in preparing our future leaders with the essential skills to compete in the 21st century global knowledge-based economy.
We have an alarming skills gap. The Conference Board of Canada estimates this gap is costing the Ontario economy up to $24 billion annually. This presents a challenge and opportunity for industry to partner with education and government to create a more tightly aligned ecosystem. We need to take a bold stance as a country to declare our innovative spirit, as is being proposed by C21 Canada, Canadians for 21st Century Skills and Innovation.
Why bother? What’s crystal clear is that we have a generation of students who are graduating from high school with no vision for where they’re going. I come across many parents whose kids are taking a “gap” year because they are not sure what they want to do with their lives. Isn’t that what university is about, to explore the arts, humanities and social studies or sciences?
Recently, I spent part of a weekend as a mentor at the Startup Weekend Toronto EDU event. Youths formed teams that created technology solutions, and companies addressed many of the challenges that education faces today. Question: What happens when you engage future leaders with diverse backgrounds such as engineering, computer sciences, designers, marketing and business students in one room? This is where the magic happens. Teams created solutions such as parent communication tools, personalized scholarship search engines, and virtual fieldtrip tools, to name just a few. What fascinated me as an entrepreneur and parent was the creativity and problem-solving and communications skills that emerged from each of the teams; they walked the digital talk, and they were having fun too. Isn’t that what school should be nurturing?
Being part of Startup Weekend Toronto Edu was special for me. It opened my eyes to how vital it is to create and nurture innovation hubs in schools, towns and cities where all Canadians can be inspired to solve challenges, hone their skills to discover their passion and make a valued contribution to our country.
I recently took on an intern student from a local college. I think I learned as much from the experience as she did. Understanding our youth and providing them with opportunities to explore, learn and grow is critical to nurturing their future success. It takes a digital village of stakeholders from business, education and government to nurture and help chart a course for our next generation of leaders. I’m all in! Are you?
