Fourth Industrial Revolution Technical Academy (FIRTA): A Vision for Transformative Education

In the year 2024, the landscape of education needs to undergo significant changes in response to the shortcomings of our public school system. Not only do these schools fail to effectively teach necessary skills (Critical thinking and problem-solving, communication, teamwork, adaptability and flexibility, and digital literacy) but they also emphasize the wrong set of abilities demanded by employers. Recognizing this need for a new approach, I aim to establish a distinctive type of school focused on equipping students for the real world.

There is a valuable opportunity to utilize the struggling commercial real estate market and the extensive non-profit sector to create a live-in boarding school within an office tower. Drawing inspiration from the structure of the Soccer Academy (knows how to house and train you athletes) and the curriculum of German Technical Schools (an essential component used to make Germany an industrial powerhouse), I envision the Fourth Industrial Revolution Technical Academy (FIRTA).

FIRTA will be situated in a downtown office building, serving as a boarding school dedicated to training students in skills relevant to the Fourth Industrial Revolution. Students will have the option to choose from an array of programs, ranging from artificial intelligence, advanced robotics, cognitive automation, and advanced analytics, to more traditional skills such as carpentry, plumbing, electrical work, and welding.

Fourth Industrial Revolution Technical Academy (FIRTA): A Vision for Transformative Education

In 2023, our public school system faces critical challenges. It falls short of teaching necessary skills like critical thinking, problem-solving, communication, teamwork, adaptability, and digital literacy. Recognizing the need for change, I propose the establishment of a distinctive school, the Fourth Industrial Revolution Technical Academy (FIRTA), focused on equipping students for the real world.

Vision and Mission

FIRTA aims to radically transform education by integrating technical skills training with personal development and social responsibility. Inspired by the structure of the Soccer Academy and the curriculum of German Technical Schools, FIRTA is more than a school; it’s a movement to empower the next generation.

The Need for Change

• Public School Shortcomings: Current systems emphasize outdated abilities, lacking focus on essential 21st-century skills.
• Employment Demands: The gap between school education and employer requirements continues to widen, necessitating an evolved approach to learning.

FIRTA’s Innovative Approach

FIRTA will operate in a repurposed office tower, utilizing the underused commercial real estate market. It will function as a live-in boarding school, offering a unique blend of academic and practical learning experiences.

Curriculum and Programs

• STEM Focus: Courses in AI, robotics, analytics, alongside traditional trades like carpentry and plumbing.
• Apprenticeships and Partnerships: Collaborations with local industries for real-world experience and nationally recognized credentials.
• General Education and Extracurriculars: A well-rounded offering including English, math, science, history, sports, clubs, and student government.
• An effective example is the Jacobs Foundation’s Strategy 2030 to provide evidence-based transformation of education systems.

Personal Development and Community Building

• Restorative Justice Philosophy: Instilling principles of responsibility, healing, and community reintegration.
• Trauma-Informed Education: Addressing psychological well-being alongside academic growth.
• Diversity and Inclusion: Creating an environment where students from varied backgrounds share and learn from each other’s experiences.
• An effective example is FUTURES Without Violence that empowers individuals and organizations working to end violence.

Facilities and Design

Utilizing a 22-story office tower in San Francisco as an example, FIRTA will transform vacant spaces into vibrant educational and living areas.

Space Utilization

• Educational Spaces: Classrooms, laboratories, and workshops designed for interactive and experiential learning.
• Residential Areas: Comfortable and secure dormitories equipped with trauma-informed Mobile Refuge Rooms.
• Community Spaces: Recreational areas, dining halls, and common rooms for social interaction and community building.

Sustainable Operations

• Nonprofit Partnerships: Renting out unused spaces to nonprofit employees, creating a symbiotic relationship that supports both FIRTA and the local community.
• Cost-Effective Conversions: Employing innovative design solutions to repurpose existing structures efficiently and sustainably.

Challenges and Solutions

Addressing potential hurdles such as the logistics of transforming office spaces into educational facilities and ensuring the sustainability of the model.

The Future Impact

FIRTA is more than just a school; it’s a blueprint for the future of education. By aligning educational outcomes with real-world demands, FIRTA prepares students not just for jobs, but for lifelong learning and personal growth.

Closing Thoughts

“Education is not the learning of facts, but the training of the mind to think,” Albert Einstein once said. FIRTA embodies this philosophy, aiming to bridge the gap between education and the evolving demands of the 21st century. It’s a bold step towards a future where every student is equipped to thrive in an ever-changing world.

REASONING OUTLINE

The primary focus of FIRTA will be promoting STEM studies that prepare young individuals for careers in advanced manufacturing, which necessitate high-tech skills like programming, engineering, and digital competencies. The academy will collaborate closely with local manufacturers and technology companies to develop the skills required through apprenticeships and industry-recognized credentials. Apprenticeships offered at FIRTA will provide a high-quality career pathway, allowing employers to nurture and prepare their future workforce, while individuals gain valuable paid work experience, classroom instruction, soft employment skills, and a nationally recognized credential.

At FIRTA, students (recruited from our failing inner-city public schools) will have the flexibility to concentrate on a single technology/trade or pursue a combination of programs. Additionally, the school will offer a diverse range of general education courses including English, math, science, and history. Alongside a rigorous academic curriculum, FIRTA will offer various extracurricular activities, such as sports, clubs, restorative justice training, and student government. These initiatives will foster a strong sense of community, bringing together students from diverse backgrounds to learn from each other’s perspectives and experiences. FIRTA with instill the Restorative Justice philosophy while providing access to job training, trauma-informed education, mental health support, and a place to rest and call home.

FIRTA aims to differentiate itself from traditional trade schools in several ways.

• It will function as a boarding school, providing students with a comprehensive educational experience within a 24/7 campus environment. This setup will be particularly beneficial for students from disadvantaged backgrounds and dangerous neighborhoods, ensuring they have the necessary support and safety to excel academically and develop personally.
• It will incorporate the Big Picture Learning experience that is personalized to each student’s interests, talents and needs developing Deeper Learning. Personalization expands beyond mere academic work and involves looking at each student holistically.
• Another distinguishing aspect of FIRTA will be its emphasis on hands-on learning necessary to increase engagement and improve understating. Students will spend the majority of their time in the school’s workshops and virtual reality labs, engaging in experiential learning that cultivates the skills required for success in the workforce.

MIXED USE OF BUILDING — an example

To facilitate this approach, FIRTA will adopt the dual system, a vocational education and training model that combines classroom instruction with on-the-job training and via virtual spaces to bring the innovation ecosystem to students and faculty. Apprenticeships, which typically span three years, will provide students with practical experience in their chosen field, enabling them to earn a salary while they learn.

Ultimately, FIRTA’s mission is to equip students with the tools necessary to thrive in the real world, catering not only to those pursuing higher education but also to those entering the skilled workforce. Beyond technical skills, FIRTA will incorporate soft skills that transcend Industries (Analysis, Collaboration, Creativity, Emotional Intelligence, People Management, and Adaptability). This vision aligns with the demand for New-Collar Jobs in the Fourth Industrial Revolution (Industry 4.0). The importance of skilled workers in the manufacturing sector is evident, with over 803,000 open manufacturing jobs reported as of January 2023. Tech jobs will grow by 13% by 2030. According to the U.S. Bureau of Labor Statistics, employment in computer and information technology occupations is projected to grow 13% from 2020 to 2030, faster than the average for all occupations. These occupations are projected to add about 667,600 new jobs.

There is a high probability that FIRTA cannot make use of the whole tower. For example in a 22-story office tower in San Francisco, 350 California Street, totals 286,332 square feet, it sold for $60–68 million in 2023 (i.e., $200 and $225 PSF). The tower, built in 1976, is now 75 percent vacant with the remainder of the leases expiring within 18 months. In 2020 is was put on the market for $250~$300 million. Fire Sale: $300 Million San Francisco Office Tower, Mostly Empty.

What would FIRTA do with the remaining tower?

RENT IT OUT AT A DISCOUNT TO NONPROFIT EMPLOYEES

BACKGROUND MATERIALS

1. We need an education that can fill the New-Collar Jobs for the Fourth Industrial Revolution (Industry 4.0). Reshoring Initiative — Skilled Workforce: The Top Priority for U.S. Manufacturing

As of January 2023, there were 803,000 open manufacturing jobs. https://www.uschamber.com/workforce/understanding-americas-labor-shortage-the-most-impacted-industries

Estimates suggest there will be more than 2.1 million unfilled jobs in the machining sector by 2030. https://www.americascuttingedge.org/

If you wish to know more of the necessary skills employers will require in the future, consider Defining the skills citizens will need in the future world of work by Mckinsey & Company.

2. PUBLIC SCHOOLS ARE FAILING + ACHIEVEMENT GAP

Our public school system is failing most of its students. The national average reading/language arts proficiency is 46% (2022) the math proficiency is 38% (2022). https://www.publicschoolreview.com/blog/category/evaluating-public-schools

It is even worse in our largest cities.

• The Washington DC school district proficiency rate in math for students in grades three to 12 dropped from an already dismal 31% in 2019 all the way to 19% in 2022. The results in English language arts were not much better, dropping from 37% to 31% between 2019 and 2022 in Washington.
• In New York City, about 70.5% of Asian American and 67% of white students passed reading exams, compared with 35.8% of students who are Black and 36.8% who are Latino. For math, 68.3% of Asian American students and 58.5% of white students passed compared with 20.6% of Black children and 23.3% of Latino students.
• The percentage of students in Los Angeles who performed at or above the NAEP Proficient level was 16 percent in 2019. This percentage was lower than that in 2017 (20 percent) and was higher than that in 2003 (7 percent).
• Nearly 80% of Chicago Public Schools students cannot read at grade level. Just 15% met proficiency in math.
• 71.5% of Black high school juniors in San Francisco cannot read at a proficient level, compared to 20.3% of Asian students, 22.6% of White students, 32% of Filipino students and 61.8% of Hispanic students.
• Oakland Unified School District test results for 2022, 35.33% of students met or exceeded the state standard in English. In math, 25.87% of students met or exceeded the state standard.

In five large states, data is readily available by both sex and race: California, Florida, New York, Michigan, and Virginia. In 2021, in these states, about 89 percent of girls graduated on time compared to 83 percent of boys — again a 6 percentage-point gap. But there are significant differences in the gender gap by race in these five large states, with a 9 percentage-point gap between Black and Hispanic girls and boys. In comparison, there was only a 4 percentage-point gender gap for White students and a 3-point gap for Asian students. Brookings Institution Study Examines the High School Graduation Rate Gap by Race and Gender

Consider what FIRTA could do fore the follwing cities. Here are the percentage of students at the school districts of Detroit Public Schools, Baltimore City Public Schools, Chicago Public Schools, Philadelphia City Schools, and Washington, D.C. Public Schools meet or exceed the National Assessment of Educational Progress (NAEP) standard in reading and math:

The achievement gap between African Americans and white students is a persistent problem in the United States. On average, African American students score lower than white students on standardized tests, and they are less likely to graduate from high school.

The mean score on the math section of the SAT for all test-takers is 511 out of 800. However, there are significant disparities among racial groups: the average scores for black (428) and Latino (457) students are considerably below those of white (534) and Asian (598) students. Among top scorers (750–800 range), 60% are Asian and 33% are white, compared to 5% Latino and 2% black. Conversely, among those scoring between 300 and 350, the majority are Latino and Black​. Brookings

The achievement gap is a serious problem that has a number of negative consequences. African American students who do not graduate from high school are more likely to be unemployed, to live in poverty, and to be incarcerated. They are also more likely to experience health problems and to have shorter life expectancies.

3. THE BEST LOCATION IS DOWNTOWN IN MAJOR CITIES — COLLAPSING MARKET FOR OFFICE BUILDINGS

The market for large office buildings is bad. The COVID-19 pandemic has led to a significant increase in remote work, which has caused many businesses to reconsider their office space needs. As a result, vacancy rates for large office buildings have increased in recent years. For example, “Downtown San Francisco is experiencing its worst office vacancy crisis on record, with 31% of space available for lease or sublease. In the heart of the city, an astounding 18.4 million square feet of real estate is available — enough space to house 92,000 employees and the equivalent of 13 Salesforce Towers.” Downtown S.F. has 18.4 million square feet of empty office space.

To lower the costs of converting the office tower into a boarding school, FIRTA would use DJDS to both redesign the tower and use DJDS’s trauma-informed Mobile Refuge Rooms(MRR). The construct is to be able to use the existing open floorplan and install the MRRs within it (think an IKEA-styled MRR that can be In-a-Box, assembly and living ready within a day. Every MRR is equipped with a Murphy bed, a desk, and storage for clothing and valuables. Box components and a sliding door are assembled on a leveled base to create a unique enclosure. These units can be deployed in clustered configurations within a space and can be adapted to meet each individual’s personal preferences.

By use a trauma-informed design, there are five core emotions they desired survivors to experience:

• Calm: Relaxed, at home, able to deal with stress, and distracted from why they are there;
• Care: Cared for physically and emotionally, welcomed, comforted, and comfortable;
• Safe: Protected from physical, emotional, or mental harm and able to control interactions with other people;
• Respect: Recognized for one’s humanity, validated as a survivor, and able to be in control;
• Confident: Confident in self, ability to cope and participate in the justice process and system and work with practitioners.

4. OPPORTUNITY TO PARTNER WITH NONPROFITS FOR BOTH TEACHING AND HOUSING

As of 2022, Nonprofits employ about 10.3% of private sector workers in the United States or about 12.8 million people. This number has been growing in recent years, as more people are seeking out employment with nonprofits. Nonprofit employees would make excellent tenants for any additional space in the office tower because:

• The average salary for nonprofit employees is ~ $40–50,000, which is slightly lower than the average salary of for-profit employees.
• Nonprofits are more likely to be located in urban areas than rural areas.
• The number of people employed by nonprofits has increased by 20% since 2000.

Nonprofit employees can help at a boarding school in a variety of ways, including:

• Tutoring: Nonprofit employees with experience in tutoring can provide one-on-one or small-group tutoring to students who need extra help in a particular subject.
• Mentoring: Nonprofit employees who have experience in mentoring can provide guidance and support to students who are struggling academically or personally.
• Volunteering: Nonprofit employees can volunteer their time to help with a variety of tasks at the boarding school, such as working in the library, helping with the cafeteria, or chaperoning field trips.
• Fundraising: Nonprofit employees with experience in fundraising can help the boarding school raise money to support its programs and activities.
• Advocating: Nonprofit employees can advocate for the boarding school and its students at the local, state, and national levels.

By providing their time, talents, and expertise, nonprofit employees can make a real difference in the lives of students and staff.

5. Tower use

The estimated square footage needed for a boarding school is 100–150 sq per student. Further, the housing of staff/instructors may be offered at 150 square feet. With a student count of 400, there will be a need for an estimated 150 staff members. This includes teachers, administrators, counselors, nurses, cooks, and other support staff. Accordingly, FIRTA will occupy 7–10 floors (82,500–120,000 sq) for 400–500 students and a staff of 150–75.

Here are some of the different types of spaces that a boarding school will need:

• Classrooms: Classrooms are essential for academic instruction. The number of classrooms needed will depend on the number of students and the size of the school.
• Work areas/Laboratories: Laboratories are needed for science, math, and other hands-on learning. The number of laboratories needed will depend on the number of students and the types of courses offered.
• Dining hall: The dining hall is where students will eat their meals. The size of the dining hall will depend on the number of students and the number of meals served per day.
• Cafeteria: The cafeteria is where students can purchase snacks and drinks. The size of the cafeteria will depend on the number of students and the number of snacks and drinks sold per day.
• Library: The library is where students can study and do research. The size of the library will depend on the number of students and the number of books and other resources available.
• Gym: The gym is where students can participate in physical education classes and activities. The size of the gym will depend on the number of students and the types of activities offered.
• Recreation room: The recreation room is where students can relax and socialize. The size of the recreation room will depend on the number of students and the types of activities available.
• Auditorium: The auditorium is where students can attend plays, concerts, and other events. The size of the auditorium will depend on the number of students and the types of events held.
• Offices: The offices are where the school administration, teachers, and staff work. The number of offices needed will depend on the size of the school and the number of staff members.
• Residential space: The residential space is where students will live. The size of the residential space will depend on the number of students and the type of housing provided.
• Common areas: The common areas are where students can gather and socialize. The size of the common areas will depend on the number of students and the types of activities available.

Here is a breakdown of the square footage needed for each of these areas:

• Classrooms: 50 square feet per student
• Dormitories: 25 square feet per student
• Dining halls: 15 square feet per student
• Recreation facilities: 10 square feet per student
• Administrative offices: 5 square feet per student

In addition to these areas, you will also need to factor in space for hallways, bathrooms, and other common areas. As a general rule of thumb, you can expect to need around 25% of the total square footage for these areas.

6. RESTORATIVE JUSTICE PHILOSOPHY & SOFT SKILLS

FIRTA with instill the Restorative Justice philosophy while providing access to job training, trauma-informed education, mental health support, and a place to rest and call home.

Restorative justice is a set of principles and practices that focus on repairing the harm caused by wrongdoing, rather than solely punishing the offender. It emphasizes healing and rebuilding relationships, promoting accountability, and addressing the needs of all parties involved, including victims, offenders, and the community.

Much like a crucible, the restorative justice process can help make sure where these two emotions arise, that they don’t inhibit healing (of victim, offender & community). ​​Guilt can motivate the offender to take responsibility for their actions and to make amends to the victim. Shame can help the victim to understand the offender’s perspective and to forgive them. For the offender, guilt can arise from the group helping the offender to the feeling of remorse or regret by recognizing that they have done something wrong. This emotion can motivate an offender to make amends (both to the victim and the community) for their mistakes.

Unfortunately, the victim often feels shame — humiliation or worthlessness that arises from the belief that they are fundamentally flawed or inadequate, i.e., weak. As shame is typically focused on identity or character, and it can lead to feelings of isolation, despair, and self-loathing. If the victim feels too much shame, they may be unable to forgive the offender. By forgiveness, I mean the ability to understand the offender and consider them a member of the RJ community, thereby allowing the victim to heal.

At its core the purpose of an RJ process is to shift a community from a negative-error/competitive mindset to a positive-error/collaborative mindset. Thus in the terminology of neurobiology, the goal is to activate mirror neurons and establish a robust network of new synaptic connections between the mirroring neurons and the inhibitory neurons of the brain.

​​Restorative justice allows for the community as a forum to develop adults. The best summary of this process I’ve found is

How could the world be freed from the terrible dilemma of conflict, on the one hand, and psychological and social dissolution, on the other? The answer was this: through the elevation and development of the individual, and through the willingness of everyone to shoulder the burden of Being and to take the heroic path. We must each adopt as much responsibility as possible for individual life, society and the world. We must each tell the truth and repair what is in disrepair and break down and recreate what is old and outdated. It is in this manner that we can and must reduce the suffering that poisons the world. It’s asking a lot. It’s asking for everything. But the alternative — the horror of authoritarian belief, the chaos of the collapsed state, the tragic catastrophe of the unbridled natural world, the existential angst and weakness of the purposeless individual — is clearly worse.― Jordan B. Peterson, 12 Rules for Life: An Antidote to Chaos

Beyond restorative justice, FIRTA seeks to ​​teach the soft skills necessary to keep up with the changes that technology brings to the job market.

The Top Six Skills that Transcend Industries

7. Father Absence and Youth Dropout/Incarceration

These six skills will serve FIRTA students and graduates, regardless of what industry one works in.

Survey and workshop participants identified four emotions that they perceived violence survivors to be experiencing before and during interactions with justice and legal practitioners or during difficult and emotional conversations:

8. Childhood Trauma — need for Uncovering Therapy

According to the Bureau of Justice Statistics, 66% of state prisoners and 74% of federal prisoners grew up with only one parent. In contrast, only 29% of the general population grew up with only one parent. This disparity is even more pronounced among female inmates, with 82% reporting that they grew up with only one parent. Children in single-parent households are more likely to drop out of high school than children in two-parent households. According to the National Center for Education Statistics, 16% of students from single-parent households drop out of high school, compared to 7% of students from two-parent households.

This disparity is even more pronounced among black and Hispanic students. For example, 29% of black students and 27% of Hispanic students from single-parent households drop out of high school, compared to 10% of white students.

A child forced to suppress his own emotions will have no compassion for himself and consequently no compassion for others. This encourages criminal behavior. This is the goal of the uncovering therapy: The wounds can be scared over if they are tended to and taken seriously, but the existence of the scars should not be denied.

But children almost always do precisely that when their parents are cruel to them because they cannot live without the illusion of being loved by them. They believe that everything the parents do to them is inspired by love. The point is the child’s aim, the unconscious aim concealed behind all his conscious activities, remains the same: to use his power to blot out the humiliations inflicted on him in childhood and denied by him ever since. But this aim can never be achieved. The past cannot be expunged, nor can one come to terms with it as long as one denies the suffering it involved. Accordingly, a child’s efforts to achieve that aim are doomed to failure in compulsive repetition. An endless succession of victims are forced to pay the price. https://www.alice-miller.com/en/saddam-hussein-and-the-cardinals/

Almost all of us have corporal punishment inflicted on us in our formative years. But the fear and anger such punishment brings with it remain unconscious for a very long time. Children have no choice but to suppress their fear and anger, as otherwise they could not sustain their love for their parents, and that love is crucially necessary for their survival. But these emotions, though suppressed, remain stored away in our bodies, and in adulthood they can cause symptoms of varying severity. We may suffer from bouts of depression, attacks of panic fear, or violent reactions towards our children without identifying the true causes of our despair, our fear, or our rage. If we were aware of those causes, it would prevent us from falling ill, because then we would realize that our fathers and mothers no longer have any power over us and can no longer beat us. https://www.alice-miller.com/en/we-can-identify-the-causes-of-our-sufferings/

Many therapists use behavioral therapies to remedy the symptoms displayed by their patients, rather than examining their significance and their causes.

Certainly, there are times when it is important to be compliant, aggressive, and detached from the world around you. However, if you find yourself disproportionately falling into one of these categories more than the others, this may indicate that you are stuck in the boat of insecurity without setting sail and moving forward.

Originally published at https://wayneboatwright.substack.com.