empathy map problem statement-evangeline clemente
DESCRIPTION
TRANSCRIPT
SCHOOL TO WORK TRANSITION Empathy Map and Problem Statement
Evangeline M. Clemente 5 August 2013
Empathy Map
School To Work
“What’s your family name?... What does your family do?....
Who do you know?... Where did you study?...
What good will you give your community, the environment?...-
OUTSIDE THE FAMILY
“Education is the key to success…Just finish college… Make sure you have work before you settle
down…You carry our name, make us proud… I work hard for your future, for your education… Make a big
impact… We are a family of x profession, you must not break from tradition… We want you to be
fulfilled…” – THE PARENTS
“I want to be somebody… I want to do what I want…OR I
don’t know what I want, I don’t know what I should do? I want to be happy… I want to be successful… I want to make my own mark… Can’t we take
shortcuts?...” – THE CHILD/ STUDENT
WHAT THEY SAY*
(based on a small sample of interviewees)
Defining the Problem
School To Work
Can one really create the impact we need considering societal norms?-
OUTSIDE THE FAMILY
We want you to succeed and do better than we did. – THE PARENTS
I want to imprint impact at better ways/pace than usual.
– THE CHILD/STUDENT
UNDERLYING CONCERNS/MESSAGES
Defining the Problem
School To Work
EMPLOYMENT REQUIREMENTS
• set industry-specific functional competency
requirements
• at least high school graduate for most
minimum wage jobs
• good academic performance or graduating from premier universities
almost always equal a well-paying job
LOCAL EDUCATION SYSTEM AND CONDITIONS
• There are laws and rules set by government for implementation and completion of grade school to advanced
studies.
• Not all public/private schools have sufficient and appropriate tools, facilities, equipment.
• The poor has limited access to quality
education.
• Are local education programs responsive to
local/global needs?
ADDITIONAL CONSIDERATIONS*
(limited view)
Problem Statement Among students and society, in general, there is a common desire to ensure delivery of accelerated, maximum, positive
impact from the school-to-work cycle.
However, the current education systems, which are enabled by laws, and employment requirements forces a significant degree of adherence to related, established requirements. While such requirements may be deemed as enablers, they
can also be viewed as anticatalysts.
Correspondingly, it would be worthwhile to look for improvements in the school-to-work cycle considering
cultural and behavioral aspects, the global/local educational frameworks and known employment routes or venues.