Building skills for the future
Major advancements in technology are changing the world of work and global economies. But these changes mean that people are required to learn new skills to meet the evolving needs of the future.
These new jobs and industries are creating immense economic opportunities and growth. However, the changing technological landscape creates demand for new and different skills, as well as fresh challenges for governments in promoting access, protecting rights and generating sustainable economic growth.
The challenges
Two crucial challenges in education are, firstly, access to appropriate digital systems, and secondly, resistance from a culture that undervalues skills and is slow to adapt to a changing economy.
In the UK, A levels retain social prestige and remain by far the major route to university. Vocational education is seen as being for the academically less able, and this is robbing industry of bright young people. Prospective students who come from disadvantaged backgrounds, and who may have had negative experiences in school, are more attracted to vocational education as an alternative. An unforeseen consequence is that this reinforces the social stigma around vocational skills.
Addressing the challenges
IOE academics have been working with the G20 on adapting to the future challenges to employment. The G20, an international forum for heads of state, ministers (including finance and education), central bank governors, and Think Tanks from 19 individual states and the European Union, meets annually to discuss matters of global concern that require international action.
IOE academics worked with the global Think Tank Task Force, the T20, to consider the ‘Future of Work and Education for the Digital World’. The T20 is a network of research institutes and think tanks from around the world who provide evidence-based policy recommendations to the G20 leaders. The group advised on education and employment policies that will enable individuals, economies and societies to prosper in the digital world.
IOE’s work seeks to promote the value and importance of vocational education to the future of employment and productivity. As employers come to require more and more advanced level skills, it is important to work closely with them to identify new competencies and so improve the work-related nature of education and its relevance to young people who are going to have to make their way in what is being called the Fourth Industrial Revolution, an economy driven by artificial intelligence. This economy will require advanced skills, adaptability, enterprise and flair.
Education and skills are key to the future of the economy and will be essential to ensuring that employees and employers are prepared for the future. Sustainable economic growth in the world of artificial intelligence can only be secured by collaboration with employers, fair access to education for all and a responsive, flexible curriculum, free from prejudice and elitism.
The work to address these challenges hinges on collaboration nationally and internationally. The team advised the T20 that an inclusive and devolved Social Ecosystem Model should be supported so networks of educators, employers and local government can collaborate to facilitate lifelong skill development in their local regions. Examples include the developing green economy in the North East, or the developing high-tech capacity in Manchester. A place-making approach to education is key, in order to ensure that young people’s skills and opportunities in their local job market are more closely aligned.
As a result of IOE’s work in the Task Force, the G20 communiqué recognised the social impact of changing employment patterns in the digital age, and included a commitment to ensuring that the benefits of technological transformations are shared by all.
As Paul Grainger notes: “As many existing, repetitive employment roles will be swept away by AI it is crucial that we readjust our social values and move towards valuing roles that need innovation, design and creativity. Processes may be mechanised, but reason and leadership will determine what they are.”
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