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Education and Jobs in a Technological World. Information Series No. 265
1984
A pressing problem in the United States today is that of employment: how to create enough jobs and, especially, what impact high technology will have on present and future jobs as well as educational need. Some policymakers see high technological industries as the basis for revitalizing the economy. The major challenge to education and training, according to this view, is to prepare adequate numbers of people with required high-level skills and to upgrade the present skill requirements of occupations. In this view, more, better, and more specialized education is needed. In contrast to these persons are those who predict that the effects of high technology on employment will be modest in both the number of jobs created and the skill level required, and that high technology will downgrade skill requirements of existing jobs as well as displace workers already in jobs. Furthermore, the labor force will not require expanded science and mathematics or computer literacy but will be employed in low-level service occupations. According to this view, the relatively small number of workers who will require higher-level skills will be able to obtain them through existing higher educational channels. In our view, what is needed is a comprehensive approach enabling persons to obtain the types of education and training that they need throughout their working lives. Such an approach, called recurrent education, would (1) respond to emerging educational needs, (2) cover a wide range of opportunities, and (3) by establishing a wide range of finance and information, allow persons to undertake a variety of educational and training experiences over a lifetime. Such a system should be a top priority for this country. (KC)
The future of knowledge and skills in science and technology higher education
Higher Education, 2014
This paper begins from the assumption that knowledge specialisation and differentiation will continue to increase, and that these features of contemporary STEM knowledge will increasingly pose questions which science and engineering education must address. Two typical responses are outlined. The first response, the default position, has come to be known as traditionalism, a minimal response that attempts to shore up a highselectivity, low curriculum change elite template by means of repair services, which is where Academic Development in the universities began. The second response, a 'progressive' one reacting to traditionalism, strove to put the learner and the act of learning in the spotlight, inadvertently thereby foregrounding skills and backgrounding the knowledge to be taught and learnt. The paper goes on to discuss de-differentiating features of this second response and argues that this will over time undermine the capacity of the university to deal effectively with rapidly evolving specialisation and differentiation. The paper concludes by considering a third way to address the issue. Keywords Specialisation Á Differentiation Á Knowledge Á Skills Á Know that Á Know how There is an undercurrent of confident futuristic prognostication in much contemporary popular writing about education and in the projections of some scholars too. Education, it seems, is 'out of step' with the times in general and the labour market in particular. Universities are regularly lambasted for not providing the skills future workers in the 'knowledge economy' will need (see Case 2011 for a discussion regarding engineering) and skills which, ironically, are often at the same time said to be changing rapidly. Solutions appear to many soothsayers to be blindingly obvious. 'Lifelong' learning is for some the remedy (see for example Knapper and Cropley 2000), although the prospect of a
The future challenges of scientific and technical higher education
2021
The world is experiencing significant changes, including exponential growth of the global population, global warming and climate change, biodiversity loss, international migration, digitalization, smart agriculture/farming, synthetic biology, and most recently a global human health pandemic. These trends pose a set of relevant challenges for the training of new graduates as well as for the re-skilling of current workers through lifelong learning programs. Our paper seeks to answer two research questions: (1) are current study programs suitable to prepare students for their professional future and (2) are study programs adequate to deliver the needs of current and new generations of students? We analyzed the professional figures and the skills required by the job market, as well as the number of students enrolled in technical-scientific HE study programs in Europe. We discuss the needs of future students considering how the teaching tools and methods enabled by digitalization might c...
Education in the Asia-Pacific Region: Issues, Concerns and Prospects
Education provides the foundation for skills and lifelong learning opportunities to thrive in professional and social life. However, unlike in the past, the current generation of learners is facing unprecedented uncertainty in how they anticipate and prepare for emerging skills and jobs, due to the impact of automation and continuous technological disruptions. On the one hand, many countries are facing a "learning crisis" although they have achieved remarkable progress in improving access to education at all levels. On the other hand, skills mismatches are growing to a point where many graduates are unable to get jobs, while employers are often unable to fill vacancies due to the changing nature of skills and jobs. The current schooling systems, which was founded around 100-150 years ago to enhance the efficiency of the first and second industrial revolutions, is no longer adequate for people to thrive and prosper in the current world, which is increasingly driven by artificial intelligence, automation, and innovation. Research evidence clearly shows that student learning outcomes, as measured by tests such as the Organization for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS), are more closely associated with economic development and innovation than are mean years of schooling (Hanushek and Woessmann 2012). 1 Most developing countries have made remarkable progress in enhancing access to education, including an improved gender balance 1 Hanushek and Woessmann. 2012. Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. Journal of Economic Growth.
Five trends of education and technology in a sustainable future
Geography and Sustainability, 2020
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Education for the challenges of the future
Pedagogijska istraživanja, 2013
Proper planning of education in the light of the challenges of the future is not a simple task. education planned for those who are born in 2010 should enable them to have successful careers perhaps as far in the future as 2080. Short-term strategies thus initially fail. even more so as there is no strategy for the development of the country itself. The events of the second half of the 20 th century and the beginning of the 21 st century have utterly changed the assumptions for planning successful education for the following period. There are two segments of education that should be distinguished-formal education and lifelong learning. The notion of lifelong learning should primarily include education for performing new tasks that never existed during the period of formal education, such as the introduction of computers or microelectronics in the previous period. Reorganisation of the entire education system from the nursery school to doctoral studies is a far more difficult pursuit. In the area of formal education we should carry out maximal generalisation. Generalisation refers to a synthesiological and fully comprehensive approach with the aim of carrying out the identifying functions. These considerations are based on the results of my own research during the last quarter of the century. education is seen as an information system for which we should define a system of aims (non-existent) and determine an entry into that system. A particular problem with education as this system's environment and a base of a successful career is the fact that the world is becoming ever more virtual, cyber-oriented, extremely information-determined, robotical and avatarised. A sophisticated educational pyramid comprising seven levels is offered as an entry into the system of education. The first three levels, essential and invariable, are mathematics, physics and chemistry. A complete transformation is introduced on the fourth level, called general techniques, where biology is one of the essential although not sufficient conditions for successful teaching. The concept of general techniques requires the introduction of archaeology of nature (natural science) and archaeology of culture. everyone should be learning the materials the generalisation of which would benefit from a new systematisation and the study of production procedures irrespective of material type. A systematic theory is a powerful tool in this instance. everyone should be familiar with 6 basic techniques. The concept of general techniques development from the Big Bang to infinity significantly contributes to the predictions. The concept of humane cultural studies is explained. What is asked for is teaching from the perspective of transcendental human needs.
Students for the Future [From the Students of the Future Seminar]
RCEP Working Paper, 2018
The selection of topics for the Students for the Future Symposium was guided by an extensive review of the literature and the selection of relevant international experts in the field. Three experts were invited to present information on key topics. Dr. Abdullatif Al-Shamsi, Vice Chancellor of Higher Colleges of Technology, United Arab Emirates, presented a paper on required skills and knowledge for 21st century students. Dr. Matthew Farber, Assistant Professor of Technology, Innovation, and Pedagogy at the University of Northern Colorado, USA, presented a paper on critical 21st-century skills for teachers. Dr. Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education, presented a paper on critical 21st-century skills for school leaders. Their presentations provided several insights and converged to propose specific measures to improve education for the future social and labor market demands. As those themes are clearly intertwined, it