future of qualificationssaqa.org.za/docs/pres/2019/borhene chakroun_future trends.pdf · and adults...
TRANSCRIPT
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UNESCO EDUCATION SECTOR
POLICY LEARNING FORUM (PLF) ON LEARNING OUTCOMES
SAQA
Future of QualificationsBorhene Chakroun
Director, Division for Policies and Lifelong Learning SystemsEducation Sector, UNESCO
25 June 2019
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UNESCO EDUCATION SECTOR 2
1.Global Trends: Factors driving demand for skills2.Implications for Qualifications and Learning
outcomes3.Scenarios for the future
Presentation Structure
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UNESCO EDUCATION SECTOR 3
We project income and wealth inequality up to 2050 under different scenarios.
In a future in which “business as usual” continues, global inequality will further increase.
Alternatively, if in the coming decades all countries follow the moderate inequality trajectory of Europe over the past decades, global income inequality can be reduced—
In which case there can also be substantial progress in eradicating global poverty.
The richest 85 people have as much combined wealth as the poorest 3.6 billion
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0
10
20
30
40
50
60
70
South Africa Zambia Mozambique Rwanda Benin Seychelles Cameroon Comoros Djibouti Togo Cote d'Ivoire Ethiopia Burundi Gambia, The Burkina Faso Niger Mauritania
GINI Coefficient (2015 or the latest available year)
Source: The World Bank
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UNESCO EDUCATION SECTOR 5
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UNESCO EDUCATION SECTOR 6
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UNESCO EDUCATION SECTOR 7
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UNESCO EDUCATION SECTOR 8
Robotisation
Polarisation of
Labour Market
Informality
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Level of Robotisation
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Digital Adoption Index 2016 in G20 countries
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UNESCO EDUCATION SECTOR 11
Annual average change in employment share, 1995-2012 (% points)
-1.5
-1
-0.5
0
0.5
1
High-skilled jobs Middle-skilled job Low-skilled jobs
The labour market is becoming polarized in high income countries…
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UNESCO EDUCATION SECTOR 12
-2.5
-2
-1.5
-1
-0.5
0
0.5
1
1.5
2
High-skilled jobs Middle-skilled jobs Low-skilled jobs
… and in low and middle income countries
Annual average change in employment share, 1995-2012 (% points)
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UNESCO EDUCATION SECTOR 13Source: McKinsey&Company, 2018
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UNESCO EDUCATION SECTOR 14
Source: The World Bank, 2019
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UNESCO EDUCATION SECTOR 15
Artificial Intelligence, which often requires human-annotated data to train new systems and measure our progress.
In particular, we use crowdsourcing platforms such as Amazon Mechanical Turk to build datasets that help our models learn common sense knowledge, which is often necessary to answer basic questions that are easy for humans but still quite hard for machines.
Amazon Mechanical Turk provides a flexible platform that enables us to harness human knowledge to advance machine learning research.
Microwork platforms: Informality in Digital-economy ?
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UNESCO EDUCATION SECTOR 16
Current trends suggest career advancement is
harder for some than for others.
Low skills Low literacyCannot leverage technology
Agency Decent workAbility to leverage technology
Credit:shutterstock
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UNESCO EDUCATION SECTOR 17
Source: TIMSS
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UNESCO EDUCATION SECTOR 18
The “innovator’s
dilemma” is that
“doing the right
thing is the wrong thing.”
RADICALLY TRANSFORMING : Is it possible?
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UNESCO EDUCATION SECTOR 19
17 Sustainable Development Goals (SDGs)
QUALIFICATION SYSTEMS IN THE CONTEXT OF THE SUSTAINABLE DEVELOPMENT GOALS
SDG 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
19
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UNESCO EDUCATION SECTOR 20
SDG 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Target 4.3. / “Participation”: By 2030, ensure equal access for all women and men toaffordable and quality technical, vocational and tertiary education, includinguniversity
Target 4.4. / “Skills acquisition”: By 2030, substantially increase the number of youthand adults who have relevant skills, including technical and vocational skills, foremployment, decent jobs and entrepreneurship
Target 4.5.: / “Equity”: By 2030, eliminate gender disparities in education and ensureequal access to all levels of education and vocational training for the vulnerable,including persons with disabilities, indigenous peoples and children in vulnerablesituations.
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UNESCO EDUCATION SECTOR 21
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UNESCO EDUCATION SECTOR 22
Landscape of Skills Sets
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UNESCO EDUCATION SECTOR 23
Finland TVET Reform: Flexible learning pathways
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UNESCO EDUCATION SECTOR 24
Looking Further Ahead
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UNESCO EDUCATION SECTOR 25
To translate any outcomes-based
qualification, credential, entry requirements,
job specification or framework level into an
internationally recognised form of
description which can be used in deciding on
comparing qualifications or negotiating
recognition or progression arrangements
Lack of Global Skills and Qualification Recognition Framework
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UNESCO EDUCATION SECTOR 26
Global Convention Concerning the Recognition of HE Qualifications
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UNESCO EDUCATION SECTOR 27
WRL Directory
WRLElements
Qual i f icat ions
Cr edent ial s
Badges
Recor ds of
Non- f or mal &
inf or mal l ear ning
J ob specif icat ions
Ent r y r equir ement s
WRL TOOL
WRL
PROFILE
WRL
REPORT
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UNESCO EDUCATION SECTOR 28
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UNESCO EDUCATION SECTOR 29
Focus on wider set of skills (job-specific;
transversal skills; digital skills; Citizenship and
sustainability skills)
Organised by wide range of stakeholders
including private sector, Edtech, etc.;
Digital credentialing, credentials jungle, new
generations of NQFs, Quality Assurance
issues;
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UNESCO EDUCATION SECTOR 30
Individual pathways, supported by Artificial
Intelligence;
Digital Learners’ records
Privacy and security, the ownership of
learners’ records, inclusivity;
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UNESCO EDUCATION SECTOR 31
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UNESCO EDUCATION SECTOR 32
— Self-sovereignty, i.e. for users to identify themselves while at the same time maintaining direct control over the storage and management of their personal data;
— Trust, i.e. for a technical infrastructure that gives people enough confidence in its operations to carry through with transactions such as payments or the issue of certificates;
— Transparency & Provenance, i.e. for users to conduct transactions in knowledge that each party has the capacity to enter into that transaction;
— Immutability, i.e. for records to be written and stored permanently, without the possibility of modification;
— Disintermediation, i.e. the removal of the need for a central controlling authority to manage transactions or keep records;
— Collaboration, i.e. the ability of parties to transact directly with each other without the needs for third parties.
Impact of Blockchain on Qualification
Impact on credentials value chain: creation, issuing, viewing, and verification of the certificate
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UNESCO EDUCATION SECTOR 33
Poland Case: Modernization of the Integrated Qualifications Register in Poland
• Single qualification representation
• ’Atomization’ of learning outcomes
• Using ’skills objects’ for comparisons
• Qualifications paths representation
• Visual comparison of qualifications
• Developing and calculating similarityindexes
• Qualifications similarity matrix
Source: Marcin Będkowski Wojciech Stęchły, 2019
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UNESCO EDUCATION SECTOR 34
Implications on the recognition of skills and qualifications
• Creating a constantly evolving profile of a person’s lifelong learning to support transitions in work and life
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UNESCO EDUCATION SECTOR 35
Source: UNESCO-ILO, forthcoming
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UNESCO EDUCATION SECTOR 36
Skills and qualification recognition landscape
BadgesE-portfolio
On-line certification
National QFs
Regional conventions
Regional QFs
Trans-national
QFs
Sectoral QFs
Repositories
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UNESCO EDUCATION SECTOR 37
Countries Typology with respect to Digitization in Education and Training
Source: UNESCO-ILO, forthcoming
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UNESCO EDUCATION SECTOR 383838
Disruptive
credentialing DistinctiveQFs
Possible Scenarios
Digital credentials
become
mainstream
Source: Borhene Chakroun
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UNESCO EDUCATION SECTOR 39
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UNESCO EDUCATION SECTOR 40
Thank you
Borhene ChakrounUNESCO