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The pandemic disrupted education and resulted in learning losses, but it also helped kickstart adoption of generative AI such as ChatGPT. Now, we have the opportunity to mobilize AI to help bolster the education sector—especially those regions hit hardest by learning losses,
When it comes to artificial intelligence, what are we actually creating? Even those closest to its development are struggling to describe exactly where things are headed, says Microsoft AI CEO Mustafa Suleyman, one of the primary architects of the AI models many of us use today. He offers an honest and compelling new vision for the future of AI, proposing an unignorable metaphor — a new digital species — to focus attention on this extraordinary moment. (Followed by a Q&A with head of TED Chris Anderson)
This flagship report provides a comprehensive overview of current global digital trends. Despite accounting for only 1% of global information and communication technology value, Africa shows promising growth, with significant increases in internet usage and a notable $4.2 billion in venture capital investments targeted at the continent's startups. With agriculture employing two-thirds of the working population, the continent can leverage AI technology to maximize productivity through further mechanization and the use of modern crops.
“AI Is a Tool, and Its Values Are Human Values.”
BY FEI-FEI LI, SARA FRUEH
Computer scientist and “godmother of AI” Fei-Fei Li explains why artificial intelligence and public life are at an inflection point—and contemplates how to unleash positive changes while mitigating risks.
Reinvention works. It’s achievable. It’s actionable. And AI and generative AI are super-charging progress for organizations that embrace it. Go beyond transformation — act now to pull ahead of the pack.
There is a growing trend among employers to hire individuals based on their skills and alternative credentials, which has led to an increased interest in obtaining micro-credentials by potential employees. The interest in micro-credentials is rapidly growing, and universities are taking notice by offering them independently or in collaboration with other providers. Some universities have released guidelines on how micro-credentials will be recognised and integrated into degree programmes. Some are even combining them to lead to a degree.
Currently, Industry 4.0 (I4.0) represents a paradigm shift that is redefining manufacturing processes globally through the integration of advanced technologies in all aspects of production. However, this technological advancement poses significant challenges in the realm of higher education, particularly in properly preparing students to meet the demands of the modern labor market. This article, written by a team of experts from the Polytechnic University of Cartagena and other European institutions, explores the deep gap between the current competencies of students and those required by Industry 4.0, especially in the wood and furniture manufacturing sector. The study is part of the European project MAKING 4.0, which aims to assess and report on the deficiencies and needs in key competencies and skills related to the Key Enabling Technologies (KETs) of I4.0. Through a thorough analysis of surveys directed at relevant actors in the sector, a low level of competencies and qualifications in this industrial sector is revealed, both in educational and industrial contexts. This research not only highlights deficiencies in current training but also emphasizes the urgent need to adapt educational curricula to close these competency gaps and effectively prepare future professionals for the challenges of Industry 4.0.
Via LGA
Abstract About 50 percent of all Dutch students enroll in a vocational education program. All efforts of vocational institutes are aimed at guiding students towards a diploma; yet, on average, about 28 percent of the students drop out.
Abstract Purpose The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence. Design/methodology/approach A total of 391 survey responses were collected from employees using convenient and snowball sampling methods. Findings Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI. Research limitations/implications This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions. Originality/value The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.
Continuing, professional, and workforce education units play a pivotal role in assisting colleges and universities navigating the complexities of today's higher education landscape. This includes meeting the growing needs of adult learners, whose significance and requirements are continually evolving, as well as augmenting revenue streams.
A few highlights:
Some Good News
Exponential Surge
45% of respondents agree their unit has appropriate staffing required to execute their goals, nearly double from 23% in 2023.
81% agree that they have support and buy-in from senior academic leadership to scale and expand. Room For Improvement Access to Data 48% do not know enrollment numbers for their online and professional education units.
29% agree it is easy to access real-time enrollment data. Bridging the Gap
54% believe their unit is the most academically innovative at the institution, yet 61% disagree that their unit is seen as academically equal.
KEY INSIGHT #1
To reap the benefits that AI has to offer, its adoption and deployment should be a collaborative and inclusive process that recognizes and addresses genuine concerns individuals have about AI and technology more broadly. FSC projects have shown that such an approach can lead to demonstrable gains in efficiency and well-being.
KEY INSIGHT #2
The absence of an inclusive AI deployment strategy and disregard for its inherent biases risk exacerbating existing inequities.
KEY INSIGHT #3
FSC-supported AI tools have bolstered outcomes in skills matching, career development guidance, and recruitment. The overall effectiveness of these tools was underpinned by recognizing and mitigating the inherent bias and discrimination embedded into these technologies.
KEY INSIGHT #4
Given the breadth of AI’s impact on the world of work, AI skills will become increasingly relevant. FSC and others are making efforts to strengthen basic AI skills and this should form a core component of digital literacy going forward.
This leaflet provides an overview of the BEAR III project’s activities from 2023 to 2027 in four West African beneficiary countries: Côte d’Ivoire, Ghana, Nigeria, and Sierra Leone, emphasizing its expected impacts. The document outlines targeted sectors in each country, focusing on enhancing the quality and relevance of TVET programmes to better appeal to youth, businesses, and society. At the core of the project is the adoption of a sector skills development approach, with efforts concentrated on key economic sectors identified in collaboration with national governments and TVET stakeholders to align with strategic agendas.
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This open access publication presents a global panorama of institutional strategies, academic programs, scholarly insights as well as teaching and learning practices taking stock of the Future Skills Turn taking place in higher education. Future Skills have evolved to be one of the most important priorities for the development of higher education institutions globally. Students and graduates learn how to acquire Future Skills for their lives and careers and for shaping societies towards more sustainable futures. Institutions, teachers and policy makers gain insights into strategies to shape the Future Skills Turn in higher education and create the University of the Future.
EdTech has been a hot button topic for some time now, and the focus on generative AI in 2023 has only amplified interest in EdTech. Proponents see a plethora of ways that AI can improve education outcomes. AI’s potential for transforming education is real, but so are the dangers—so we must move forward with care and intentionality. It is with an eye toward care and intentionality that members of W2050’s Senior Fellows committee on education and work met to discuss how AI could—and how it should—impact education in 2024 and beyond.
The release of such generative artificial intelligence (AI) tools as ChatGPT in 2022 was a major advancement in the field of AI. Two burning questions for kindergarten through grade 12 (K–12) educators are to what extent new generative AI tools will change teaching and whether they will improve learning.
The answers to these questions are not yet clear and likely will not be for some time. But to learn firsthand from educators the ways in which AI is beginning to affect teaching and learning in K–12 public schools, the authors surveyed and interviewed educators across the United States. Specifically, the authors surveyed a nationally representative sample of 1,020 teachers using RAND's American Teacher Panel in fall 2023. They also surveyed a nationally representative sample of 231 districts in fall 2023 and interviewed 11 leaders from these districts in December 2023 and January 2024. The districts the authors surveyed and the leaders they interviewed are members of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and the Center on Reinventing Public Education.
The authors combine the perspectives of K–12 teachers and district leaders in this report to construct the most comprehensive picture to date of how educators are engaging with AI products and tools for teaching. Teachers reported how they actually use AI tools in their practices, and district leaders reported whether and how they are providing policies, guidance, and training on the use of AI tools.
Key Findings
As of fall 2023, 18 percent of K–12 teachers reported using AI for teaching and another 15 percent have tried AI at least once.
Middle and high school teachers and those who taught English language arts or social studies were more likely to be AI users.
Among those teachers who use AI for teaching, most were using virtual learning platforms, adaptive learning systems, and chatbots on a weekly basis.
The most common ways that teachers used AI tools were to adapt instructional content to fit the level of their students and to generate materials.
By the end of the 2023–2024 school year, 60 percent of districts plan to have trained teachers about AI use. Urban districts were the least likely to deliver such training.
In interviews, leaders described focusing more on increasing teachers' AI use and less on crafting student use policy, primarily because they saw the potential for AI to make teachers' jobs easier.
Want to empower school staff to use generative artificial intelligence (gen AI) but are unsure they’ll know how to use it effectively and responsibly? Google and Adobe are stepping up to help by providing free introductory courses on AI literacy designed specifically for educators.
Technical and vocational education and training (TVET) is well placed to advance this transformation. UNESCO-UNEVOC’s medium-term strategy for the 2024 to 2026 period puts forward an agenda to support countries in equipping youth and adults with the skills for employment, decent work, and entrepreneurship, while providing flexible pathways to lifelong learning opportunities for all. The strategy considers the accelerated digital revolution, the emerging demands of the green economy and the increasing needs for reskilling and upskilling of the workforce.Innovation and excellence, equity and inclusion, and the dual green and digital transformation are the key drivers of UNESCO-UNEVOC’s medium-term strategy. It is set to directly contribute to the UNESCO Strategy for TVET for 2022 to 2029 and the 2030 Agenda for Sustainable Development. It serves as a launch pad to elevate the quality, image of, and accessibility to TVET, and to support TVET institutions’ just and sustainable transformation. At the centre of these activities is the UNEVOC Network, UNESCO’s global network of more than 230 TVET institutions spanning 150 countries..This medium-term strategy includes a series of flagships, such as the UNEVOC TVET Leadership Programme, the Bridging Innovation and Learning in TVET (BILT) project, partnership with the Global Skills Academy, and UNEVOC Connect, a global clearing house for up-to-date resources on TVET. It comprises actions aimed at training of TVET leaders and teachers, cooperation with the UNEVOC Network and other networks of UNESCO, engagement with the private sector, and dissemination of TVET data and research
Welcome to the seventh edition of the AI Index Report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.
The AI Index Report tracks, collates, distills, and visualizes data related to AI. Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.
Via Edumorfosis
t is increasingly common to interact with products that seem “intelligent”, although the label “artificial intelligence” may have been replaced by other euphemisms. Since November 2022, with the emergence of the ChatGPT tool, there has been an exponential increase in the use of artificial intelligence in all areas. Although ChatGPT is just one of many generative artificial intelligence technologies, its impact on teaching and learning processes has been significant. This article reflects on the advantages, disadvantages, potentials, limits, and challenges of generative artificial intelligence technologies in education to avoid the biases inherent in extremist positions. To this end, a systematic review has been carried out of both the tools and the scientific production that has emerged in the six months since the appearance of ChatGPT. Generative artificial intelligence is extremely powerful and improving at an accelerated pace, but it is based on large language models with a probabilistic basis, which means that they have no capacity for reasoning or comprehension and are therefore susceptible to containing errors that need to be contrasted. On the other hand, many of the problems associated with these technologies in educational contexts already existed before their appearance, but now, due to their power, we cannot ignore them, and we must assume what our speed of response will be to analyse and incorporate these tools into our teaching practice.
Most workers who will be exposed to artificial intelligence (AI) will not require specialised AI skills (e.g. machine learning, natural language processing, etc.). Even so, AI will change the tasks these workers do, and the skills they require. This report provides first estimates for the effect of artificial intelligence on the demand for skills in jobs that do not require specialised AI skills. The results show that the skills most demanded in occupations highly exposed to AI are management and business skills. These include skills in general project management, finance, administration and clerical tasks. The results also show that there have been increases over time in the demand for these skills in occupations highly exposed to AI. For example, the share of vacancies in these occupations that demand at least one emotional, cognitive or digital skill has increased by 8 percentage points. However, using a panel of establishments (which induces plausibly exogenous variation in AI exposure), the report finds evidence that the demand for these skills is beginning to fall.
This report delves into a comprehensive exploration of AI capabilities, use cases, affordances, and implications. Highlighted below are the key takeaways, summarizing the most critical aspects and insights:
Specific AI capabilities are changing rapidly, but within relatively stable categories
Current AI systems are incredibly powerful but have critical limitations
We can expect more specialized solutions, machine autonomy, dynamic interfaces, and context awareness, and we will see the emergence of ‘ecosystem models’
The “hallucination problem” and need for human supervision are likely to persist over the next 5-10 years
Specialization will get outsourced to AI in many cases, making more workers into “versatilists”
AI will orchestrate the activities of many human customers and workers and vice versa
Workers and leaders will leverage AI as “thought partners”
Machines will take action within organizations, not just provide advice
AI will play out differently in Japanese organizations
Abstract Purpose This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations. Design/methodology/approach The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations. Findings The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work. Originality/value This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.
Artificial intelligence (AI) can significantly contribute to the implementation of the United Nations Sustainable Development Goals (SDGs) by offering innovative solutions and enhancing the efficiency of processes aimed at achieving these goals. There is a perceived need for studies which may look at these connections. Against this background, this paper reports on a study that investigated the connections between artificial intelligence and the implementation of the UN Sustainable Development Goals (SDGs) at higher education institutions. The paper deployed a multi-methods approach. The first one was a bibliometric analysis of publications in the topic. The second method used was an assessment of a set of case studies, that illustrate how artificial intelligence is being deployed among a sample of universities in support of efforts to implement the SDGs and a survey aimed at identifying current and future trends. The data gathered allow some trends to be identified. For instance, that there is a wide range of applications of AI to sustainability in High Education Institutions (HEI), to be chosen in terms of campus operations and greening, outreach and community engagement, research, teaching and learning, and university management. Also, the paper has identified successful examples of the deployment of AI in various sustainability contexts, illustrating what are the success factors for them. Moreover, the survey identified the fact that the use of AI is quite widely spread, and is likely to increase in coming years, due to a greater demand. Finally, AI also poses several challenges, such as authenticity and ethics in assessment (case studies), ‘lack of access to software/materials’, and ‘lack of information technology training for myself/my colleagues’ (survey). Overall, AI offers a powerful toolset to accelerate and enhance the implementation of the UN SDGs. By analysing vast datasets, predicting outcomes, optimising processes, and providing new insights, AI has the potential to address complex sustainability challenges across various sectors.
Cet ouvrage, « Manuel de formation mondial : l'IA et l'état de droit pour le pouvoir judiciaire », répond à ces besoins et fournit aux acteurs judiciaires (juges, procureurs, avocats, juristes, facultés de droit et établissements de formation judiciaire) les connaissances et les outils nécessaires pour comprendre les avantages et les risques de l'IA dans leur travail. Ce manuel de formation aidera les acteurs judiciaires à atténuer les risques potentiels de l'IA pour les droits humains en fournissant des conseils sur les lois, principes, règles et jurisprudences internationales pertinents en matière de droits humains qui sous-tendent l'utilisation éthique de l'IA.« Les guerres prenant naissance dans l'esprit des hommes, c'est dans l'esprit des hommes que doivent être élevées les défenses de la paix. »35000Acteurs judiciairesde plus de 160 paysparticipent activement à l’Initiative des juges de l'UNESCO
In this research, we discuss the results of a survey of 221 Canadian start-ups and 17 interviews with company leaders and experts to understand how ventures are using or exploring using generative AI and the challenges they’re facing in adopting this technology.
How can generative AI help close Canada’s productivity gap? What barriers are Canadian businesses facing in deploying generative AI, and how are they overcoming these barriers? What are some ways that ventures can take advantage of generative AI’s potential?
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