gef kazan results

Future Skills & New Solutions for Education & Training

Results of Global Educa0on Futures Kazan 22-‐23 May 2015, Kazan, Russia

GEF Kazan Forum: highly produc6ve conven6on of business, regulators, and educators

94 par0cipants from 33 countries represen0ng manufacturing and service sectors, regulatory bodies, think-‐tanks, TVET & higher educa0on ins0tu0ons*. The majority of the aNendees were official and technical delegates of WorldSkills Interna0onal.

Facilita0on team has used innova0ve methods of collec0ve crea0ve work, including Rapid Foresight methodology

Forum was conducted in partnership with WorldSkills Russia Na0onal Compe00on 2015 in Kazan, aNended by more than 500 contestants and experts.

4 ‘maps of the future’ were created, char0ng skills of the future for major sectors of economy and society. Specific ini0a0ves were offered to develop WorldSkills movement

* See Appendix for details

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Held in conjunc6on with WorldSkills

Established in 1946, WorldSkills today unites 74 member countries and regions, posi0oning itself as the global hub for skills excellence and development. The mission of WSI is to raise the profile and recogni0on of skilled people, and show how important skills are in achieving economic growth and personal success.

Opera0ons of WorldSkills include 6 focus areas. The central one is a system of regional, na0onal, and interna0onal skills compe00ons (interna0onal compe00on includes 50 skills). Other areas include: support in Career Building, Promo0ng Skills, Educa0on and Training, Interna0onal Coopera0on and Development, and Research in skill-‐related topics. WorldSkills Interna0onal has one of the largest knowledge base of prac00oners in the area of industrial and service skills in the world.

Russia has joined WorldSkills movement in 2013. Currently, World Skills Russia joins 60 regions of the country, with 8 thousand compe0tors and 10 thousand experts. Na0onal compe00ons include innova0ve WorldSkills Hi-‐Tech (skills in advanced manufacturing) and JuniorSkills (skills compe00on for children age 10-‐17)

GEF Kazan: Main Subject & Expected Outcomes

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Future Skills & New Solu6ons in Educa6on & Training

We explore •  changes in specific domains of the global economy driven by

technological innova0on and social transforma0on, •  future global demand for skills that will ensue from such change,

and •  transforma0on that will be required in educa0on & training

systems across the world to accommodate to such demand.

From ‘knowns’ to ‘unknowns’

The Forum is a collec0ve explora0on, a learning lab It is not to seek opinion of few experts but to co-‐create Our main outputs are •  Shared vision of future skills and educa0on & training formats that

support them •  Ideas of systemic innova0on in skills development, including those

that can be implemented within WS movement

Globally compe66ve skills

Recognizing the diversity of economic & social prac0ces in different countries, we suggest to look at globally compe66ve technologies & prac6ces in manufacturing & services (as manifested e.g. by WS GIPs*), and skills that can support them

* WS GIPs = WorldSkills Global Industry Partners that help to communicate needs of industry and best industrial technological prac0ces

Accelera6ng changes in industrial & economic prac0ces (driven by technologies, esp. ICT) and growing complexity of global markets

Techno-‐social transi6on: up to 70% of tradi0onal jobs in manufacturing and services may become obsolete in next 20 years due to applica0on of AI, robo0cs, automated logis0cal systems etc. (but many new may be created)

Push of global technological, financial & environmental standards – and possible redefini0on of global

governance structure

Search for new sources of na6onal compe66veness in

industrialized countries through crea0on of new & emerging

industries

Future Skills: skills that will make workers competitive

in the future socio-economic & technological

environment

Challenge of Future Skills

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‘Industrialized’ educa6onal & training (olen cumbersome, rigid and slow to respond) – how does it have to change to address new skills?

Rise of new players (e.g. global online learning planorms) – how does it affect the world of professional educa0on?

Future Skills

Learning in prac6ce (on-‐job training,

appren0ceship, communi0es of prac0ce, etc.) – what forms will

thrive, what tools should arise?

Global professional standards governing

interna0onal educa0on & labor markets

New Answers Within Educa6on & Training?

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Group 1: Automa6on & Digitaliza6on

Group 2: Human focused services

Group 3: Educa6on & Training

Group 4: Global Agenda

Scenarios for the future of manufacturing: cyberphysical, highly localized, or? Future of digital work Role of AI in manufacturing & digital work Role of human workers

Sectors vulnerable vs. sectors prone to automa0on (robo0cs, AI etc.) Growing segments & needs they address Role of crea0vity in 21 century services Dominant models of service provision

Accommoda0on of ‘future skills’ agenda in educa0on & training Role of ICT in transfer of knowledge / skills and assessment Organiza0on of learning & career trajectories (incl. new financial & investment mechanisms to support them)

Urbaniza0on & transforma0on of ci0es Green agenda Global market & technological standards Global security (incl. cybersecurity)

GEF Kazan Group Topics & Tenta6ve Ques6ons

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Future of Manufacturing

2015 2020 2030

Source: GEF Kazan, “Automa0on & Digitaliza0on” group

Sol technology / format

Policy / governance mechanism

Hard technology

Automa0on of rou0ne manufacturing skills Increased machine to machine connec0vity

Light cheap wireless sensorics

Growth of customized manufacturing Growing spreading of 3D prin0ng in manufacturing

Digitaliza0on of manufacturing: blending of sol & hard tech

Spread of new materials

BMI for coordina0on of manufacturing

Material ‘shredders’

3D scanner & printer for reverse

engineering

Empathy skills for engineers

Electrically ac0ve materials

Persona-‐lized co-‐deign

Self-‐adap0ng solware

Quantum computers

Policies governing

mass-‐market 3D prin0ng

Mul0-‐skilled digital factory operators

BigData to analyze successful future

designs

New ‘lingua franca’: IT + system

engineering based

Manual work becomes ar0san

Intense applica0on of 3D

prin0ng in construc0on

Mul0-‐material 3D prin0ng

New human-‐machine interfaces

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Key processes that shape future of manufacturing

•  Automa6on of manufacturing – a robust trend that leads towards wide spreading of cyber-‐physical manufacturing systems (involving industrial robo0cs, automated sensory systems, and self-‐adap0ve ar0ficial intelligence) that will be fully autonomous. Massive use of machine-‐machine communica6on (supported by digitaliza6on of manufacturing processes) will be required to coordinate industrial logis0cs and control produc0on within and between such manufacturing systems. Human operators will be high-‐skilled produc0on experts, and in 10-‐15 years they will control manufacturing processes via brain-‐machine interfaces (even before that, human-‐machine interfaces will con0nue to develop to allow greater flexibility and larger set of tools to cope with unpredictable situa0ons)

•  Growth of customized manufacturing, supported by wide use of 3D prin6ng technologies, will allow for increasingly personalized manufacturing. Co-‐design between engineers & customers will gradually dominate manufacturing, and will be supported by BigData analysis that will allow to predict poten0ally successful designs. Applica6on of new materials (including electrically ac0ve materials) will become an enabler of wide use of 3D prin0ng (including mul0-‐material prin0ng). ‘Material shredding’ technology may become a possible solu0on to localized recycling that will allow to break worn objects for re-‐use. In the view of the wave to transforma0ons brought by 3D prin0ng into economy & society, governments will introduce a set of regula0ons for this new prac0ce (alike to ‘traffic code’, and possibly accompanied by ‘3D-‐printer license’).

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Future manufacturing sectors and future skills

Mass-‐scale industrial manufacturing (e.g. natural

resources, energy, food, chemistry & new materials, machinery &

equipment etc.): highly autonomous cyber-‐physical manufacturing systems

Customized end-‐user manufacturing (apparel, consumer electronics, consumer transport,

furniture etc.): localized personalized produc0on based on

3D manufacturing

Manufacturing of the future will be dominated by two types of produc0on systems

Networks of unmanned transport for industrial &

consumer logis0cs •  Product co-‐crea0on with customer •  Crea0vity for unique product

crea0on •  3D-‐scan-‐supported reverse

engineering for customiza0on (“same watch, different color”)

•  ‘Beau0ful excep0ons’ of manual work dominated by ar0sans

•  Cyberphysical manufacturing facility opera0on & maintenance

•  Skills for Internet of Things: system engineering, dynamic programming, etc.

•  AI development / training of AI •  Skills in chemistry / new materials

(e.g. for electric materials) •  Flexible supply chain

management •  Technology ethics

•  Informa0on worker skills (search, programming, etc.)

•  Collabora0on •  Working in dynamic /

high-‐uncertainty environment

•  Working in mul0disciplinary environments

•  Crea0vity •  System engineering •  ‘Green thinking’ •  Languages: foreign +

universal ‘lingua franca’ (based on IT + finance + system engineering?)

•  Ability to unlearn / relearn (supported by mind-‐s0mula0on)

Sector specific skills Universal skills Manufacturing sector

Source: GEF Kazan

Removal of intermediaries

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Future of Services

2015 2020 2030


Risk factor

Hard technology

Source: GEF Kazan, “Human-‐Centered Services” group

Digitaliza0on of human services (health, educa0on, entertainment, …) Growth of personal data & personalized scenarios

Increasing connec0vity

Rise of net-‐centric culture

Greening of services

Social networks to support personal development

Transport sharing dominates urban transporta0on

Driveless cars

Brain fitness in response to loss of cogni0ve abili0es

Family universi0es for community-‐based inter-‐genera0onal learning

Digital P.A. to everyone

‘Cocoon’ of personal security

‘Avatar’ for life scenario forecasts

Omnipresent ICT jeopardizes

physical, mental & family health

Informa0on hygiene prac0ces for everyone

ANen0on management &

mindfulness schools

CRMs & digital design solware for personalized

services

Ludic communi0es in game-‐based

‘work-‐play-‐live’ environments

Models of urban resilience based on

social capital

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Key processes that shape future of services •  Digitaliza6on of human life is a strong trend in the majority of service sectors (e.g.

transporta0on, finance, retail, healthcare, etc.), coupled with the growth of personal data. It allows to achieve personaliza0on of services on mass scale (including provision of personalized assistance & personalized security to virtually every member of the society). Digital ‘avatars’ (simula0ons of personal behavior) will allow to predict poten0ally beneficial & risky strategies for personal health, learning, entertaining etc.

•  Digitaliza0on allows to remove layers of intermediaries, thus making provision of services more efficient in economic and environmental terms. In par0cular, it helps give boost to sharing economy (including, in par0cular, sharing of transporta0on)

•  Personal does not deny social: increasing connec6vity helps rise of network-‐based communi0es of interest, including social networks that support self-‐guided personal development, and family universi0es that support inter-‐genera0onal community learning. In 15-‐20 years, many professional, hobbist, gaming and personal development communi0es may converge to become ‘communi0es of being’ (olen built around shared ‘playing’ prac0ces)

•  Among the major risks of this scenario is that omnipresent informa0on technologies may become increasingly ‘toxic’ to human physical, mental & social health, including friendship & family (as manifested by recently emerged phenomenon of ‘nocializing’, spending all 0me on mobile device while in company of other people and in public places). Prac0ces dealing with nega0ve effects of ICT, including aCen0on management, brain fitness to keep cogni0ve func0on, and ul0mately ‘informa0on hygiene’, should become literacies of the future.

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Future service sectors and future skills

Digitalized & machine-‐assisted massive use services (e.g. digital health, digital entertainment,

unmanned transporta0on, post-‐retail distribu0on, etc.)

Customized highly-‐personalized services (e.g. wellness,

psychotherapy, fitness & tourism, hospitality, personalized art &

entertainment, etc.)

Services of the future will largely break into two types (but unlike in manufacturing, these service sectors can be largely independent from each other)

•  Authen0c serving (serving others as a personal ‘quest’)

•  Psychology skills •  Ethics of service including the

principle of “We belong, we care, we serve”(also, principles that serve local communi0es, e.g. ‘slow food’)

•  Storytelling (“every personalized service is a story”)

•  Engineering of socio-‐technical systems

•  Sustainable design (incl. balance between personal & social structures)

•  Green design •  New skills for working with ‘smart

machines’ (e.g. human-‐machine psychiatrist)

Similar to those for Manufacturing sector plus: •  Concentra0on /

aNen0on management

•  Empathy / bonding (“I am a person because of another person”)

Sector specific skills Universal skills Service sector

Source: GEF Kazan

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Future of Sustainable Urban Socie6es

2015 2020 2030

Urbaniza0on

Input that can ini0ate paradgimal shil Megaci0es dominate

urbaniza0on process (esp. in emerging

economies)

Greening of living

Urban organic farming

Ageing of popula0on

Blending of virtual & real

Upgrading spaces without building: intense use of augmented reality

Smart ambience: electric grids, u0li0es, houses

Robo0c assistants: nurses, household

workers etc

Family first: restric0on of

technology 7pm to 7am

Urban construc0on, equipment & transport must be 3R

Policies that balance intergenera0onal composi0on of workforce


Policy / governance mechanism

Hard technology

Away from fossil fuels: electric transporta0on

dominates urban transporta0on

Integrated personal cyber-‐security solu0ons

Ci0es as learning

ecosystems

Prac0ces of healthy urban

living

Source: GEF Kazan, “Global Agenda” group

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Key processes that shape future of urban sustainable living

•  Urbaniza6on is a dominant trend in the global agenda that shaped the focus of discussion of this group. Within next decade, the agenda of urbaniza0on will become increasingly dominated by theme of megaci0es, especially due to city growth in Asian & emerging economies.

•  ‘Greening’ of living is another very robust trend that sets new standards of city construc0ons, transport & equipment (3R: reduce-‐reuse-‐recycle), and gradual phasing out of non-‐electric transport. Urban farming may become a wide spread prac0ce that, in addi0on to shortening the supply chain in food industry, will also contribute to urban greening.

•  Increased connec0vity will lead to blending of virtual & real in all urban prac0ces: every object in the city will be connected to the Internet of Things (including smart energy grids & u0li0es, city transporta0on, city lights, security systems, and smart houses). Spreading of augmented reality will allow for mul0ple use / upgrade of city spaces (esp. public spaces) without rebuilding them. Connec0vity will call in for new urban habits, including ‘informa0on hygiene’ which may require highly limited use of connected devices in ‘family 0me’

•  Ageing of popula6on across the world will affect all aspects of our living, including composi0on of the workforce. It will lead to the increased demand for prac0ces of healthier living, including healthy food, fitness & wellness. Increase of senior popula0on share will lead to wide use of home robo0cs such as nurses and household workers.

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New skills for urban sustainable living Transforma0on of ci0es will create variety of jobs in different areas of city life, catering to needs of various popula0on groups. Some of these are new skills, while others are exis0ng skills that will increase in importance.

Green city living

Healthy city living

Connected city living

Harmonious city living

Some skills that will be required in this sector Jobs that support …

•  Sustainable design •  Smart grid design & maintenance •  Electric transport repairing •  Urban farming •  Environmental law

•  Personal wellness advising / healthy habits coaching •  Healthy aging consul0ng •  Adapta0on psychology

•  Re-‐educa0on for adults •  Smart poli0cal design •  Inter-‐cultural communica0on •  Cloud police •  Cyber law

•  Cyber-‐security management •  IoT design / maintenance •  Home robo0cs maintenance

Source: GEF Kazan

World 2035: where are we going *

WHAT GOES UP WHAT GOES DOWN

•  Highly autonomous industrial cyber-‐physical manufacturing

•  Highly local manufacturing, food produc0on & energy genera0on on demand

•  Green produc0on, energy & services •  Highly personalized services in

healthcare & wellness, educa0on, entertainment etc.

•  Unmanned transporta0on is ubiquitous •  Total connec0vity + hybrid reality +

wide use of brain-‐machine communica0on

•  Smart human-‐centered technological environments

•  Human prac0ces of ‘ludic’ communi0es that naturally blend working, living, and crea0vity

•  Large industrial facili0es as employers •  Ci0es as centers of industrial mass

produc0on •  Centraliza0on of infrastructure,

coordina0on & development •  Manual labor in the majority of

manufacturing opera0ons (and in many service opera0ons)

•  Middle management and many industry-‐related services (incl. jobs in sales & marke0ng, supply chain management, accoun0ng & finance, IT support etc.)

•  Boundaries between work, crea0vity, learning, play, and life

Source: GEF Kazan 17

* This descrip0on focuses on ‘global best prac0ces’. We acknowledge the diversity of geopoli0cal & economical scenarios that different countries of the world may face in next 20 years

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Omnipresent ICT

Robo0cs / IoT / autonomous energy / …

21 century literacies: •  aNen0on management /

mindfulness •  informa0on hygiene •  programming (as task-‐sexng)

Expanding domain of ‘new service economy’ focused on crea0ng unique human experiences through •  personal

connec0on (empathy / bonding)

•  crea0vity

New urban jobs created around •  green ci0es •  healthy ci0es •  distributed &

connected ci0es

Domain of support to lifelong educa6on (that expands to include personal development, body & mind fitness, therapy etc.) becomes a new large economic sector with dozens of new types of jobs

Design, coordina6on & maintenance of complex tech environments (ca.5% of jobs)

Management + knowledge work as complex problem solving with dynamic collec0ve intelligence

Source: GEF Kazan

Future skills: what do 21 century economy & society want?

Skills of the future are needed not only for employability & successful career-‐building, but also for good ci0zenship and higher quality of personal life.

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21 century skills Future skills (GEF Kazan ) 1.  Content knowledge

•  English & other languages, arts, mathema0cs, economics, science, geography, history)

2.  21 century themes •  global awareness, financial literacy, civic

literacy, health literacy, environmental literacy

3.  Learning & Innova0on Skills •  Crea0vity & Innova0on •  Cri0cal Thinking & Problem Solving •  Communica0on & Collabora0on

4.  Informa0on, Media & Technology Skills 5.  Life & Career Skills

•  Flexibility & Adaptability •  Ini0a0ve & Self Direc0on •  Social & Cross-‐Cultural Skills •  Produc0vity & Accountability •  Leadership & Responsibility

•  Concentra0on & aNen0on management •  Informa0on hygiene •  Empathy •  Collabora0on (as a cri0cal skill that should be

embedded in many aspects of work & learning) •  Working mul0-‐disciplinary environments +

emerging ‘lingua franca’ (incl. system engineering & economics)

•  System thinking •  Green thinking •  Ability to unlearn / relearn •  Ethics of human work / human service

Source: Partnership for 21 century skills, GEF Kazan

Skills that can be highlighted as

‘universal’ in addi0on to 21 century skills

Future skills: what new skills are highlighted? In comparison with exis0ng models of ‘future skills’ (one of the most developed is used by the Partnership for 21 century skills), GEF Kazan session highlights several important skills of the future:

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The current educa0onal model is flawed by design: it prepares people for skills of the past, not skills of the future! •  We cannot teach people to be crea0ve by giving them standard tasks •  We cannot teach people to be collabora0ve by puxng them in compe00on

against each other •  We cannot teach people to be lifelong learners if we deprive them of self-‐

explora0on and courage to learn, if we blame them for mistakes •  We cannot teach people to be empathic / emo0onally intelligent by removing

emo0on and focusing on cogni0ve abili0es only •  We cannot teach people to use IT properly if we remove it from the school •  We cannot teach people to be mindful if we are not mindful

Educa0onal processes and formats need to be redefined to enable the development of 21 century workers / ci0zens / humans

What is How: adapta6on of educa6on to future skill demand

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Economy 2035: produc0on & logis0cs can be up to 95-‐99% unmanned, and up to 50-‐70% of jobs in related services can

be replaced by AI

Exis6ng (industrial) model: 60-‐70% of jobs directly or indirectly serve systems of

mass produc0on

Technologies of automa6on & autonoma6on (2015-‐30): robo0cs, Internet of Things, Big Data & Ar0ficial Intelligence, autonomous energy genera0on & smart grids, unmanned transporta0on & logis0cs, designed bio ecosystems, etc.

A challenge to be taken: explosive automa6on & autonoma6on

Source: GEF preliminary analysis

We require new educa0on & training models not only to provide new workers & ci0zens with skills of the future, but to help smoothing out transforma0on of our socie0es for economically ac0ve & senior popula0on.

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Transforma6on of Educa6on & Training Systems

2015 2020 2030

Shortening of technology / working prac0ce lifecycles Increasing skills gap between educa0on & prac0ce

Delocaliza0on of educa0on

Growth of learning by doing / prac0ce-‐oriented educa0on

Growth of gamifica0on in educa0on

Lifelong ‘avatar’ for personalized

educa0on

Dual educa0on system dominant in

professional educa0on

New & emerging technologies not accessible to majority Peer-‐to-‐peer learning & mentorship

Virtual tutors in mul0-‐user

games support real skill training

Independent skill assessment with

competence centers

Differen0a0on of degrees to cover more skills

‘Technology for all’ network for

makers

Teaching prac00oners

Mass AR planorms with open API for professional skill

training

Number & diversity of educa0on providers is growing

Fablabs permeate ci0es

Global learning planorm for skills development


Hard technology

Kaizen park

Mind training in online games

Source: GEF Kazan, “Educa0on & Training” group + recommenda0ons of other groups

Global culture learning planorm

Google.Educa0on: search engine on

educa0on providers

Automated real-‐0me skill assessment done by AI ‘observers’

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Key processes that shape future of professional educa6on & training

•  Life cycle of technologies is shortening in almost any industries, and that makes many skills obtained during ‘long’ educa0on cycle (e.g. university degree) increasingly irrelevant – which may require differen0a0on of degrees & cer0ficates to help cover more skills (and dis0nguish between ‘fundamental’ and ‘professional’ educa0on).

•  Reduc0on of skills gap can be obtained through wide applica0on of prac6ce-‐oriented learning / learning by doing. Elements of dual educa0on systems can be gradually implemented across the world, including on-‐job training for students, prac00oners teaching at school and university level, and independent assessment centers (incl. companies & corporate universi0es) that can award degrees based on demonstrated skill (this may also give rise to ‘creden0al market’).

•  New technologies are olen more sophis0cated and expensive, crea0ng ‘technology gap’ within and between na0ons – which can be covered with help of maker movement and networks (incl. peer-‐to-‐peer) that help teach technology to anyone interested. Augmented reality plaJorms can be used to reduce cost of training.

•  In a more distant perspec0ve, skill training & assessment of teams & individuals can be accomplished in real 0me by Ar0ficial Intelligence ‘observers’ that will replace human observers. Such ‘observers’ can also act as virtual tutors that provide feedback & help create beNer skill.

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•  Game-‐based educa6on for all ages & stages of educa6on helps mo0vate people for skill training and keep them engaged in the process. Various edutainment formats (e.g. Kaizen park with Disney-‐like experience to try different professions, such as ‘Masterville’ in Russia) will help to create mo0va0on. Training can be conducted in mul0-‐user gaming environments (specially designed as well as generic gaming universes), with real & virtual tutors using augmented reality to develop real skills

•  Growth of new providers, enhanced by delocaliza6on of educa6on (as it moves from real to virtual space), accelerates the prolifera0on of new educa0on & training models. It can be an0cipated that, within 5-‐10 years, a global online learning plaJorm for skill development emerges, that will play important role in professional educa0on & training across the world. Another an0cipated plaJorm (that will most likely be combined with language training) will help study cultural diversity (and cultural unity on global level, as well as global society inclusiveness principle) & acquire cross-‐cultural communica0on skills.

•  In order to organize the online learning space, it is an0cipated that a major search engine (e.g. Google) will launch a specialized search on courses and online learning tools available from exis0ng ins0tu0ons and new providers.

Key processes that shape future of professional educa6on & training (2)

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Design of learning environments & skills of teachers

Learning environments & pedagogy principles Skills of teachers

•  Transi0on from compe00ve to collabora0ve learning processes

•  Focus on self-‐development & self-‐guidance, collabora0ve design of learning process & content to be explored

•  Personalized learning trajectory that combines •  Learning in virtual environments

(online courses, virtual reality lectures, social & AR simulators etc.)

•  Prac0ce-‐based learning in real-‐life sexngs

•  Peer-‐based learning (face-‐to-‐face & online) with mentors & community

•  Learning built around real-‐life problems & challenges rather than subjects

•  Environment for physical exercises & interac0on, emo0onal / ar0s0c interac0on etc.

•  Blended pedagogy •  Collabora0ve & connected pedagogy,

including peer-‐type instruc0on (collabora0ve explora0on rather than ‘schooling’)

•  Gamefica0on of learning: •  game-‐design •  game-‐based teaching •  in-‐game ac0ng (teacher as NPC)

•  Mentorship & coaching (based on learner’s own goals)

•  Entrepreneurship •  Research-‐driven pedagogy •  Project-‐based pedagogy •  ‘Holis0c’ teaching that recognizes various

needs of learner’s mind & body •  ‘Skills archive’: prac0ce of storying

disappearing skills and retrieving them when necessary

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Self-‐Guided Learners: natural lifelong learning everywhere all the 0me

Global learning planorms: best of the available knowledge & skills, global content (‘billion student universi0es’)

Local learning ecosystems: exis0ng (schools / colleges / universi0es) + new formats helping to

serve

Ed tech tools that help create personalized trajectories in learning, career, well-‐being etc.

Communi0es of prac0ce that provide peer

support / guidance

Skills of the future in curriculum

Big shias ahead: learner-‐centered lifelong educa6on

Transforma0on of professional educa0on & training systems should play along with the larger transforma0on of ‘industrial’ educa0onal systems into ‘network-‐based’ educa0onal eco-‐systems that cater to learner needs on the lifelong basis

Source: GEF California session results

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Proposals for WorldSkills movement: compe66ons of the future

New types of compe00ons that

could be conducted by WSI

New skills that could be

introduced in WSI compe00ons around 2020

•  Product lifecycle management (PLM) compe00ons (for teams) •  Problem-‐solving challenges •  Various compe00ons for collabora0on / teamwork •  Sol skills compe00ons, including:

o  Cross-‐cultural communica0on skill compe00on, culture-‐specific & tradi0onal skills

o  Public presenta0on challenge •  Compe00ons for WS experts:

o  Assessment challenges (best skill valida0on prac0ces) o  Communica0on challenges (“skill of developing skills”)

•  Challenge for educators (themes defined every year))

•  Cyber security •  Mobile app development •  Industrial Internet analysis / configura0on •  Recycling management •  Smart grid design •  Electric vehicle repair

Proposals made by forum aNendees in response to the ques0on “What new types of compe00ons, general or skill-‐specific, could be introduced by WSI in next 4-‐6 years?”

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New role of WSI

•  Massive WS compe00ons (on na0onal & interna0onal level) can become skill valida0on centers (to award professional cer0fica0on)

•  WS can provide interna0onal industry creden0als for student par0cipants

•  WS can provide training on valida0on & skills analy0cs methodology to countries & companies

•  WS can help build global online learning planorm for skills (with use of AR technology) and use it for interna0onal skills valida0on (in more distant perspec0ve)

•  WS can become a ‘skill archive’ for tradi0onal & disappearing skills •  WSI could launch its own WorldTeach Forum (not for compe00on but for

sharing the best educa0on & training prac0ces)

Proposals for WorldSkills movement (2)

Some topics for future discussions

•  How to promote crea0ve aspect of skills? •  How to aspire to manual work? And is it necessary? •  How to increase sustainability / green component in skills? •  How can a system of transna0onal competences be organized? •  How to enhance and globalize WorldSkills assessment / valida0on prac0ces? •  How to involve WorldSkills compe00on winners into co-‐design of WorldSkills

movement development?

Forum aNendees have also made proposals regarding the future development of WSI in the context of transforming world of skills, and have indicated themes that could be explored further.

APPENDIX

29

Composi6on of the Par6cipants Group

Regional representa6on

Female / male propor6on

Organiza6onal representa6on

Number of aNendees N=94

*

30

GEF Kazan: Key Process

31

Skills Foresight Future of sector +

Future Skills

Plenary: Future skills for

economic & social development

Plenary: Solutions in education & training for changing

skill demand

Group Work: New solutions in E&T

for future skills

May 22 May 23

Inputs from key experts

Participatory group work

Presentation of results

Group sharing & final remarksGroup sharing

32

TRENDS NEW WORKING TASKS

FUTURE SKILLS

HARD & SOFT TECHNOLOGIES

Analysis of gap between demanded & available skills

SOLUTIONS IN EDUCATION& TRAINING

1 2 3 4 5

Co-‐designed by:

Main Process: Skills Technology Foresight

GEF Kazan: List of Contributors

33

Sarnai Batchuluun (Ministry of Labour, Mongolia) Suzana Bin6 Daut (Government Building, Malaysia) Kadyrbek Boribekov (Na0onal Academy of Educa0on, Kasipkor Holding, Kazakhstan) Armando Carvalho (Ins0tuto do Emprego e Formação Proffissional IEFP, Portugal) Dilip Chenoy (Na0onal Skills Development Corpora0on, India) Rodrigo Cerda (WorldSkills Chile) Rico Cioccarelli (Cioccarelli Baukeramik, Switzerland) Claudia Contreras (Elektroinstallateur, Chile) Amit Dar (Educa0on Global Prac0ce, World Bank India) Chris6ne Davatz-‐Hochner (Swiss Trade Associa0on, Switzerland) Olga Dekh6arenko (RIPO, Belarus) Alina Doskanova (WorldSkills Russia) Ta6ana Drosdov Díez (Embassy of Spain in Moscow) Savas Erisen (WorldSkills Turkey) Carlos Eyharchet (Fundacion UOCRA, Argen0na) Anastacia Fetsi (European Training Founda0on, Italy) Jorge Gaspar (Ins0tuto do Emprego e Formação Proffissional IEFP Portugal) Erhan Girit (WorldSkills Turkey) Eleno Agapito Bron Gonzalez (CetUna Paraguay) Michel Guisembert (WorldSkills France) Alexey Gusev (Russian Venture Company) Anna Gushchina ('Stal'Industrial holding, Russia) Mohammad Hossein Hajiloo (WorldSkills Iran) Ma6lde Higinia (CetUna Paraguay) Hannu Immonen (Skills Finland) Alexey Ivanov (R&D Center at Federal Grid Company, Russia) Kyunghee Jeon (SamsungSkills, Korea) Dmitry Kaisin (Russian Technological Agency) Eduard Kalitski (RIPO, Belarus)

Dyah Kar6ningdyah (Ministry of Educa0on and Culture, Indonesia) Brent Kindred (SkillsUSA) Denis Konanchuk (SKOLKOVO Educa0on Development Centre, Russia) Nikolay Kuteev (Russian Technological Agency) Tim Lawrence (SkillsUSA) San-‐Quei Lin (World Skills Interna0onal, Сhinese Taipei) Yehuda Calo Livne (Shahak Training Centre Israel) Ekaterina Loshkareva (Agency for Strategic Ini0a0ves, Russia) Sergey Masyagin (University of Innopolis Russia) Ekaterina Matveeva (Europeonline, UK) Diana Carolina Mejia (SENA, Colombia) San6ago Y. Mendieta (WorldSkills Ecuador) Xavier A. Mendieta (WorldSkills Ecuador) Juan Pablo Castro Morales (SENA, Colombia) Vacharapong Mukcherd (Department of Skill Development, Ministry of Labour Thailand) Francis Mwape (WorldSkills Zambia) Prenesh Naidoo (MediaplaJorm, South Africa) Sergey Nazarenko (KAMAZ, Russia) Alexey Nikolaev (Intel, Russia) Christopher Ian Oliver (Festo Didac0c, South Africa) Kourosh Parand (Ministery of Coopera0ves, Labor and Social Welfare, and TVTO Iran) Sung Hee Park (WorldSkills Korea) Young-‐Bum Park (WorldSkills Korea) Raymond Patel (merSETA, South Africa) Dmitry Peskov (Agency for Strategic Ini0a0ves, Russia) Lilit Petrosyan (WorldSkills Armenia) Oleg Ponfilyonok (Associa0on of Small UAVs, Russia) Stefan Praschl (World Skills Interna0onal, Austria) Ernst Ralf (DMG MORI Academy, Germany) Victoria Ratnikova (WorldSkills Russia) Pyotr Schedrovitsky (G.P. Schedrovitsky Ins0tute for Development, Russia)

Kers6n Seise (WorldSkills Germany) Dmitry Shamenkov (System of Health Management, Russia) Andrey Shpitov (Festo, Russia) Kader Si-‐Tayeb (WorldSkills France) Mar6n Sneyd (Dublin Ins0tute of Technology, Ireland) Adrian Sommer (Verband Schweizerischer Elektro-‐Installa0onsfirmen, Switzerland) Ji Oh Song (Samsung Electronics, Korea) Mohamad bin Sulaiman (Department of Skills Development, Ministry of Human Resources, Malaysia) Olga Syomina (Domodedovo Training, Russia) Yasuo Takamori (Toyota Motor Corpora0on, Japan) Yasuo Torikai (Toyota Motor Corpora0on, Japan) John Twohig (WorldSkills Ireland) Ismael Ugur (WorldSkills Turkey) Maxim Usynin (Russian-‐Bri0sh Ins0tute of Management, Russia) Isacio Vallejos (CetUna Paraguay) Ester van der Linde (WorldSkills South Africa) Kirill Vasiliev (World Bank Russia) Kanissery Venugopalan (NeCur Technical Training Founda0on, India) Ravi Shanker Verma (Na0onal Skills Development Corpora0on, India) Andre Vermeulen (WorldSkills South Africa) Bu Nur Widyani (Ministry of Educa0on and Culture, Indonesia) Alina Yakovleva (Open Innova0on 2015 Forum, Russia) A Sun Yun (WorldSkills Korea) Ulan Zharmukhamedov (Kasipkor Holding, Kazakhstan) Natalia Zolotareva (Ministry of Educa0on and Science, Russia)

34

GEF Kazan: List of Moderators & Organizers

GEF Kazan Organiza6on Team Pavel Luksha Director, GEF / Report Author Ekaterina Loshkareva Program Co-‐designer, ASI Alina Doskanova Par0cipants and key speakers management, WSR Tatyana Pirog Administra0ve Director, GEF Varvara Lukashina Administra0on, ASI Ksenia Andreeva Administra0on, ASI

GEF Kazan Facilita6on Team Pavel Luksha Team leader Timour Shchoukine Facilitator, Automa0on & Digitaliza0on Ekaterina Shapyrina Facilitator, Automa0on & Digitaliza0on Pavel Surkov Facilitator, Human-‐Centered Services Tatyana Pirog Facilitator, Human-‐Centered Services Yuri Lapshin Facilitator, Educa0on & Training Systems Alexei Morozov Facilitator, Educa0on & Training Systems Dmitry Sudakov Facilitator, Global Agenda Kris0na Kashfullina Facilitator, Global Agenda

35

GEF Kazan: List of Supporters

GEF Kazan session operator Key sponsors of GEF Kazan

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