The Digital Revolution and the impact of the Fourth Industrial Revolution on employment and education
We are sleepwalking – Government, schools and universities – into the biggest potential disaster of modern times.
The nature and number of jobs is set to change dramatically, as this visionary booklet outlines. In 2015, the Bank of England estimated that up to 15 million jobs in Britain are at risk. Societies with
large numbers of jobless are unhappy, dangerous places.
Yet schools and universities continue to trot out their twentieth-century, nineteenth even, formulae. Economic revolutions in the past, they say, have always been advantageous; this one will be no different. Ah, but it will be. Very different.
Professor David Deming at the Harvard Graduate School of Education and a faculty research fellow at the National Bureau of Economic Research in the USA, has argued convincingly that the very skills prioritised by linear thinking schools and universities are precisely the ones that algorithms are able to perform much quicker, more profoundly and reliably than humans.
We need to focus far more, if we are to prepare our young for tomorrow’s economy, and to optimise its infinite possibilities, on active as opposed to passive learning, on technical entrepreneurial skills, on personal and collaborative skills that teach us how to live intelligent and fulfilling lives, and how to work and live harmoniously with others.