Major changes in job training are necessary to compete with AI

Photo:  Flickr

Photo: Flickr

As millions of workers see their jobs threatened by Artificial Intelligence, robots, and automation, changes in education and learning are necessary to keep people employable.

A new paper by Pew Research Center addresses this challenge and analyses five major themes –divided in two topics- about the future of jobs training in the tech age.

Hopeful themes:

1-    The training ecosystem will evolve, with a mix of innovation in all education formats. More learning systems will migrate online, online courses will get a big boost from VR, AR and AI and Universities will diversify and differentiate.

2-    Learners must cultivate 21st-century skills. Emotional intelligence, curiosity, creativity, adaptability, resilience and critical thinking will be most highly valued.

3-    New credentialing systems will arise. A College degree will still hold sway in 2026, but more employers may accept alternate credentialing systems.


4-    Training and learning systems will not meet 21st-century needs by 2026.

4-Education systems will not be up to the task of adapting to train or retrain people for the skills that will be most prized. Some people are incapable of or uninterested in self-directed learning.

5-    Technological forces will fundamentally change work and the economic landscape. There will be many millions more people and millions fewer jobs in the future. Capitalism is in trouble.

On the bright side, most experts think that the rising risk of AI and robotics for jobs has been noticed by individuals and institutions, prompting them to act.

“Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different”, says Justin Reich, executive director at the Massachusetts Institute of Technology (MIT) Teaching Systems Lab.

But others consider that our human institutions – government, business, education – are not adapting efficiently and are letting us down.

“The core assumptions driving educational content are not adapting as fast as the world is changing. We have traditional institutions invested in learning as a supply-side model rather [than] demand-side that would create proactive, self-directed learners”, observes Pamela Rutledge, director of the Media Psychology Research Center.