Loading...

Redesigning education landscapes for the future of work

The G20 is an international forum for the governments. Membership of the G20 consists of 19 individual countries plus the European Union (EU). The T20 provides research-based policy advice to the G20, facilitates interaction among its members and the policy community, and communicates with the broader public about issues of global importance. During the Argentine G20 presidency, the T20 will develop policy recommendations through 10 Task Forces. Here more information on these Task Forces.

In this context, our team of Fundación Ceibal works in close collaboration with CIPPEC to elaborate public policy proposals in the field of “Education for the future”.

Here you can find the joint policy brief we wrote, entitled: ”Redesigning education landscapes for the future of work: third-space literacies and alternative learning models”. This document is part of the Think 20 - Education Task Force: Future of Work and Education in the Digital Age (Policy Brief).

Summary: Educational policy-making faces increasingly complex challenges for ensuring individuals acquire the skills and knowledge needed in a society shaped by automation, artificial intelligence and ICT. Technology-driven transformations are redefining the role of education, the value of knowledge and skills, along with the structure, institutions and mechanisms that have so far been used for raising human capital through formal instruction. In this context, non-formal learning, third-space literacies and alternative mechanisms for upskilling and certification are emerging throughout the world, aiming to secure employability and to prepare youth for entering a demanding and increasingly competing job market. The emergence of alternative educational opportunities raises diverse questions related to the future of formal education. Can these alternative forms of education be considered valid mechanisms to raise human capital? If non-formal mechanisms continue to expand, the role of the State in educational policy-making also needs to be reassessed. That includes dimensions such as regulation, certification, quality of non-formal education among others. The present paper aims to briefly reflect on the alternative models that have emerged during the past few years and some of their implications. The scope of the policy brief is to address the issues presented above in light of the challenges that formal education faces for bridging the gap between schooling, learning and employability and to provide recommendations across the main areas identified.
Bridges to the Future of Education: Policy Recommendations for the Digital Age. This book gathers educational policy documents published in the T20 Argentina process during 2018 within the framework of the Working Group “The Future of Work and Education for the Digital Era”. This production proposes recommendations oriented to the educational priorities established by the G20: 21st century skills development and education financing.
The document was elaborated by:

Posted in aprendizaje colaborativo, Education and ICT on Sep 24, 2018

Cristóbal Cobo