icde lillehammer lll summit

ICDE Lillehammer Lifelong Learning Summit

Partner meeting 1 September, Oslo, Noway

Gard Titlestad, Secretary General

International Council for Open and Distance Education

Member of the Governing Board

Open, Transparent,Accountable and focuson Good Governance

SupportFrom

Norway29 years

UNESCO Partner

>50 years

SINCE 1938

To be the global facilitator for inclusive, flexible, quality learning and teaching in the digital age.

ICDE

The Fourth Industrial Revolution

Add now:

Artificial intelligence,

cognitive technologies and

robotics

Neurotechnologies

Ubiquitous presence of linked

sensors

New computing technologies

Virtual and augmented realities

As the

MOOCsMassiv Online and Open Courses

flooded higher education

5 years ago

Now it is AIArtificial Intelligence

2017

Why Education Is

the Hardest Sector

of the Economy to

Automate

10 Roles For

Artificial

Intelligence In

Education

IBM Watson

Artificial intelligence will transform

universities. Here’s how

WEF

Newsweek

The Entire Internet

Only Matched the

Capacity of the Human Brain in 2010

AI keynotes

Build awareness and insight

Establish relevant courses and educational offerings to build competencies

Take part in the debate on the future directions and ethics

• On 25 September 2015, the United Nations General Assembly formally adopted the universal, integrated and transformative 2030 Agenda for Sustainable Development, along with a set of 17 Sustainable Development Goals and 169 associated targets.

Education influencing all 17 SDGs

Goal 4: Ensure inclusiveand equitable qualityeducation and promotelifelong learningopportunities for all

Main principles

• Education is a fundamental human right and an enabling right.

• Education is a public good, of which the state is the duty bearer.

• Gender equality is inextricably linked to the right to education for all.

Target 3, point 43.:A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities canincrease access, equity, quality and relevance, and narrow the gap between what is taught at tertiaryeducation institutions and whateconomies and societies demand. The provision of tertiary educationshould be progressively free, in line with existing internationalagreements.

Where are we now?

One year after………..

http://gem-report-2016.unesco.org/en/home/

World is not set to achieve key global education

commitments until 2084.

PROJECTIONS FOR EDUCATION 2030

2030 2042 2059 2084

Universal

primary

completion

Universal

Upper

secondary

completion

Universal

Lower

secondary

completion

YEAR

Education 2030

deadline

Education 2030

deadline

2042 2059 2084

YEAR Global average

Universal

primary

completion

Universal

Upper

secondary

completion

Universal

Lower

secondary

completion

2015

SDGs

adopted

20872051 2062

Southern Asia

After 21002080 2089

Sub-Saharan Africa

To have economic growth you need 8 – 9 years average education.

Digitalisering og teknologisk utvikling

Demografisk utvikling

Endring i arbeidslivet som følge av globalisering

Hvorfor?

Informal/non-formal

RAPID AND DIVERSE EXPANSION OF HIGHER EDUCATION ENROLMENT

100 mill200 mill

2000 2015 2030

435 mill

Only possible facilitated by technology and flexible learning

USA: 99 % av den nye jobbskapningen2008 – 2016 krevde mer enn

videregående skole

Kravene til nyutdannede i ”gamle” jobber synker

Litt om Norge

Digitalisering og automatisering

28.08.2017 Lansering av NHOs kompetansebarometer 34

• «En av tre norske jobber (ca 900 000) kan bli digitalisert i løpet av 20 år» (SSB)

• «Halvparten av alle jobber kan bli borte om 20 år» (Svensk undersøkelse)

• «Butikkmedarbeidere, regnskapsførere og takstmenn er blant de utsatte yrkene» (Aftenposten)

• «Er du postmann eller bibliotekar, kan det være på tide å finne seg en ny jobb» (E24)

Har eller planlegger bedriften å ta i bruk noen form for digitalisering/automatisering

de neste fem år?


Bedriften har implementert digitalisering/automatisering av prosesser/arbeidsoppgaver; 33%

Bedriften planlegger å implementere digitalisering/automatisering av

prosesser/arbeidsoppgaver30%

Det er ikke aktuelt eller relevant for oss

34%

Endret behov for kompetanse etter utdanningsnivå som følge

av digitalisering


6%

26%

27%

28%

23%

6%

5%

70%

60%

61%

62%

63%

64%

60%

24%

14%

12%

11%

14%

30%

35%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Doktorgrad

Mastergrad

Bachelorgrad

Fagskoleutdanning

Videregående opplæring, yrkesfag

Videregående opplæring, studieforberedende

Fullført grunnskoleutdanning

Større behov (%) Samme behov (%) Mindre behov (%)

Endret behov for kompetanse etter fagområder som følge av

digitalisering


5%

3%

2%

4%

19%

43%

23%

4%

4%

13%

76%

78%

79%

77%

68%

51%

68%

78%

78%

75%

18%

19%

20%

19%

13%

7%

9%

18%

17%

12%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Forsvars- og sikkerhetsfag

Helse-, sosial- og idrettsfag

Humanistiske og estetiske fag

Lærerutdanning og pedagogiske fag

Matematikk/naturvitenskapelige fag

Ingeniør og tekniske fag

Håndverksfag

Primærnæringsfag

Samferdselsfag

Samfunnsfag, juridiske fag, økonomiske og administrative fag

Større behov (%) Samme behov (%) Mindre behov (%)

Prof. Dae Joon Hwang, Sungkyunkwan University, Seoul, Korea, [email protected] IITE Governing Board Member, Moscow

The 2017 Dujiangyan International Forum: Ensuring the Quality of Education and Lifelong Learning through ICT, 13-14

July2017, Chengdu, China

Technology Transformation

for Pedagogy Innovation

What is our ultimate goal?

mailto:[email protected]

”TOWARDS INCLUSIVE AND EQUITABLEQUALITY EDUCATION AND LIFELONGLEARNING FOR ALL”

Sustainable Development Goal 4: Education 2030

[email protected]

www.icde.org

mailto:[email protected]

http://www.icde.org