A topic I have been thinking about for a while now is what is the future of work, and of employment. There are a number of questions which come up, to which I must say I don’t have any answers.
One question I think about is the expected mismatch between the demand and availability of work in the future. Another is about the possible mismatch between skills requirement and availability.
Coming to the question of expected mismatch between work demand and availability, one dimension we need to consider, when building future scenarios is overall population. We are told repeatedly that technology is meant to make our lives easier, so we can spend more time with our loved ones. While thats a nice idea, what that means is that in the future, we are likely going to see much more work being automated at a global level, with people having to work less and less. This means lower demand for human resources, which could lead to a future this op-ed from Washington Post describes.
That said, however, there is another aspect which we need to consider. This is the fact that while a number of traditional occupations might not be around a few decades from now, there are likely going to be a number of new occupations, or even industries which could be generated over a period of time, as this piece from University of Kent tells us. While video games have been around for a while, no one could have anticipated the level of growth the gaming industry would see, for instance. New occupations and industries, of course, would require different skills, something we need to prepare our children for.
The other dimension is the mismatch between skills demand and availability. With Europe growing older, for instance, Europe will likely need to import workers, and with Africa growing younger, its quite simple to see where the additional workers required would come from.
This is an illustration of possible imbalances we could see in the future. The larger point here is this … the regions of the world which are well-off are likely to have fewer people in working age-groups in the future, while the regions which would have larger working-age populations would likely be unable to give access to the kind of education required to meet the needs of the job market.
Does this mean that it might be important for certain regions of the world to subsidise education and skill-building in other parts of the world? Should Japan, for instance, invest in education/skill-building in India? In other words, are we headed toward a far more integrated world as the viable solution to the problems of tomorrow?
Now this video should be a mandatory part of any cricketer’s education … and if you either have dreams of having been a batsman, or aspirations to be one, then this is a must-watch.
All six of them effortless. Sheer poetry.
About blogging, I find, the ideas are relatively simple to define and build upon, while the topic is the difficult part. The topic being done, let’s get to the idea of this post.
There are two basic problems with education delivery today, I feel. One is the shortage of skilled teachers, and the other is the piecemeal approach to concepts taught to children. Let’s look at these one by one.
When talking about shortage of skilled teachers, I don’t mean at the aggregate level. The problem facing education is that while in pockets skilled teachers are available, there are also pockets where they are not. In the age of technology, this gap should be one that should be easy to bridge. Having said that, I believe that on can’t rely on purely virtual education delivery when introducing a new subject, which is what is the a of the education system for the most part. So we might need to look at a blended approach towards doing that. For this blended approach, content taught could be divided into three parts: pure theory, guided problem-solving, and practical application. Concepts of a subject could be taught through recorded lectures, for which a panel of distinguished teachers could be identified from the vast pool available. This would help being the best teachers to students in areas where they are not available. At the same time, this would standardize the delivery of basic concepts. Building upon these concepts, to develop skills of applying these concepts, a set of real-life scenarios could be developed. These would need to be delivered in-person, and would help students to learn how these concepts could be applied to solve problems. These could be simulations or case studies, depending on the requirements of the course being taught. Building on these would be labs to experiment and to apply concepts, as required.
The other aspect is the piecemeal approach to teaching. Children are taught mathematics and physics and economics and history as separate subjects. The concepts they learn and their application are demarcated by subject, while in reality, these subjects are interrelated, and so also should their teaching be. To address this, and to develop holistic problem-solving skills, which enable students to see the big picture, appreciate systems, and building systemic thinking, classwork, homework, and exams should be based on a systemic approach, where students are able to see the system as a whole, understand it in it’s entirety, and be able to understand impact of one thing on another.