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Third Industrial Revolution Consulting Group By mid-Century, if not sooner, a sizeable percentage of people employed around the world will be in the nonprofit sector, busily engaged in advancing the social economy, and purchasing at least some of their goods and services in a highly automated capitalist marketplace. John Maynard Keynes’s futurist essay, written more than 80 years ago for his grandchildren, envisioned a world where machines have freed up human beings from toil in the marketplace to engage in deep cultural participation in the social economy in the pursuit of more lofty and transcendent goals. It might prove to be his most accurate economic forecast. Preparing students for the opportunities and challenges that accompany the transition into a Digital Luxembourg and a Third Industrial Revolution economy requires a fundamental rethinking of the nature of education. According to the Pearson survey on Education and Skills for Life, which ranks the top performing public school systems in the world, Luxembourg is not included among the top 40 educational systems, suggesting that Luxembourg will have to undergo a steep transformation in its educational practices. Education, Elucidation and Information The Working Group makes compelling arguments about the need for transforming the educational experience so that youngsters obtain early experience on what it means to be enterprising and “digitally savvy.” Transversal skills such as critical thinking and reflection, systems thinking, networking, empowering and participation are future key factors for bringing about positive economic and social change. In relation to TIR, two topics must be addressed: 1) the identification and education of future-proof skills to meet labor market needs and 2) the use of new technologies for knowledge transfer. To fit the requirements of 21st Century, students should learn in a social and participatory way. Input from the business community and civil society should be included in school curricula. Interdisciplinary projects linking theory and practice could enrich education and widen student’s horizon. A crucial aspect to ensure a high quality of education is the training of teaching staff. Teachers need a high level of digital literacy to impart digital knowledge and skills. This is well recognized by the Ministry of National Education, Children and Youth, in its efforts to prepare schools and students to the challenges of the 21st Century. The aim of Luxembourg’s schools is to form young people able to adapt to a fast changing environment. Therefore, learning situations favoring comprehension of society and the world, individual fulfilment, and personal well-being must be created. Skills must be developed in four essential domains: communication, collaboration, creativity and critical thinking. 400
Third Industrial Revolution Consulting Group Digital(4)Education is a new Luxembourg government ICT initiative launched in 2015. “The main objectives of the strategy are firstly a digital education, meaning to prepare students for a complex and continuously changing work environment as well as for their role as citizen, and secondly the promotion of new learning strategies and innovative pedagogic projects using digital technologies. The strategy is built on the following five dimensions: 1) digital citizen, initiating students in essential ICT-based applications like administrative procedures, communication with authorities, e-banking, etc. 2) digital peer, broaching issues on the safe and responsible use of the internet, 3) digital learner, creating the required learning environment, 4) digital worker, teaching basic technological tools and 5) digital entrepreneur, offering activities to stimulate talents and encourage the students to deal with ICT tools.” (See visual below) Source: Digital4education, http://portal.education.lu/digital4education/ With the ubiquitous access to inexpensive smart phones, a profound transformation has been unleashed. Each individual with access to a smartphone or tablet (hand-held device) essentially has a pocket supercomputer. This situation increases the degrees of freedom for an individual in having access to an essentially limitless amount of information and knowledge, but also imposes new social responsibilities and obligations. The responsibilities turn on taking initiatives in pursuing one’s educational needs and recognizing that literally in their hands is the largest open source library in the history of humankind for pursuing life-long learning. 401
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