3FOOD

Third Industrial Revolution Consulting Group
6 Educational
6.1 Coding (programming) should be fully integrated into the educational curriculum from
an early age. Mastering code skills have been shown to be achievable by elementary
school children around the world. To become adept at creating and producing
applications, as well as how to knowledgeably use apps is a valuable learning exercise. This
measure could stimulate young people’s interest in ICT and related career opportunities.
ICT is identified as a key priority economic sector in the Grand Duchy. Luxembourg has
successfully developed into a global hub for information and communication technologies
(ICT) and aims to position itself as a center of excellence in cyber security and data
protection. The sector continuously experiences high rates of economic growth and job
creation. At the same time, many companies struggle to find qualified staff.
6.2 Promote Digital savvy learning skills and competences by having students collaborate in
mapping inventories of community resources. One of the most evident dynamics among
digitally savvy persons is the extensive peer-to-peer learning – sharing knowledge – that
occurs relative to an individual discerning the knowledge by just reading a book. Becoming
digitally savvy happens most rapidly through seeing-and-doing as a result of sharing and
learning. Teams raise their level of digital knowledge and know-how by swiftly circulating
tips, competencies, and numerous insights-on-the-fly. Teams including a diverse mix of
students with different knowledge strengths or interest predispositions also enhances
peer-to-peer learning experiences; imagine a team with the following diversities: artist,
strong code programmer, mechanical “gearhead” adept, electrical/electronic adept, mathfinance
adept, policy wonk, communication adept. The team’s diversity in sharing
strengths is a learning experience in itself, in addition to the know-how gains. Now
augment that with the reality that students with smartphones or phablets effectively have
access to pocket supercomputers capable of carrying out scores of applications. Semester
by semester students can learn while contributing to their community’s open source
platform mappings of resource inventories. Detailed examples of what can be done are
freely available on the Internet. Students can use their schools, neighborhoods, streets,
parks, streams, walkways, bikeways, street lamps, tree canopies, gardens, food wastes,
discharges into waterways, etc. to gather data, code apps for analyzing the data, and
present insights. With the availability of low-cost wireless smart sensor networks the
students can set up experiments, test hypothesizes, gather data for confirming or
disproving their hypotheses, and create a dataset that can be made available open source
for other students to build upon. These kinds of projects could be integrated with and/or
emerge from student activities at “Makerspaces,” “Science Centre Differdange,” and
418