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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
Third Industrial Revolution Consulting Group “Scienteenslab.” Such collaborative initiatives help promote sound entrepreneurial traits by stimulating a proactive spirit, revealing personal talents and ambitions, fostering creativity and originality, as well as raising consciousness and responsibility on ecologic, social, political, and economic issues. 6.3 Review the system of performance assessment in school. By sanctioning errors instead of rewarding assignments done well, fundamental qualities of entrepreneurship are marginalized as students are neither encouraged to take risks nor supported to be creative or develop individual ideas. To support entrepreneurship, failures must be tolerated – a cultural change in performance assessment is desirable, if not necessary. 419
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