What skill are needed in a changing world?

For a global competitiveness, major graduates should have 21st-century skills as well as the ability to adopt and adapt to the disruption in Fourth Industrial Revolution. Without this ability in near future, no one will get job or sustain on the job market for a longer period.

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— Innovation Arts

THE Fourth Industrial Revolution, or 4IR, has now become a buzzword, but still most people are not much aware of how this new digital landscape will have a significant impact on the daily life. Technologies like artificial intelligence, robotics, virtual reality, biotechnology, blockchain, 3D printing, and the internet of things are taking the place of humans in different sectors. The successful implementation of the modern technologies in a particular country, however, depends on the culture, norms, value systems, political and economic capacity of a country. Many scholars have predicted that the quality and productivity of industry products are enhanced by a successful transformation of automation under the Fourth Industrial Revolution. The volume of work and job will expand with the invention and development of various new technologies such as robotics, nanotechnology, and the automation process. According to the World Economic Forum, automation will be substitute for 800 million unskilled workers worldwide by 2030. To cope with the technologies of the Fourth Industrial Revolution, both developed and developing countries will face serious challenges. Developed nations will, perhaps, face less risks than developing nations because of their advanced technologies and skilled human resources. But because of a lack of skilled human resources, large-scale investments, modern infrastructure, unstable political culture and ineffective public policy, developing countries are lagging behind on a global scale. South Asian developing countries such as India, Pakistan, Nepal, and Sri Lanka are also moving towards the Fourth Industrial Revolution. They are trying to adopt innovations of the Fourth Industrial Revolution to upgrade their local industries. Gradually, Bangladesh is emerging as a growing economic power in South Asia with a notable progress in many fields. With such development, it is expected that Bangladesh will leave the least developed country category by 2026. Differences in automation potential between countries will depend on the structure of economies, the relative level of wages and size and the dynamics of the work force. Jobs will also be created from technologies that are yet to be available. Thus, automation will affect all jobs to varying degrees. But not all jobs are at risk of being fully automated. Technical and vocational education and training is the master key to the socio-economic development of a country. Graduates of technical and vocational education and training are majorly considered as the key change-makers on the labour market. For a global competitiveness, major graduates should have 21st-century skills as well as the ability to adopt and adapt to the disruption in Fourth Industrial Revolution. Without this ability in near future, no one will get job or sustain on the job market for a longer period. Poor quality in technical and vocational education and training can lead us to produce poor products and services and dissatisfied customers.

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Economic development activities under the Sustainable Development Goals in developing and developed countries need to be a tag on balancing between the needs of humanity as well as protecting the planet, which is now looming as a big question for nations. The disruptive new models of the Fourth Industrial Revolution will constantly expand opportunities for the production and improvement of businesses. The question is that how will the Fourth Industrial Revolution affect sustainable development. And will it manage to put humanity’s future on the spotlight?

A report by the International Labour Organisation estimates that automation will replace jobs of 137 million people in Southeast Asia within the next 20 years. Technical and vocational education and training is widely recognised as a vital driving force for the socio-economic growth and technical development of nations. Therefore, in order to ensure the quality of technical and vocational education and training, countries first need to address the issue of continued and improved training in science, technology, engineering, and mathematics subjects as well as investment in information and communications technologies. Many countries such as Bangladesh have taken the initiative to expand and focus on these areas over the past several years, yet continued efforts are needed to expand existing facilities and improve human resource and management capacity. However, creative problem-solving, people management, and social intelligence remain significant bottlenecks to machine learning and artificial intelligence. This means that ‘soft’ skills — transversal competencies or 21st-century skills — will increase in value as these fields mature. Therefore, for policymakers, bridging critical thinking and problem-solving with technology-inclusive entrepreneurship programmes may be positioned to generate the kinds of intuitive thinkers that understand the future.

Skills development approach

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The following are ideas that need to be implemented to foster Fourth Industrial Revolution skills: a 4IR centre for nation-building in sync with IR4; Upskilling and re-skilling the existing workforce; introducing technical and vocational education and training curriculum in primary and secondary education; including ICT programming, cybersecurity and 4IR-based technology course in all streams of education; giving preference to the admission of science background student for polytechnic education; political commitment to nation-building to cope with the industrial revolution; skills requirements in the form of qualifications from technical and vocational education and training institutions; technical and vocational education and training management to meet industry requirements; collaboration between industry and institutions to promote real-world problem-solving; application of artificial intelligence in education and more thought to interdisciplinary training/multidisciplinary training; the update of traditional subjects to project-based learning; the upgrade of the social status of technical and vocational education and training education; need for opportunities for life-long learning/pathways to higher education; significant changes in teaching methods and organisational structures; the use of gaming to develop Fourth Industrial Revolution skills to cater for Gen Y and millennials in technical and vocational education and training education; and integrating the internet of things and augmented reality technologies in educational institution laboratories. Considering the context of the Fourth Industrial Revolution, the Institute of Diploma Engineers focuses on addressing the current issues and challenges related to skills, technology and employment to work out the solutions for guiding the nations. To address the trends, based on the encouraging responses of participants from the CPSC member countries, the institute held conferences in 2015 and 2017 and an international conference, jointly, in February 2020 in Bangladesh on the theme of ‘skills readiness for achieving SDGs and adopting IR 4.0.’ The conferences covered emerging technologies and industry issues and the types of skills needed to succeed in a fast-changing world.

AKMA Hamid is president of Institute of Diploma Engineers, Bangladesh.

newagebd.net - Skills needed in a changing world - New Age

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