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Developing the software talent companies need to grow means thinking in terms of skills rather than roles to navigate this period of uncertainty around talent.
What is the AI Risk Repository?
The AI Risk Repository has three parts:
The AI Risk Database captures 700+ risks extracted from 43 existing frameworks, with quotes and page numbers.
The Causal Taxonomy of AI Risks classifies how, when, and why these risks occur.
The Domain Taxonomy of AI Risks classifies these risks into seven domains (e.g., “Misinformation”) and 23 subdomains (e.g., “False or misleading information”).
How can I use the Repository?
The AI Risk Repository provides:
An accessible overview of the AI risk landscape.
A regularly updated source of information about new risks and research.
A common frame of reference for researchers, developers, businesses, evaluators, auditors, policymakers, and regulators.
A resource to help develop research, curricula, audits, and policy.
An easy way to find relevant risks and research.
The study highlights the crucial role of TVET systems in this transition, identifying barriers and enablers to integrating circular economy principles in TVET curricula in Ghana, Kenya, and South Africa. Key factors include policy frameworks, industry partnerships, curriculum updates, and coordinated efforts between TVET authorities and industry stakeholders. The study underscores the need for capacity building and investment to realize TVET's potential in supporting a circular economy.
In recognition of our 50th anniversary, we are highlighting examples of where the work of MDRC and its partners is making a difference. Sectoral training programs prepare people for high-quality jobs in industries that have strong local demand and offer the opportunity for career advancement. Research has shown that these programs increase employment rates and earnings. This seven-minute video highlights the history of sectoral training, the evidence of its effectiveness, and success stories from participants in some of the best programs.
fter nearly two years of debate, the verdict is in: generative AI (gen AI) is here to stay, and its business potential is massive. We’ve already witnessed an exponential rate of gen-AI-related innovation, which promises to accelerate automation and enhance productivity, innovation, and the quality of work, as well as the employee and customer experience. The companies that fail to act and adapt now will likely struggle to catch up in the future.
Despite all the buzz, most companies have yet to scratch the surface of gen AI’s promise. A recent McKinsey Global Survey reveals that employees are far ahead of their organizations in using gen AI,1 as companies have been slow to adopt in ways that could realize gen AI’s trillion-dollar opportunity. To harness employees’ enthusiasm and stay ahead, companies need a holistic approach to transforming how the whole organization works with gen AI; the technology alone won’t create value. This means applying gen AI in ways that enable the business strategy: by reinventing operating models and entire domains,2 by reimagining talent and skilling, and by reinforcing changes through robust governance and infrastructure.
Abstract
This study collects data on inclusive education practices within Technical Vocational Education and Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic review methodology, the research examines international policies, government reports, and peer-reviewed journal articles relevant to inclusive education in the TVET sector. The objective is to present an overview of current practices, policies, and guidelines, assess the provision of inclusive facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive education policies in the three countries, the TVET sector continues to inadequately address the diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain systemically segregated, thereby excluding individuals with special needs. The literature indicates that effective inclusive practices depend more on the institutional implementation of inclusive processes than students’ abilities. The findings reveal gaps in both policy and practice, highlighting that many TVET teachers lack training in inclusive education pedagogies. Furthermore, there are inadequate funding mechanisms to modernise existing infrastructure, acquire specialised equipment for laboratory work, and support inclusive pedagogies and assessments. Leaders within TVET institutions must recognise the exclusionary barriers faced by individuals and develop solutions to overcome these obstacles.
The Canadian workforce is aging. As more mature workers exit, the economy is at risk of labour and skills shortages.
Research consistently shows that career development is the most effective strategy managers can employ to boost retention, engagement, productivity, and overall results. Yet, many managers find themselves overwhelmed, believing they lack the time for yet another meeting or don't know what to say when there are no open positions to promote someone to.
It's essential to recognize that not every employee is seeking a promotion, and discussions about career development don't always need to stretch into lengthy 30-minute meetings.
It's also important to understand that career development is not the sole responsibility of HR but of every leader in the organization.
Some may wonder, "Why should I care about developing team members and employee retention? Given the current state of the job market, there's nowhere for people to go."
This study provides experimental estimates of the number and percentage of workers in Canada potentially susceptible to AI-related job transformation based on the complementarity-adjusted AI occupational exposure index.
What can the world’s universities do to support Gaza’s universities and the academic community at this time of crisis? And how? In a new briefing paper, I examine the role of universities at times of war and crisis, putting forward ideas for universities to implement.
The policy brief, The Role of World Universities at Times of War and Crisis: Widening participation and the reconstruction of higher education in the Gaza Strip (Occupied Palestinian Territories), published this month by the University of Cambridge Centre for Business Research, calls for extra efforts to be made to widen access for the Palestinian academic community, including both those who remain in Gaza and who are abroad, and for the creation of an inclusive space at universities that addresses the needs of students and staff from war-torn zones and conflict-affected areas.
Furthermore, it calls on universities around the world to contribute to the reconstruction of Gaza’s universities as soon as this is possible, for example, by investing in the physical rebuilding of university spaces and supporting Gaza’s universities by sharing expertise and resources.
AT A GLANCE
Overall, a total of 26-38% of jobs in Latin America and the Caribbean could be exposed to Generative AI.
Generative AI could result in a productivity-enhancing transformation of 8-14% of jobs, with a higher likelihood in urban, educated, and formal sectors, and among higher-income earners.
About 2-5% of jobs are at risk of full automation due to the current capabilities of GenAI.
Up to half of the jobs that could improve productivity with GenAI – about 17 million jobs – are hindered by gaps in digital access and infrastructure.
Governments should implement policies to protect jobs, enhance productivity, and maximize the transformative potential of GenAI to promote more inclusive growth and sustainable development.
This report, co-authored by the United Nations and the International Labour Organization, addresses the critical issue of the uneven adoption of Artificial Intelligence (AI) and its implications for global equity, fairness, and social justice. Disparities in access to digital infrastructure, advanced technology, quality education, and training are deepening existing inequalities, particularly as the global economy shifts towards AI-driven production and innovation. Less developed countries risk being left behind, exacerbating economic and social divides. The report stresses the importance of targeted and concerted efforts to bridge this digital divide to ensure AI's potential to foster sustainable development and alleviate poverty. It highlights the role of the workplace in AI adoption, where productivity gains and improved working conditions can be achieved with the right conditions, including digital infrastructure, skills, and a culture of social dialogue. Promoting inclusive growth requires proactive strategies to support AI development in disadvantaged regions, enhance digital infrastructure, build AI skills, and ensure good quality jobs along the AI value chain. International collaboration in AI capacity building is crucial to create a more equitable and resilient AI ecosystem, unlocking opportunities for shared prosperity and human advancement worldwide. The report calls for continued collaborative efforts to shape global AI governance, uphold human dignity and labour standards, and expand economic opportunities for all.
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Description
There are plenty of webinars about the promise of AI to streamline instructional design. This one is different. Margie Meacham offers a balanced perspective on AI's potential benefits, limitations, and risks. She'll cover effective AI applications that enhance learning experiences, such as personalized content creation, adaptive assessments, and intelligent tutoring systems, but she'll also address common pitfalls and ineffective uses of AI in educational contexts, helping instructional designers avoid costly mistakes and wasted efforts.
Throughout the webinar, we'll delve into practical, real-world examples of AI implementation in adult learning settings. Attendees will learn how to leverage AI tools to streamline workflow, improve learner engagement, and create more inclusive educational content. We'll also discuss critical ethical considerations, including data privacy concerns, the potential for bias in AI-generated content, and the importance of maintaining human oversight in the learning process. By the end of the session, participants will have a clear understanding of how to responsibly integrate AI into their instructional design practices, maximizing its benefits while mitigating potential risks.
The purpose of this textbook is to support the teacher in doing this. It has been built in the context of the Erasmus+ project AI4T. Teams from Ireland, Luxembourg, Italy, Slovenia and France have worked together to propose learning resources for teachers to be able to learn about AI – specifically AI for education. The learning material and a presentation of the project and its results can be found on AI4T’s webpage (https://www.ai4t.eu/).
Training teachers is an essential task for all ministries involved. The objectives are the following:
Making teachers aware of why such training is good. It can’t be an imposed decision; it has to be shared.
Introducing AI: from our experience of many conferences and workshops, there are participants who have explored, read and digested the topic. However, the vast majority have not.
Explaining how AI works in the classroom. What are the mechanisms? What are the key ideas?
Using AI in educative tasks.
Analysing what is happening in the field and being active of future changes.
Summary
Even against a backdrop of economic uncertainty—driven by high inflation and interest rates, generative AI, international conflicts, changing demographics, and a shifting policy environment—the future of good jobs in the US looks promising. Economic opportunity will increasingly favor workers with higher levels of education and training.
The Future of Good Jobs: Projections through 2031 forecasts the number of good jobs in 2031 for workers ages 25–64 by 22 occupational groups and three educational pathways (bachelor’s degree, middle skills, and high school). The report finds that while there will be good jobs on every educational pathway in 2031, only 15 percent will be available to workers on the high school pathway, compared to 66 percent on the bachelor’s degree pathway and 19 percent on the middle-skills pathway.
Concerns have been voiced about the effect of new technology on existing jobs many times throughout history.
But while new technology often replaces certain jobs, it also creates new roles.
Investment in skills and infrastructure will help economies adapt to the changes that the latest technology – artificial intelligence (AI) – will usher in.
In 2023, in Australia there were 252 105 VET in Schools students, consisting of:
-▪ 7.7% (or 19 310) school-based apprentices and trainees
-▪ 92.3% (or 232 795) students undertaking other VET in Schools programs.
Not only has 2024 marked Kenya’s TVET sector’s 100th anniversary, but it has also seen one of the greatest shifts ever recorded in the nation’s higher education history.
The Kenya Universities and Colleges Central Placement Service (KUCCPS) 2023-24 intake record shows a larger number of students opting to pursue technical and vocational education and training (TVET) programmes as opposed to university degrees, which have been the norm in previous years. Moreover, the data also reveals that most of the students joining the TVETs in 2024 are women, according to the TVETA (Technical and Vocational Education and Training Authority).
On 29 July 2024, Kenya TVETs celebrated their 100-year milestone with a colourful event at the Kabete National Polytechnic, attended by various TVET heads and stakeholders. During the event, various heads took to the podium to share some of the changes and strides made in the sector that have helped TVETs finally get the respect and recognition they enjoy today.
Changes in job market demands, reduced fee requirements for TVETs, and access to higher education loans for TVETs are some of the key factors that contributed to the influx of students into TVETs. In 2022, the KUCCPS data showed a dip in university enrolment from 452,089 to 448,482, while that of TVETs hit 265,095 from 217,440. The 2023 TVET records stand at 367,925 with 54.6% (200,893) men and 45.4% (167,032) women.
Abstract
Shortages in recruiting skilled workers have made many Foreign Direct Investment companies (FDI) in Vietnam engage with training at the workplace. Training on the job has become a highly effective solution in TVET Vietnam. It has, however, been considered an informal learning model concerning Vietnam TVET law, applied mostly in the logistics and engineering branches. Besides efforts from industry, TVET Vietnam has also received support from partner countries via foreign agencies such as JICA from Japan, KOICA from South Korea, GIZ (German development agency), and DIHK from Germany, which research on human resources and the impact of labour force quality on industry’s skills demand. This is in order to give advice concerning TVET policies or provide solutions for bridging gaps between TVET stakeholders, such as strengthening cooperation in training via the development of a dual training model or a tripartite model between vocational schools and enterprises as well as promoting TVET trainers and teachers’ training in order to upgrade their qualifications and acknowledge informal training. This paper summarizes the author’s observations and participation in TVET Vietnam to sketch out insights into cooperation in training programs and introduces some lessons learned from international practices that have had an impact on changes in policy and TVET training in Vietnam. It will also discuss how TVET Vietnam can learn from international practices in setting up cooperation in curricula development and organizing cooperative training operations between important main TVET stakeholders: companies and state-run vocational schools. Finally, the paper offers suggestions on applicable cooperative training solutions, such as the dual model and clustering in cooperative training operations related to international experiences.
Canadian youths face unique challenges in finding work, resulting in higher unemployment rates and lower workforce participation rates compared to the Canadian average.
The present report represents the culmination of this joint process. It is addressed primarily to the
Ministère de l’Enseignement supérieur, but also to the college and university community as a whole. The
committee proposes 20 recommendations to ensure the judicious use of generative AI in Québec
colleges and universities, should its use be normalized.
Private career colleges (PCCs) constitute a significant yet understudied aspect of the postsecondary sector in Canada. Career colleges, as they are known in Ontario, offer short, non-degree-level programs focused on career and vocational training suited to the labour market. While the number of PCCs in the country is in constant flux, Ontario had 780 such institutions in 2023, making up more than half of the 1,500 registered nationally. As part of the Higher Education Quality Council of Ontario’s (HEQCO) Consortium on International Education, a new report from the University of Toronto scans the regulatory environment of PCCs, offering a comprehensive overview of the landscape in Ontario and across the country.
In recent years, a significant proportion of PCC enrolments were made up of international students. However, recently announced limits to student visas and work permits will likely see those enrolments drop. Amidst these policy shifts there remains a lack of detailed and current research on how career colleges in Ontario are established, governed and regulated to meet provincial goals. A clear understanding of the PCC landscape will be crucial to policy discussions about the future of PCCs when the recent visa and work permit limits expire in 2026.
The report offers an overview of PCCs using publicly available legislation, provincial regulations, grey literature and interviews with senior ministry officials responsible for the regulation of PCCs. Divided into four sections, the report outlines the types and requirements of PCCs across Canada; institutional licensing and renewal processes; the requirements for registration as a Designated Learning Institution, which is necessary for enrolling international students; and the student services and supports available at PCCs, including funding programs, counseling services and housing supports.
In an era of rapid technological advancement and the adoption of digital transformation to streamline our educational processes, health professions education (HPE) is at a crossroads. While digital transformation has revolutionised many sectors, the adoption of cutting-edge technologies in HPE in Southern Africa has been slow.
This ongoing transformation presents both exciting opportunities and challenges for higher education institutions as they continue to strengthen their pedagogical approach to the teaching and training of healthcare professionals.
Traditional methods of teaching, while still valuable, are becoming increasingly insufficient as the sole teaching practice. These methods are being complemented by innovative approaches to better prepare students for a technology-driven world of work.
However, many tertiary institutions have been approaching artificial intelligence-enhanced tools with much trepidation, fear, curiosity and mixed emotions due to challenges regarding academic integrity and the inability of educators to detect academic dishonesty in students’ work, despite the accuracy of artificial intelligence (AI) detection tools.
This shows that the use of some tools may offer the best opportunities, but also the worst and most wicked challenges in higher education. However, what cannot be disputed is the potential use of AI in the sector and how this is linked to effective learning and teaching in the HPE classroom.
Empirical evidence on the potential impacts of generative artificial intelligence (GenAI) is mostly focused on high-income countries. In contrast, little is known about the role of this technology on the future economic pathways of developing economies. This paper contributes to fill this gap by estimating the exposure of the Latin American labour market to GenAI. It provides detailed statistics of GenAI exposure between and within countries by leveraging a rich set of harmonized household and labour force surveys. To account for the slower pace of technology adoption in developing economies, it adjusts the measures of exposure to GenAI by using the likelihood of accessing digital technologies at work. This is then used to assess the extent to which the digital divide across and within countries will be a barrier to maximize the productivity gains among occupations that could otherwise be augmented by GenAI tools. The findings show that certain characteristics are consistently correlated with higher exposure. Specifically, urban-based jobs that require higher education, are situated in the formal sector, and are held by individuals with higher incomes are more likely to come into interaction with this technology. Moreover, there is a pronounced tilt toward younger workers facing greater exposure, including the risk of job automation, particularly in the finance, insurance, and public administration sectors. When adjusting for access to digital technologies, the findings show that the digital divide is a major barrier to realizing the positive effects of GenAI on jobs in the region. In particular, nearly half of the positions that could potentially benefit from augmentation are hampered by lack of use of digital technologies. This negative effect of the digital divide is more pronounced in poorer countries
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