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The Newsletter #DACUM Calendar 2024-2025 Subscribe to receive our free Newsletter For more information on DACUM Join our online community - Facebook https://web.facebook.com/cvaacfp - X @cva_acfp https://twitter.com/CVA_ACFP - LinkedIn https://www.linkedin.com/in/cva-acfp/ Become a member of the Canadian Vocational Association here https://cva-acfp.org/membership/
How will the emergence of ChatGPT and other forms of artificial intelligence (AI) affect the skill premium? To address this question, we propose a nested constant elasticity of substitution production function that distinguishes among three types of capital: traditional physical capital (machines, assembly lines), industrial robots, and AI. Following the literature, we assume that industrial robots predominantly substitute for low-skill workers, whereas AI mainly helps to perform the tasks of high-skill workers. We show that AI reduces the skill premium as long as it is more substitutable for high-skill workers than low-skill workers are for high-skill workers.
What it's about With the demand for personalized learning at an all-time high, Artificial Intelligence (AI) emerges as the center of innovation. Our eBook shows how AI is reshaping eLearning, both for internal processes and the ultimate experience for learners.
Abstract As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers’ and students’ opinions about what constitutes learning and cheating with AI. Using qualitative methods, we asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse group of students (n = 12) to consider examples of how students might use ChatGPT, rank them in order of how much they thought each student learned and cheated, and explain their rankings. Our study yielded three findings. First, teachers and students used similar criteria to determine their rankings. Second, teachers and students arrived at similar conclusions about learning with ChatGPT but different conclusions about cheating. Finally, disagreements centered on four main tensions between (1) using ChatGPT as a shortcut versus as a scaffold; (2) using ChatGPT to generate ideas versus language; (3) getting support from ChatGPT versus analogous support from other sources; and (4) learning from ChatGPT versus learning without. These findings underscore the importance of student voice in co-constructing norms around responsible AI use. Keywords: ChatGPT; writing; cheating; plagiarism; AI literacy; generative AI; teacher perceptions; student perceptions; qualitative research; comparative study
The OECD engages in comprehensive research and analysis to deepen insights into the transformative power of artificial intelligence (AI) and its implications for economies and societies. The OECD Artificial Intelligence Papers series draws on comprehensive evidence-base to identify trends and developments and delve into an extensive array of AI-related subjects. This includes opportunities and challenges in AI governance, the impact of AI across policy domains including labour markets, education and healthcare, ethical considerations in AI design and deployment, and new frontiers such as generative AI. This collection encompasses OECD policy papers as well as working papers.
Curious about distance learning but not entirely sure what it involves? Find out everything you need to know in our one-stop guide.
Artificial Intelligence (AI) has the potential to reshape the global economy, especially in the realm of labor markets. Advanced economies will experience the benefits and pitfalls of AI sooner than emerging market and developing economies, largely due to their employment structure focused on cognitive-intensive roles. There are some consistent patterns concerning AI exposure, with women and college-educated individuals more exposed but also better poised to reap AI benefits, and older workers potentially less able to adapt to the new technology. Labor income inequality may increase if the complementarity between AI and high-income workers is strong, while capital returns will increase wealth inequality. However, if productivity gains are sufficiently large, income levels could surge for most workers. In this evolving landscape, advanced economies and more developed emerging markets need to focus on upgrading regulatory frameworks and supporting labor reallocation, while safeguarding those adversely affected. Emerging market and developing economies should prioritize developing digital infrastructure and digital skills
Generative AI is here to stay. As the novelty wears off, companies must figure out how to implement the technology to create real value. Here’s how they can start.
The report found 49.5% of VET students who commenced training in 2016 successfully completed their VET program. When including students who completed all their enrolled VET subjects, but who did not complete their programs, the percentage of students considered to have a successful outcome increased by 19.8% to 69.3%.
As artificial intelligence (AI) becomes an ever-growing presence in our daily lives, many who work in the career counselling and development field may be wondering how they can harness the power of AI ethically. AI ethics deal with the moral and ethical implications of AI systems including fairness, transparency and privacy, among others. This listicle offers career service professionals practical tips and advice on this topic, as well as more general content related to AI and the career development field.
In recent years, higher education systems worldwide have been marked by a considerable expansion of work-based higher education (WBHE), with the institutional spheres of academia, industry and state increasingly coming together. We take the case of WBHE to analyse institutional arrangements in the different skill formation systems of France, Germany and the United States. We ask: Which factors drive the development of WBHE programmes and how does their governance compare across the three distinct country settings? The study finds that the growth of WBHE in all three countries indicates a reconfiguration of education and training governance of high skills. Nonetheless, actor constellations, organizational interests and especially the degree of state intervention surrounding WBHE remain anchored in long-standing national skill formation patterns.
No one truly understands AI, not even experts, says Helen Toner, an AI policy researcher and former board member of OpenAI. But that doesn't mean we can't govern it. She shows how we can make smart policies to regulate this technology even as we struggle to predict where it's headed — and why the right actions, right now, can shape the future we want.
The paper analyses global online labour platforms (OLPs) through the lens of the Expansive-Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed-method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self-directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs.
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This European guidelines present common principles for developing short, learning-outcomes-based descriptions for all qualifications. They are the result of the work of the EQF-Europass project group on short descriptions of learning outcomes of qualifications and are crucial for qualifications databases and registers.
This initiative is part of a broader European attempt to increase transparency of qualifications across countries, facilitating mobility and supporting lifelong learning. Significant progress in National Qualifications Frameworks (NQFs) and the use of learning outcomes in Europe has increased qualification understanding and portability. Structuring short descriptions of qualifications and their learning outcomes consistently improves transparency and, comparability, and facilitates their availability and use in digital environments. Short descriptions provide learners, employers, education and training providers, and others with quick access to learning outcomes information, complementing full national descriptions. The publication offers recommendations on the formal aspects (length, format) and content (scope, complexity, context) of these descriptions. It also includes practical resources, such as lists of action verbs and qualifiers, to help describe clearly the learning outcomes of qualifications.
Welcome to the seventh edition of the AI Index report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.
The AI Index report tracks, collates, distills, and visualizes data related to artificial intelligence (AI). Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.
The world of Instructional Design is filled with ample opportunities to take innovative development approaches, explore new technologies, and test out fresh methodologies. Thankfully, this field can also accommodate many needs in many settings, whether work or school, giving you a chance to delve into different subject matter along your professional development journey. This eBook will explore everything you need to know to become an Instructional Design superhero, from prominent models to emerging technologies.
This session will delve into the importance of data on TVETand skills development. The TVET indicator in the SDG 4 monitoring framework and options for improving data coverage will be reviewed. Panellists will also look beyond SDG 4 to examine current data availability and new developments in data on TVET financing, access and participation, quality, and the relevance of TVET. The session will highlight how data can inform the alignment of skills development with industry needs, through assessment of the professional skills of TVET learners, tracking of skill development (skilling, reskilling and upskilling), employer feedback, and labour market trends to ensure that TVET programmes are responsive and relevant. Newly emerging, innovative sources of data will also be explored, leveraging, for example, artificial intelligence and other new technologies and their potential application to alternative data sources.
The evolution of the digital technology ecosystem is driving economic and societal changes, with the information and communication technology (ICT) sector at its core proving dynamic and resilient in the face of economic headwinds. As digital technologies like artificial intelligence, virtual reality and next generation networks permeate our lives and the economy, it is critical to unleash innovation responsibly, ensure that the benefits of these technologies are widely shared, and reduce the risks technological advances can pose to well-being and society.
Digital technologies are increasingly being adopted in a variety of occupations and sectors, meaning that workers need a solid set of digital skills.
Ensuring that young people and adults have opportunities to develop the right digital skills is crucial in avoiding skills shortages and fostering productivity. Apprenticeship can help develop the right skills for the digital transition and can also benefit from the introduction of digital technologies in its delivery.
This publication draws from practice and research that explore how skill needs are changing due to the digital transition, how this impacts apprenticeship systems, how apprenticeships can support and promote the transition, and how they can benefit for from effective technology adoption and use in their delivery in the school-based and workplace components.
As generative AI adoption accelerates, survey respondents report measurable benefits and increased mitigation of the risk of inaccuracy. A small group of high performers lead the way.
This publication marks the 20th anniversary of the Erasmus Mundus (EM) programme, a milestone that underscores its highly transformative impact on individuals, higher education institutions (HEIs), and countries both within and outside the European Union (EU). The study includes six chapters offering a comprehensive analysis of the far-reaching impact of Erasmus Mundus. Following a brief introduction, Chapter 1 provides a historical overview of the programme in the evolving policy and budgetary context. Chapter 2 delves into Master’s level institutional participation with special emphasis on governance and sustainability, paving the way for an exploration of the institutional impact of Erasmus Mundus on learning and teaching, international cooperation, and administrative processes in Chapter 3. Chapter 4 puts forward evidence of the individual impact reflected in the professional and personal achievements of EM students and alumni. Chapter 5 expands analysis to system-level (European, national and global) impact, leading into a forward-thinking exploration of the programme’s trajectory in Chapter 6. The study applied a mixed-method approach, integrating quantitative and qualitative data for an in-depth, multifaceted analysis. This merged historical data from the European Education and Culture Executive Agency (EACEA), with primary data collected from two surveys (encompassing 256 respondents across 33 countries, 150 HEIs, and 110 EM Master programmes), enriched with insights from workshops, interviews, and consultations with over 165 experts at programme, central, and faculty levels.
Skills and lifelong learning are essential for economies to prosper, individuals to thrive and access decent work, and societies and communities to grow fairer and more resilient. Continuously skilling, reskilling and upskilling people of all ages provides immense value to society and helps to overcome social, environmental, and economic disruptions.
The Global Skills Forum brings together representatives from around the world to take part in a conversation about how to shape skills development in our ever-changing economies and societies.
With any significant change in your career comes the need for new skills. But that’s even more true when you want a radical career change. In these situations, it’s going to take more than listening to a few webinars to build the knowledge you need get to where you want to go. You must set aside a significant amount of time for self-directed learning, formal training, or even a second job to gain the skills for the big leap.
There are a few strategies to be effective for consistently making time for acquiring new career skills. First, accept the time commitment; you may need to scale back on nonessential activities. Second, research what’s required for your new field, whether it’s formal licensing, independent working, or side hustle work. Third, layer in learning onto activities you’re already doing throughout your day. Fourth, designate specific times you’ll dedicate to skill-building — and stick to it. Finally, modify your work schedule, if needed.
Do you know the difference between ‘skills foresight’ and ‘skills forecast’? How does ‘blended learning’ compare with ‘distributed learning’?
This revised and expanded multilingual glossary defines 430 key terms used in European education and training policy. Building on the Terminology of European education and training policy – A selection of 130 key terms, published in 2014, this latest version, which draws on the experiences of Cedefop’s experts, gives new definitions and covers the latest European Union policy priorities, particularly on skills intelligence and employment.
Most workers who will be exposed to artificial intelligence (AI) will not require specialised AI skills (e.g. machine learning, natural language processing, etc.). Even so, AI will change the tasks these workers do, and the skills they require. This report provides first estimates for the effect of artificial intelligence on the demand for skills in jobs that do not require specialised AI skills. The results show that the skills most demanded in occupations highly exposed to AI are management and business skills. These include skills in general project management, finance, administration and clerical tasks. The results also show that there have been increases over time in the demand for these skills in occupations highly exposed to AI. For example, the share of vacancies in these occupations that demand at least one emotional, cognitive or digital skill has increased by 8 percentage points. However, using a panel of establishments (which induces plausibly exogenous variation in AI exposure), the report finds evidence that the demand for these skills is beginning to fall.
The last decade has seen impressive advances in artificial intelligence (AI). This rapid progress has been accompanied by, concerns about the possible effects of AI on the labour market, wages and inequality between workers. Concerns that have grown since the public launch of generative AI systems. This paper looks at links between AI and wage inequality across 19 OECD countries and finds evidence that AI may indicate lower wage inequality within occupations.
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