Results of Global Education Futures Forum in Kazan, Russia, 22-23 May 2015

1. Future Skills &
New Solutions for
Education & Training
Results
of
Global
Educa0on
Futures
Kazan
22-­‐23
May
2015,
Kazan,
Russia

2. GEF
Kazan
Forum:
highly
produc6ve
conven6on
of
business,
regulators,
and
educators
94
par0cipants
from
33
countries
represen0ng
manufacturing
and
service
sectors,
regulatory
bodies,
think-­‐tanks,
TVET
&
higher
educa0on
ins0tu0ons*.
The
majority
of
the
aNendees
were
official
and
technical
delegates
of
WorldSkills
Interna0onal.
Facilita0on
team
has
used
innova0ve
methods
of
collec0ve
crea0ve
work,
including
Rapid
Foresight
methodology
Forum
was
conducted
in
partnership
with
WorldSkills
Russia
Na0onal
Compe00on
2015
in
Kazan,
aNended
by
more
than
500
contestants
and
experts.
4
‘maps
of
the
future’
were
created,
char0ng
skills
of
the
future
for
major
sectors
of
economy
and
society.
Specific
ini0a0ves
were
offered
to
develop
WorldSkills
movement
*
See
Appendix
for
details

3. 3
Held
in
conjunc6on
with
WorldSkills
Established
in
1946,
WorldSkills
today
unites
74
member
countries
and
regions,
posi0oning
itself
as
the
global
hub
for
skills
excellence
and
development.
The
mission
of
WSI
is
to
raise
the
profile
and
recogni0on
of
skilled
people,
and
show
how
important
skills
are
in
achieving
economic
growth
and
personal
success.
Opera0ons
of
WorldSkills
include
6
focus
areas.
The
central
one
is
a
system
of
regional,
na0onal,
and
interna0onal
skills
compe00ons
(interna0onal
compe00on
includes
50
skills).
Other
areas
include:
support
in
Career
Building,
Promo0ng
Skills,
Educa0on
and
Training,
Interna0onal
Coopera0on
and
Development,
and
Research
in
skill-­‐related
topics.
WorldSkills
Interna0onal
has
one
of
the
largest
knowledge
base
of
prac00oners
in
the
area
of
industrial
and
service
skills
in
the
world.
Russia
has
joined
WorldSkills
movement
in
2013.
Currently,
World
Skills
Russia
joins
60
regions
of
the
country,
with
8
thousand
compe0tors
and
10
thousand
experts.
Na0onal
compe00ons
include
innova0ve
WorldSkills
Hi-­‐Tech
(skills
in
advanced
manufacturing)
and
JuniorSkills
(skills
compe00on
for
children
age
10-­‐17)

4. GEF
Kazan:
Main
Subject
&
Expected
Outcomes
4
Future
Skills
&
New
Solu6ons
in
Educa6on
&
Training
We
explore
• changes
in
specific
domains
of
the
global
economy
driven
by
technological
innova0on
and
social
transforma0on,
• future
global
demand
for
skills
that
will
ensue
from
such
change,
and
• transforma0on
that
will
be
required
in
educa0on
&
training
systems
across
the
world
to
accommodate
to
such
demand.
From
‘knowns’
to
‘unknowns’
The
Forum
is
a
collec0ve
explora0on,
a
learning
lab
It
is
not
to
seek
opinion
of
few
experts
but
to
co-­‐create
Our
main
outputs
are
• Shared
vision
of
future
skills
and
educa0on
&
training
formats
that
support
them
• Ideas
of
systemic
innova0on
in
skills
development,
including
those
that
can
be
implemented
within
WS
movement
Globally
compe66ve
skills
Recognizing
the
diversity
of
economic
&
social
prac0ces
in
different
countries,
we
suggest
to
look
at
globally
compe66ve
technologies
&
prac6ces
in
manufacturing
&
services
(as
manifested
e.g.
by
WS
GIPs*),
and
skills
that
can
support
them
*
WS
GIPs
=
WorldSkills
Global
Industry
Partners
that
help
to
communicate
needs
of
industry
and
best
industrial
technological
prac0ces

5. Accelera6ng
changes
in
industrial
&
economic
prac0ces
(driven
by
technologies,
esp.
ICT)
and
growing
complexity
of
global
markets
Techno-­‐social
transi6on:
up
to
70%
of
tradi0onal
jobs
in
manufacturing
and
services
may
become
obsolete
in
next
20
years
due
to
applica0on
of
AI,
robo0cs,
automated
logis0cal
systems
etc.
(but
many
new
may
be
created)
Push
of
global
technological,
financial
&
environmental
standards
–
and
possible
redefini0on
of
global
governance
structure
Search
for
new
sources
of
na6onal
compe66veness
in
industrialized
countries
through
crea0on
of
new
&
emerging
industries
Future Skills: skills that will
make workers competitive
in the future socio-
economic & technological
environment
Challenge
of
Future
Skills
5

6. ‘Industrialized’
educa6onal
&
training
(olen
cumbersome,
rigid
and
slow
to
respond)
–
how
does
it
have
to
change
to
address
new
skills?
Rise
of
new
players
(e.g.
global
online
learning
planorms)
–
how
does
it
affect
the
world
of
professional
educa0on?
Future
Skills
Learning
in
prac6ce
(on-­‐
job
training,
appren0ceship,
communi0es
of
prac0ce,
etc.)
–
what
forms
will
thrive,
what
tools
should
arise?
Global
professional
standards
governing
interna0onal
educa0on
&
labor
markets
New
Answers
Within
Educa6on
&
Training?
6

7. Group
1:
Automa6on
&
Digitaliza6on
Group
2:
Human
focused
services
Group
3:
Educa6on
&
Training
Group
4:
Global
Agenda
Scenarios
for
the
future
of
manufacturing:
cyberphysical,
highly
localized,
or?
Future
of
digital
work
Role
of
AI
in
manufacturing
&
digital
work
Role
of
human
workers
Sectors
vulnerable
vs.
sectors
prone
to
automa0on
(robo0cs,
AI
etc.)
Growing
segments
&
needs
they
address
Role
of
crea0vity
in
21
century
services
Dominant
models
of
service
provision
Accommoda0on
of
‘future
skills’
agenda
in
educa0on
&
training
Role
of
ICT
in
transfer
of
knowledge
/
skills
and
assessment
Organiza0on
of
learning
&
career
trajectories
(incl.
new
financial
&
investment
mechanisms
to
support
them)
Urbaniza0on
&
transforma0on
of
ci0es
Green
agenda
Global
market
&
technological
standards
Global
security
(incl.
cybersecurity)
GEF
Kazan
Group
Topics
&
Tenta6ve
Ques6ons
7

8. 8
Future
of
Manufacturing
2015
2020
2030
Source:
GEF
Kazan,
“Automa0on
&
Digitaliza0on”
group
Sol
technology
/
format
Policy
/
governance
mechanism
Hard
technology
Automa0on
of
rou0ne
manufacturing
skills
Increased
machine
to
machine
connec0vity
Light
cheap
wireless
sensorics
Growth
of
customized
manufacturing
Growing
spreading
of
3D
prin0ng
in
manufacturing
Digitaliza0on
of
manufacturing:
blending
of
sol
&
hard
tech
Spread
of
new
materials
BMI
for
coordina0on
of
manufacturing
Material
‘shredders’
3D
scanner
&
printer
for
reverse
engineering
Empathy
skills
for
engineers
Electrically
ac0ve
materials
Persona-­‐
lized
co-­‐
deign
Self-­‐
adap0ng
solware
Quantum
computers
Policies
governing
mass-­‐market
3D
prin0ng
Mul0-­‐skilled
digital
factory
operators
BigData
to
analyze
successful
future
designs
New
‘lingua
franca’:
IT
+
system
engineering
based
Manual
work
becomes
ar0san
Intense
applica0on
of
3D
prin0ng
in
construc0on
Mul0-­‐material
3D
prin0ng
New
human-­‐
machine
interfaces

9. 9
Key
processes
that
shape
future
of
manufacturing
• Automa6on
of
manufacturing
–
a
robust
trend
that
leads
towards
wide
spreading
of
cyber-­‐physical
manufacturing
systems
(involving
industrial
robo0cs,
automated
sensory
systems,
and
self-­‐adap0ve
ar0ficial
intelligence)
that
will
be
fully
autonomous.
Massive
use
of
machine-­‐machine
communica6on
(supported
by
digitaliza6on
of
manufacturing
processes)
will
be
required
to
coordinate
industrial
logis0cs
and
control
produc0on
within
and
between
such
manufacturing
systems.
Human
operators
will
be
high-­‐skilled
produc0on
experts,
and
in
10-­‐15
years
they
will
control
manufacturing
processes
via
brain-­‐machine
interfaces
(even
before
that,
human-­‐
machine
interfaces
will
con0nue
to
develop
to
allow
greater
flexibility
and
larger
set
of
tools
to
cope
with
unpredictable
situa0ons)
• Growth
of
customized
manufacturing,
supported
by
wide
use
of
3D
prin6ng
technologies,
will
allow
for
increasingly
personalized
manufacturing.
Co-­‐design
between
engineers
&
customers
will
gradually
dominate
manufacturing,
and
will
be
supported
by
BigData
analysis
that
will
allow
to
predict
poten0ally
successful
designs.
Applica6on
of
new
materials
(including
electrically
ac0ve
materials)
will
become
an
enabler
of
wide
use
of
3D
prin0ng
(including
mul0-­‐material
prin0ng).
‘Material
shredding’
technology
may
become
a
possible
solu0on
to
localized
recycling
that
will
allow
to
break
worn
objects
for
re-­‐use.
In
the
view
of
the
wave
to
transforma0ons
brought
by
3D
prin0ng
into
economy
&
society,
governments
will
introduce
a
set
of
regula0ons
for
this
new
prac0ce
(alike
to
‘traffic
code’,
and
possibly
accompanied
by
‘3D-­‐printer
license’).

10. 10
Future
manufacturing
sectors
and
future
skills
Mass-­‐scale
industrial
manufacturing
(e.g.
natural
resources,
energy,
food,
chemistry
&
new
materials,
machinery
&
equipment
etc.):
highly
autonomous
cyber-­‐physical
manufacturing
systems
Customized
end-­‐user
manufacturing
(apparel,
consumer
electronics,
consumer
transport,
furniture
etc.):
localized
personalized
produc0on
based
on
3D
manufacturing
Manufacturing
of
the
future
will
be
dominated
by
two
types
of
produc0on
systems
Networks
of
unmanned
transport
for
industrial
&
consumer
logis0cs
• Product
co-­‐crea0on
with
customer
• Crea0vity
for
unique
product
crea0on
• 3D-­‐scan-­‐supported
reverse
engineering
for
customiza0on
(“same
watch,
different
color”)
• ‘Beau0ful
excep0ons’
of
manual
work
dominated
by
ar0sans
• Cyberphysical
manufacturing
facility
opera0on
&
maintenance
• Skills
for
Internet
of
Things:
system
engineering,
dynamic
programming,
etc.
• AI
development
/
training
of
AI
• Skills
in
chemistry
/
new
materials
(e.g.
for
electric
materials)
• Flexible
supply
chain
management
• Technology
ethics
• Informa0on
worker
skills
(search,
programming,
etc.)
• Collabora0on
• Working
in
dynamic
/
high-­‐uncertainty
environment
• Working
in
mul0disciplinary
environments
• Crea0vity
• System
engineering
• ‘Green
thinking’
• Languages:
foreign
+
universal
‘lingua
franca’
(based
on
IT
+
finance
+
system
engineering?)
• Ability
to
unlearn
/
relearn
(supported
by
mind-­‐s0mula0on)
Sector
specific
skills
Universal
skills
Manufacturing
sector
Source:
GEF
Kazan

11.
Removal
of
intermediaries
11
Future
of
Services
2015
2020
2030
Sol
technology
/
format
Risk
factor
Hard
technology
Source:
GEF
Kazan,
“Human-­‐Centered
Services”
group
Digitaliza0on
of
human
services
(health,
educa0on,
entertainment,
…)
Growth
of
personal
data
&
personalized
scenarios
Increasing
connec0vity
Rise
of
net-­‐centric
culture
Greening
of
services
Social
networks
to
support
personal
development
Transport
sharing
dominates
urban
transporta0on
Driveless
cars
Brain
fitness
in
response
to
loss
of
cogni0ve
abili0es
Family
universi0es
for
community-­‐
based
inter-­‐
genera0onal
learning
Digital
P.A.
to
everyone
‘Cocoon’
of
personal
security
‘Avatar’
for
life
scenario
forecasts
Omnipresent
ICT
jeopardizes
physical,
mental
&
family
health
Informa0on
hygiene
prac0ces
for
everyone
ANen0on
management
&
mindfulness
schools
CRMs
&
digital
design
solware
for
personalized
services
Ludic
communi0es
in
game-­‐based
‘work-­‐play-­‐live’
environments
Models
of
urban
resilience
based
on
social
capital

12. 12
Key
processes
that
shape
future
of
services
• Digitaliza6on
of
human
life
is
a
strong
trend
in
the
majority
of
service
sectors
(e.g.
transporta0on,
finance,
retail,
healthcare,
etc.),
coupled
with
the
growth
of
personal
data.
It
allows
to
achieve
personaliza0on
of
services
on
mass
scale
(including
provision
of
personalized
assistance
&
personalized
security
to
virtually
every
member
of
the
society).
Digital
‘avatars’
(simula0ons
of
personal
behavior)
will
allow
to
predict
poten0ally
beneficial
&
risky
strategies
for
personal
health,
learning,
entertaining
etc.
• Digitaliza0on
allows
to
remove
layers
of
intermediaries,
thus
making
provision
of
services
more
efficient
in
economic
and
environmental
terms.
In
par0cular,
it
helps
give
boost
to
sharing
economy
(including,
in
par0cular,
sharing
of
transporta0on)
• Personal
does
not
deny
social:
increasing
connec6vity
helps
rise
of
network-­‐based
communi0es
of
interest,
including
social
networks
that
support
self-­‐guided
personal
development,
and
family
universi0es
that
support
inter-­‐genera0onal
community
learning.
In
15-­‐20
years,
many
professional,
hobbist,
gaming
and
personal
development
communi0es
may
converge
to
become
‘communi0es
of
being’
(olen
built
around
shared
‘playing’
prac0ces)
• Among
the
major
risks
of
this
scenario
is
that
omnipresent
informa0on
technologies
may
become
increasingly
‘toxic’
to
human
physical,
mental
&
social
health,
including
friendship
&
family
(as
manifested
by
recently
emerged
phenomenon
of
‘nocializing’,
spending
all
0me
on
mobile
device
while
in
company
of
other
people
and
in
public
places).
Prac0ces
dealing
with
nega0ve
effects
of
ICT,
including
aCen0on
management,
brain
fitness
to
keep
cogni0ve
func0on,
and
ul0mately
‘informa0on
hygiene’,
should
become
literacies
of
the
future.

13. 13
Future
service
sectors
and
future
skills
Digitalized
&
machine-­‐assisted
massive
use
services
(e.g.
digital
health,
digital
entertainment,
unmanned
transporta0on,
post-­‐
retail
distribu0on,
etc.)
Customized
highly-­‐personalized
services
(e.g.
wellness,
psychotherapy,
fitness
&
tourism,
hospitality,
personalized
art
&
entertainment,
etc.)
Services
of
the
future
will
largely
break
into
two
types
(but
unlike
in
manufacturing,
these
service
sectors
can
be
largely
independent
from
each
other)
• Authen0c
serving
(serving
others
as
a
personal
‘quest’)
• Psychology
skills
• Ethics
of
service
including
the
principle
of
“We
belong,
we
care,
we
serve”(also,
principles
that
serve
local
communi0es,
e.g.
‘slow
food’)
• Storytelling
(“every
personalized
service
is
a
story”)
• Engineering
of
socio-­‐technical
systems
• Sustainable
design
(incl.
balance
between
personal
&
social
structures)
• Green
design
• New
skills
for
working
with
‘smart
machines’
(e.g.
human-­‐machine
psychiatrist)
Similar
to
those
for
Manufacturing
sector
plus:
• Concentra0on
/
aNen0on
management
• Empathy
/
bonding
(“I
am
a
person
because
of
another
person”)
Sector
specific
skills
Universal
skills
Service
sector
Source:
GEF
Kazan

14. 14
Future
of
Sustainable
Urban
Socie6es
2015
2020
2030
Urbaniza0on
Input
that
can
ini0ate
paradgimal
shil
Megaci0es
dominate
urbaniza0on
process
(esp.
in
emerging
economies)
Greening
of
living
Urban
organic
farming
Ageing
of
popula0on
Blending
of
virtual
&
real
Upgrading
spaces
without
building:
intense
use
of
augmented
reality
Smart
ambience:
electric
grids,
u0li0es,
houses
Robo0c
assistants:
nurses,
household
workers
etc
Family
first:
restric0on
of
technology
7pm
to
7am
Urban
construc0on,
equipment
&
transport
must
be
3R
Policies
that
balance
intergenera0onal
composi0on
of
workforce
Sol
technology
/
format
Policy
/
governance
mechanism
Hard
technology
Away
from
fossil
fuels:
electric
transporta0on
dominates
urban
transporta0on
Integrated
personal
cyber-­‐
security
solu0ons
Ci0es
as
learning
ecosystems
Prac0ces
of
healthy
urban
living
Source:
GEF
Kazan,
“Global
Agenda”
group

15. 15
Key
processes
that
shape
future
of
urban
sustainable
living
• Urbaniza6on
is
a
dominant
trend
in
the
global
agenda
that
shaped
the
focus
of
discussion
of
this
group.
Within
next
decade,
the
agenda
of
urbaniza0on
will
become
increasingly
dominated
by
theme
of
megaci0es,
especially
due
to
city
growth
in
Asian
&
emerging
economies.
• ‘Greening’
of
living
is
another
very
robust
trend
that
sets
new
standards
of
city
construc0ons,
transport
&
equipment
(3R:
reduce-­‐reuse-­‐recycle),
and
gradual
phasing
out
of
non-­‐electric
transport.
Urban
farming
may
become
a
wide
spread
prac0ce
that,
in
addi0on
to
shortening
the
supply
chain
in
food
industry,
will
also
contribute
to
urban
greening.
• Increased
connec0vity
will
lead
to
blending
of
virtual
&
real
in
all
urban
prac0ces:
every
object
in
the
city
will
be
connected
to
the
Internet
of
Things
(including
smart
energy
grids
&
u0li0es,
city
transporta0on,
city
lights,
security
systems,
and
smart
houses).
Spreading
of
augmented
reality
will
allow
for
mul0ple
use
/
upgrade
of
city
spaces
(esp.
public
spaces)
without
rebuilding
them.
Connec0vity
will
call
in
for
new
urban
habits,
including
‘informa0on
hygiene’
which
may
require
highly
limited
use
of
connected
devices
in
‘family
0me’
• Ageing
of
popula6on
across
the
world
will
affect
all
aspects
of
our
living,
including
composi0on
of
the
workforce.
It
will
lead
to
the
increased
demand
for
prac0ces
of
healthier
living,
including
healthy
food,
fitness
&
wellness.
Increase
of
senior
popula0on
share
will
lead
to
wide
use
of
home
robo0cs
such
as
nurses
and
household
workers.

16. 16
New
skills
for
urban
sustainable
living
Transforma0on
of
ci0es
will
create
variety
of
jobs
in
different
areas
of
city
life,
catering
to
needs
of
various
popula0on
groups.
Some
of
these
are
new
skills,
while
others
are
exis0ng
skills
that
will
increase
in
importance.
Green
city
living
Healthy
city
living
Connected
city
living
Harmonious
city
living
Some
skills
that
will
be
required
in
this
sector
Jobs
that
support
…
• Sustainable
design
• Smart
grid
design
&
maintenance
• Electric
transport
repairing
• Urban
farming
• Environmental
law
• Personal
wellness
advising
/
healthy
habits
coaching
• Healthy
aging
consul0ng
• Adapta0on
psychology
• Re-­‐educa0on
for
adults
• Smart
poli0cal
design
• Inter-­‐cultural
communica0on
• Cloud
police
• Cyber
law
• Cyber-­‐security
management
• IoT
design
/
maintenance
• Home
robo0cs
maintenance
Source:
GEF
Kazan

17. World
2035:
where
are
we
going
*
WHAT
GOES
UP
WHAT
GOES
DOWN
• Highly
autonomous
industrial
cyber-­‐
physical
manufacturing
• Highly
local
manufacturing,
food
produc0on
&
energy
genera0on
on
demand
• Green
produc0on,
energy
&
services
• Highly
personalized
services
in
healthcare
&
wellness,
educa0on,
entertainment
etc.
• Unmanned
transporta0on
is
ubiquitous
• Total
connec0vity
+
hybrid
reality
+
wide
use
of
brain-­‐machine
communica0on
• Smart
human-­‐centered
technological
environments
• Human
prac0ces
of
‘ludic’
communi0es
that
naturally
blend
working,
living,
and
crea0vity
• Large
industrial
facili0es
as
employers
• Ci0es
as
centers
of
industrial
mass
produc0on
• Centraliza0on
of
infrastructure,
coordina0on
&
development
• Manual
labor
in
the
majority
of
manufacturing
opera0ons
(and
in
many
service
opera0ons)
• Middle
management
and
many
industry-­‐related
services
(incl.
jobs
in
sales
&
marke0ng,
supply
chain
management,
accoun0ng
&
finance,
IT
support
etc.)
• Boundaries
between
work,
crea0vity,
learning,
play,
and
life
Source:
GEF
Kazan
17
*
This
descrip0on
focuses
on
‘global
best
prac0ces’.
We
acknowledge
the
diversity
of
geopoli0cal
&
economical
scenarios
that
different
countries
of
the
world
may
face
in
next
20
years

18. 18
Omnipresent
ICT
Robo0cs
/
IoT
/
autonomous
energy
/
…
21
century
literacies:
• aNen0on
management
/
mindfulness
• informa0on
hygiene
• programming
(as
task-­‐sexng)
Expanding
domain
of
‘new
service
economy’
focused
on
crea0ng
unique
human
experiences
through
• personal
connec0on
(empathy
/
bonding)
• crea0vity
New
urban
jobs
created
around
• green
ci0es
• healthy
ci0es
• distributed
&
connected
ci0es
Domain
of
support
to
lifelong
educa6on
(that
expands
to
include
personal
development,
body
&
mind
fitness,
therapy
etc.)
becomes
a
new
large
economic
sector
with
dozens
of
new
types
of
jobs
Design,
coordina6on
&
maintenance
of
complex
tech
environments
(ca.5%
of
jobs)
Management
+
knowledge
work
as
complex
problem
solving
with
dynamic
collec0ve
intelligence
Source:
GEF
Kazan
Future
skills:
what
do
21
century
economy
&
society
want?
Skills
of
the
future
are
needed
not
only
for
employability
&
successful
career-­‐
building,
but
also
for
good
ci0zenship
and
higher
quality
of
personal
life.

19. 19
21
century
skills
Future
skills
(GEF
Kazan
)
1. Content
knowledge
• English
&
other
languages,
arts,
mathema0cs,
economics,
science,
geography,
history)
2. 21
century
themes
• global
awareness,
financial
literacy,
civic
literacy,
health
literacy,
environmental
literacy
3. Learning
&
Innova0on
Skills
• Crea0vity
&
Innova0on
• Cri0cal
Thinking
&
Problem
Solving
• Communica0on
&
Collabora0on
4. Informa0on,
Media
&
Technology
Skills
5. Life
&
Career
Skills
• Flexibility
&
Adaptability
• Ini0a0ve
&
Self
Direc0on
• Social
&
Cross-­‐Cultural
Skills
• Produc0vity
&
Accountability
• Leadership
&
Responsibility
• Concentra0on
&
aNen0on
management
• Informa0on
hygiene
• Empathy
• Collabora0on
(as
a
cri0cal
skill
that
should
be
embedded
in
many
aspects
of
work
&
learning)
• Working
mul0-­‐disciplinary
environments
+
emerging
‘lingua
franca’
(incl.
system
engineering
&
economics)
• System
thinking
• Green
thinking
• Ability
to
unlearn
/
relearn
• Ethics
of
human
work
/
human
service
Source:
Partnership
for
21
century
skills,
GEF
Kazan
Skills
that
can
be
highlighted
as
‘universal’
in
addi0on
to
21
century
skills
Future
skills:
what
new
skills
are
highlighted?
In
comparison
with
exis0ng
models
of
‘future
skills’
(one
of
the
most
developed
is
used
by
the
Partnership
for
21
century
skills),
GEF
Kazan
session
highlights
several
important
skills
of
the
future:

20. 20
The
current
educa0onal
model
is
flawed
by
design:
it
prepares
people
for
skills
of
the
past,
not
skills
of
the
future!
• We
cannot
teach
people
to
be
crea0ve
by
giving
them
standard
tasks
• We
cannot
teach
people
to
be
collabora0ve
by
puxng
them
in
compe00on
against
each
other
• We
cannot
teach
people
to
be
lifelong
learners
if
we
deprive
them
of
self-­‐
explora0on
and
courage
to
learn,
if
we
blame
them
for
mistakes
• We
cannot
teach
people
to
be
empathic
/
emo0onally
intelligent
by
removing
emo0on
and
focusing
on
cogni0ve
abili0es
only
• We
cannot
teach
people
to
use
IT
properly
if
we
remove
it
from
the
school
• We
cannot
teach
people
to
be
mindful
if
we
are
not
mindful
Educa0onal
processes
and
formats
need
to
be
redefined
to
enable
the
development
of
21
century
workers
/
ci0zens
/
humans
What
is
How:
adapta6on
of
educa6on
to
future
skill
demand

21. 21
Economy
2035:
produc0on
&
logis0cs
can
be
up
to
95-­‐99%
unmanned,
and
up
to
50-­‐70%
of
jobs
in
related
services
can
be
replaced
by
AI
Exis6ng
(industrial)
model:
60-­‐70%
of
jobs
directly
or
indirectly
serve
systems
of
mass
produc0on
Technologies
of
automa6on
&
autonoma6on
(2015-­‐30):
robo0cs,
Internet
of
Things,
Big
Data
&
Ar0ficial
Intelligence,
autonomous
energy
genera0on
&
smart
grids,
unmanned
transporta0on
&
logis0cs,
designed
bio
ecosystems,
etc.
A
challenge
to
be
taken:
explosive
automa6on
&
autonoma6on
Source:
GEF
preliminary
analysis
We
require
new
educa0on
&
training
models
not
only
to
provide
new
workers
&
ci0zens
with
skills
of
the
future,
but
to
help
smoothing
out
transforma0on
of
our
socie0es
for
economically
ac0ve
&
senior
popula0on.

22. 22
Transforma6on
of
Educa6on
&
Training
Systems
2015
2020
2030
Shortening
of
technology
/
working
prac0ce
lifecycles
Increasing
skills
gap
between
educa0on
&
prac0ce
Delocaliza0on
of
educa0on
Growth
of
learning
by
doing
/
prac0ce-­‐oriented
educa0on
Growth
of
gamifica0on
in
educa0on
Lifelong
‘avatar’
for
personalized
educa0on
Dual
educa0on
system
dominant
in
professional
educa0on
New
&
emerging
technologies
not
accessible
to
majority
Peer-­‐to-­‐peer
learning
&
mentorship
Virtual
tutors
in
mul0-­‐user
games
support
real
skill
training
Independent
skill
assessment
with
competence
centers
Differen0a0on
of
degrees
to
cover
more
skills
‘Technology
for
all’
network
for
makers
Teaching
prac00oners
Mass
AR
planorms
with
open
API
for
professional
skill
training
Number
&
diversity
of
educa0on
providers
is
growing
Fablabs
permeate
ci0es
Global
learning
planorm
for
skills
development
Sol
technology
/
format
Hard
technology
Kaizen
park
Mind
training
in
online
games
Source:
GEF
Kazan,
“Educa0on
&
Training”
group
+
recommenda0ons
of
other
groups
Global
culture
learning
planorm
Google.Educa0on:
search
engine
on
educa0on
providers
Automated
real-­‐0me
skill
assessment
done
by
AI
‘observers’

23. 23
Key
processes
that
shape
future
of
professional
educa6on
&
training
• Life
cycle
of
technologies
is
shortening
in
almost
any
industries,
and
that
makes
many
skills
obtained
during
‘long’
educa0on
cycle
(e.g.
university
degree)
increasingly
irrelevant
–
which
may
require
differen0a0on
of
degrees
&
cer0ficates
to
help
cover
more
skills
(and
dis0nguish
between
‘fundamental’
and
‘professional’
educa0on).
• Reduc0on
of
skills
gap
can
be
obtained
through
wide
applica0on
of
prac6ce-­‐oriented
learning
/
learning
by
doing.
Elements
of
dual
educa0on
systems
can
be
gradually
implemented
across
the
world,
including
on-­‐job
training
for
students,
prac00oners
teaching
at
school
and
university
level,
and
independent
assessment
centers
(incl.
companies
&
corporate
universi0es)
that
can
award
degrees
based
on
demonstrated
skill
(this
may
also
give
rise
to
‘creden0al
market’).
• New
technologies
are
olen
more
sophis0cated
and
expensive,
crea0ng
‘technology
gap’
within
and
between
na0ons
–
which
can
be
covered
with
help
of
maker
movement
and
networks
(incl.
peer-­‐to-­‐peer)
that
help
teach
technology
to
anyone
interested.
Augmented
reality
plaJorms
can
be
used
to
reduce
cost
of
training.
• In
a
more
distant
perspec0ve,
skill
training
&
assessment
of
teams
&
individuals
can
be
accomplished
in
real
0me
by
Ar0ficial
Intelligence
‘observers’
that
will
replace
human
observers.
Such
‘observers’
can
also
act
as
virtual
tutors
that
provide
feedback
&
help
create
beNer
skill.

24. 24
• Game-­‐based
educa6on
for
all
ages
&
stages
of
educa6on
helps
mo0vate
people
for
skill
training
and
keep
them
engaged
in
the
process.
Various
edutainment
formats
(e.g.
Kaizen
park
with
Disney-­‐like
experience
to
try
different
professions,
such
as
‘Masterville’
in
Russia)
will
help
to
create
mo0va0on.
Training
can
be
conducted
in
mul0-­‐user
gaming
environments
(specially
designed
as
well
as
generic
gaming
universes),
with
real
&
virtual
tutors
using
augmented
reality
to
develop
real
skills
• Growth
of
new
providers,
enhanced
by
delocaliza6on
of
educa6on
(as
it
moves
from
real
to
virtual
space),
accelerates
the
prolifera0on
of
new
educa0on
&
training
models.
It
can
be
an0cipated
that,
within
5-­‐10
years,
a
global
online
learning
plaJorm
for
skill
development
emerges,
that
will
play
important
role
in
professional
educa0on
&
training
across
the
world.
Another
an0cipated
plaJorm
(that
will
most
likely
be
combined
with
language
training)
will
help
study
cultural
diversity
(and
cultural
unity
on
global
level,
as
well
as
global
society
inclusiveness
principle)
&
acquire
cross-­‐
cultural
communica0on
skills.
• In
order
to
organize
the
online
learning
space,
it
is
an0cipated
that
a
major
search
engine
(e.g.
Google)
will
launch
a
specialized
search
on
courses
and
online
learning
tools
available
from
exis0ng
ins0tu0ons
and
new
providers.
Key
processes
that
shape
future
of
professional
educa6on
&
training
(2)

25. 25
Design
of
learning
environments
&
skills
of
teachers
Learning
environments
&
pedagogy
principles
Skills
of
teachers
• Transi0on
from
compe00ve
to
collabora0ve
learning
processes
• Focus
on
self-­‐development
&
self-­‐guidance,
collabora0ve
design
of
learning
process
&
content
to
be
explored
• Personalized
learning
trajectory
that
combines
• Learning
in
virtual
environments
(online
courses,
virtual
reality
lectures,
social
&
AR
simulators
etc.)
• Prac0ce-­‐based
learning
in
real-­‐life
sexngs
• Peer-­‐based
learning
(face-­‐to-­‐face
&
online)
with
mentors
&
community
• Learning
built
around
real-­‐life
problems
&
challenges
rather
than
subjects
• Environment
for
physical
exercises
&
interac0on,
emo0onal
/
ar0s0c
interac0on
etc.
• Blended
pedagogy
• Collabora0ve
&
connected
pedagogy,
including
peer-­‐type
instruc0on
(collabora0ve
explora0on
rather
than
‘schooling’)
• Gamefica0on
of
learning:
• game-­‐design
• game-­‐based
teaching
• in-­‐game
ac0ng
(teacher
as
NPC)
• Mentorship
&
coaching
(based
on
learner’s
own
goals)
• Entrepreneurship
• Research-­‐driven
pedagogy
• Project-­‐based
pedagogy
• ‘Holis0c’
teaching
that
recognizes
various
needs
of
learner’s
mind
&
body
• ‘Skills
archive’:
prac0ce
of
storying
disappearing
skills
and
retrieving
them
when
necessary

26. 26
Self-­‐Guided
Learners:
natural
lifelong
learning
everywhere
all
the
0me
Global
learning
planorms:
best
of
the
available
knowledge
&
skills,
global
content
(‘billion
student
universi0es’)
Local
learning
ecosystems:
exis0ng
(schools
/
colleges
/
universi0es)
+
new
formats
helping
to
serve
Ed
tech
tools
that
help
create
personalized
trajectories
in
learning,
career,
well-­‐being
etc.
Communi0es
of
prac0ce
that
provide
peer
support
/
guidance
Skills
of
the
future
in
curriculum
Big
shias
ahead:
learner-­‐centered
lifelong
educa6on
Transforma0on
of
professional
educa0on
&
training
systems
should
play
along
with
the
larger
transforma0on
of
‘industrial’
educa0onal
systems
into
‘network-­‐based’
educa0onal
eco-­‐systems
that
cater
to
learner
needs
on
the
lifelong
basis
Source:
GEF
California
session
results

27. 27
Proposals
for
WorldSkills
movement:
compe66ons
of
the
future
New
types
of
compe00ons
that
could
be
conducted
by
WSI
New
skills
that
could
be
introduced
in
WSI
compe00ons
around
2020
• Product
lifecycle
management
(PLM)
compe00ons
(for
teams)
• Problem-­‐solving
challenges
• Various
compe00ons
for
collabora0on
/
teamwork
• Sol
skills
compe00ons,
including:
o Cross-­‐cultural
communica0on
skill
compe00on,
culture-­‐
specific
&
tradi0onal
skills
o Public
presenta0on
challenge
• Compe00ons
for
WS
experts:
o Assessment
challenges
(best
skill
valida0on
prac0ces)
o Communica0on
challenges
(“skill
of
developing
skills”)
• Challenge
for
educators
(themes
defined
every
year))
• Cyber
security
• Mobile
app
development
• Industrial
Internet
analysis
/
configura0on
• Recycling
management
• Smart
grid
design
• Electric
vehicle
repair
Proposals
made
by
forum
aNendees
in
response
to
the
ques0on
“What
new
types
of
compe00ons,
general
or
skill-­‐specific,
could
be
introduced
by
WSI
in
next
4-­‐6
years?”

28. 28
New
role
of
WSI
• Massive
WS
compe00ons
(on
na0onal
&
interna0onal
level)
can
become
skill
valida0on
centers
(to
award
professional
cer0fica0on)
• WS
can
provide
interna0onal
industry
creden0als
for
student
par0cipants
• WS
can
provide
training
on
valida0on
&
skills
analy0cs
methodology
to
countries
&
companies
• WS
can
help
build
global
online
learning
planorm
for
skills
(with
use
of
AR
technology)
and
use
it
for
interna0onal
skills
valida0on
(in
more
distant
perspec0ve)
• WS
can
become
a
‘skill
archive’
for
tradi0onal
&
disappearing
skills
• WSI
could
launch
its
own
WorldTeach
Forum
(not
for
compe00on
but
for
sharing
the
best
educa0on
&
training
prac0ces)
Proposals
for
WorldSkills
movement
(2)
Some
topics
for
future
discussions
• How
to
promote
crea0ve
aspect
of
skills?
• How
to
aspire
to
manual
work?
And
is
it
necessary?
• How
to
increase
sustainability
/
green
component
in
skills?
• How
can
a
system
of
transna0onal
competences
be
organized?
• How
to
enhance
and
globalize
WorldSkills
assessment
/
valida0on
prac0ces?
• How
to
involve
WorldSkills
compe00on
winners
into
co-­‐design
of
WorldSkills
movement
development?
Forum
aNendees
have
also
made
proposals
regarding
the
future
development
of
WSI
in
the
context
of
transforming
world
of
skills,
and
have
indicated
themes
that
could
be
explored
further.

29. APPENDIX
29

30. Composi6on
of
the
Par6cipants
Group
Regional
representa6on
Female
/
male
propor6on
Organiza6onal
representa6on
Number
of
aNendees
N=94
*
30

31. GEF
Kazan:
Key
Process
31
Skills Foresight
Future of sector +
Future Skills
Plenary:
Future skills for
economic & social
development
Plenary:
Solutions in education
& training for changing
skill demand
Group Work:
New solutions in E&T
for future skills
May 22 May 23
Inputs from
key experts
Participatory
group work
Presentation
of results
Group sharing &
final remarks
Group sharing

32. 32
TRENDS
NEW
WORKING
TASKS
FUTURE
SKILLS
HARD
&
SOFT
TECHNOLOGIES
Analysis
of
gap
between
demanded
&
available
skills
SOLUTIONS
IN
EDUCATION&
TRAINING
1 2 3 4 5
Co-­‐designed
by:
Main
Process:
Skills
Technology
Foresight

33. GEF
Kazan:
List
of
Contributors
33
Sarnai
Batchuluun
(Ministry
of
Labour,
Mongolia)
Suzana
Bin6
Daut
(Government
Building,
Malaysia)
Kadyrbek
Boribekov
(Na0onal
Academy
of
Educa0on,
Kasipkor
Holding,
Kazakhstan)
Armando
Carvalho
(Ins0tuto
do
Emprego
e
Formação
Proffissional
IEFP,
Portugal)
Dilip
Chenoy
(Na0onal
Skills
Development
Corpora0on,
India)
Rodrigo
Cerda
(WorldSkills
Chile)
Rico
Cioccarelli
(Cioccarelli
Baukeramik,
Switzerland)
Claudia
Contreras
(Elektroinstallateur,
Chile)
Amit
Dar
(Educa0on
Global
Prac0ce,
World
Bank
India)
Chris6ne
Davatz-­‐Hochner
(Swiss
Trade
Associa0on,
Switzerland)
Olga
Dekh6arenko
(RIPO,
Belarus)
Alina
Doskanova
(WorldSkills
Russia)
Ta6ana
Drosdov
Díez
(Embassy
of
Spain
in
Moscow)
Savas
Erisen
(WorldSkills
Turkey)
Carlos
Eyharchet
(Fundacion
UOCRA,
Argen0na)
Anastacia
Fetsi
(European
Training
Founda0on,
Italy)
Jorge
Gaspar
(Ins0tuto
do
Emprego
e
Formação
Proffissional
IEFP
Portugal)
Erhan
Girit
(WorldSkills
Turkey)
Eleno
Agapito
Bron
Gonzalez
(CetUna
Paraguay)
Michel
Guisembert
(WorldSkills
France)
Alexey
Gusev
(Russian
Venture
Company)
Anna
Gushchina
('Stal'Industrial
holding,
Russia)
Mohammad
Hossein
Hajiloo
(WorldSkills
Iran)
Ma6lde
Higinia
(CetUna
Paraguay)
Hannu
Immonen
(Skills
Finland)
Alexey
Ivanov
(R&D
Center
at
Federal
Grid
Company,
Russia)
Kyunghee
Jeon
(SamsungSkills,
Korea)
Dmitry
Kaisin
(Russian
Technological
Agency)
Eduard
Kalitski
(RIPO,
Belarus)
Dyah
Kar6ningdyah
(Ministry
of
Educa0on
and
Culture,
Indonesia)
Brent
Kindred
(SkillsUSA)
Denis
Konanchuk
(SKOLKOVO
Educa0on
Development
Centre,
Russia)
Nikolay
Kuteev
(Russian
Technological
Agency)
Tim
Lawrence
(SkillsUSA)
San-­‐Quei
Lin
(World
Skills
Interna0onal,
Сhinese
Taipei)
Yehuda
Calo
Livne
(Shahak
Training
Centre
Israel)
Ekaterina
Loshkareva
(Agency
for
Strategic
Ini0a0ves,
Russia)
Sergey
Masyagin
(University
of
Innopolis
Russia)
Ekaterina
Matveeva
(Europeonline,
UK)
Diana
Carolina
Mejia
(SENA,
Colombia)
San6ago
Y.
Mendieta
(WorldSkills
Ecuador)
Xavier
A.
Mendieta
(WorldSkills
Ecuador)
Juan
Pablo
Castro
Morales
(SENA,
Colombia)
Vacharapong
Mukcherd
(Department
of
Skill
Development,
Ministry
of
Labour
Thailand)
Francis
Mwape
(WorldSkills
Zambia)
Prenesh
Naidoo
(MediaplaJorm,
South
Africa)
Sergey
Nazarenko
(KAMAZ,
Russia)
Alexey
Nikolaev
(Intel,
Russia)
Christopher
Ian
Oliver
(Festo
Didac0c,
South
Africa)
Kourosh
Parand
(Ministery
of
Coopera0ves,
Labor
and
Social
Welfare,
and
TVTO
Iran)
Sung
Hee
Park
(WorldSkills
Korea)
Young-­‐Bum
Park
(WorldSkills
Korea)
Raymond
Patel
(merSETA,
South
Africa)
Dmitry
Peskov
(Agency
for
Strategic
Ini0a0ves,
Russia)
Lilit
Petrosyan
(WorldSkills
Armenia)
Oleg
Ponfilyonok
(Associa0on
of
Small
UAVs,
Russia)
Stefan
Praschl
(World
Skills
Interna0onal,
Austria)
Ernst
Ralf
(DMG
MORI
Academy,
Germany)
Victoria
Ratnikova
(WorldSkills
Russia)
Pyotr
Schedrovitsky
(G.P.
Schedrovitsky
Ins0tute
for
Development,
Russia)
Kers6n
Seise
(WorldSkills
Germany)
Dmitry
Shamenkov
(System
of
Health
Management,
Russia)
Andrey
Shpitov
(Festo,
Russia)
Kader
Si-­‐Tayeb
(WorldSkills
France)
Mar6n
Sneyd
(Dublin
Ins0tute
of
Technology,
Ireland)
Adrian
Sommer
(Verband
Schweizerischer
Elektro-­‐
Installa0onsfirmen,
Switzerland)
Ji
Oh
Song
(Samsung
Electronics,
Korea)
Mohamad
bin
Sulaiman
(Department
of
Skills
Development,
Ministry
of
Human
Resources,
Malaysia)
Olga
Syomina
(Domodedovo
Training,
Russia)
Yasuo
Takamori
(Toyota
Motor
Corpora0on,
Japan)
Yasuo
Torikai
(Toyota
Motor
Corpora0on,
Japan)
John
Twohig
(WorldSkills
Ireland)
Ismael
Ugur
(WorldSkills
Turkey)
Maxim
Usynin
(Russian-­‐Bri0sh
Ins0tute
of
Management,
Russia)
Isacio
Vallejos
(CetUna
Paraguay)
Ester
van
der
Linde
(WorldSkills
South
Africa)
Kirill
Vasiliev
(World
Bank
Russia)
Kanissery
Venugopalan
(NeCur
Technical
Training
Founda0on,
India)
Ravi
Shanker
Verma
(Na0onal
Skills
Development
Corpora0on,
India)
Andre
Vermeulen
(WorldSkills
South
Africa)
Bu
Nur
Widyani
(Ministry
of
Educa0on
and
Culture,
Indonesia)
Alina
Yakovleva
(Open
Innova0on
2015
Forum,
Russia)
A
Sun
Yun
(WorldSkills
Korea)
Ulan
Zharmukhamedov
(Kasipkor
Holding,
Kazakhstan)
Natalia
Zolotareva
(Ministry
of
Educa0on
and
Science,
Russia)

34. 34
GEF
Kazan:
List
of
Moderators
&
Organizers
GEF
Kazan
Organiza6on
Team
Pavel
Luksha
Director,
GEF
/
Report
Author
Ekaterina
Loshkareva
Program
Co-­‐designer,
ASI
Alina
Doskanova
Par0cipants
and
key
speakers
management,
WSR
Tatyana
Pirog
Administra0ve
Director,
GEF
Varvara
Lukashina
Administra0on,
ASI
Ksenia
Andreeva
Administra0on,
ASI
GEF
Kazan
Facilita6on
Team
Pavel
Luksha
Team
leader
Timour
Shchoukine
Facilitator,
Automa0on
&
Digitaliza0on
Ekaterina
Shapyrina
Facilitator,
Automa0on
&
Digitaliza0on
Pavel
Surkov
Facilitator,
Human-­‐Centered
Services
Tatyana
Pirog
Facilitator,
Human-­‐Centered
Services
Yuri
Lapshin
Facilitator,
Educa0on
&
Training
Systems
Alexei
Morozov
Facilitator,
Educa0on
&
Training
Systems
Dmitry
Sudakov
Facilitator,
Global
Agenda
Kris0na
Kashfullina
Facilitator,
Global
Agenda

35. 35
GEF
Kazan:
List
of
Supporters
GEF
Kazan
session
operator
Key
sponsors
of
GEF
Kazan
Support
also
provided
by