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In the second of three reports, Power in Numbers examines opportunity areas for technology to drive impact for adult learners. We propose that edtech investors and developers focus on five key opportunity areas, and invest in technology solutions to improve adult education outcomes. Each opportunity area represents a framework for analyzing technologies to achieve maximum impact. They are: supplement the instructor; design for life; engage the learner; build the community; connect the dots. With the right attention and funding, investment in the development of digital tools and technology solutions can not only tap into an underserved market, but also radically transform the experiences of adult learners and educators in math and beyond.

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We present empirical evidence suggesting that technological progress in the digital age will be biased not only with respect to skills acquired through education but additionally with respect to non‐cognitive skills (personality). We measure the direction of technological change by estimated future digitalization probabilities of occupations, and non‐cognitive skills by the Big Five personality traits from four German worker surveys. Even though we control for education and work experience, we find that workers who are more open to experience, emotionally more stable and less agreeable will tend to be less susceptible to digitalization. We also find that future technological progress may not continue to hollow out the middle class as much as it did in the recent past. These results suggest that education and labor market policies should put more emphasis on children's and workers' personalities to strengthen their labor market resilience in the digital age.

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The use of modern digital technologies is a prerequisite for the development of more effective approaches to learning and the improvement of teaching methods, which saves time and is faster to achieve this goal. The high educational potential of modern digital technologies and the pace of their development, and modernization of software, determine the requirement for the improvement of training of masters of industrial training. In these circumstances, it is important for graduates of pre-professional higher education to have the knowledge, skills and experience to solve educational tasks, above all, digital tools. The aim of this study is to substantiate and experimentally test the levels of digital competence development of future masters of industrial training using the following methods: theoretical (analysis, synthesis, generalization); empirical (testing); statistical (results processing, charting).

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The volume addresses the ways that the field of adult basic education has already been impacted by changes in technology and what needs to happen for learners and teachers to take full advantage of newly developing resources. The analysis is organized around three main themes: learning, teaching, and organizing. Each section reviews relevant research and sample instructional resources, drawing on work done from around the world. A key concern is moving beyond the hype to look for the specifics of practice - what exactly is new about contemporary adult basic education? Rather than a celebration of technology for technology's sake, the analysis asks a series of questions. What do we want learning to look like? What do teachers expect of themselves as professionals and learners? Finally, how is technology being used to shape the field, and how can we use it to work for changes we believe in? This book is essential reading for pre-service and in-service teachers, as well as instructors in a variety of fields relating to technology and learning.

Published abstract.

Chapters are divided into three sections: Part one, 'Learning', includes: Adult basic education (ABE) and the affordances of digital technologies - structures for learning; modalities of learning; the impact on learning; Learning to be literate in a digital age - new ways to learn; new things to learn; old questions to ask. Part two, 'Teaching', includes: Teaching ABE in the age of new literacies - perspectives on literacy pedagogy; supporting active learning; some thoughts on lesson planning; Learning to teach new literacies - teacher expectations around their own development; formal structures for professional development; developing nonformal structures; participation patters in professional development. Part three, 'Organising', includes: Shaping the field - the nature of education; the nature of identity; the nature of participation; Shaping the world - the political economy of new literacies; new literacies and development; possibilities for change. Show less

This paper examines which incremental increases in numeracy skills, literacy skills and skills and readiness in using information and communication technology (ICT) for problem solving have the biggest impact on employment participation and related labour market outcomes, and how these compare to incremental increases in educational attainment. The source of the data is the 2012 Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). Using the 2012 PIAAC data, the authors' analysis confirms that there are significantly higher earnings and employment returns to both increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and ICT skills proficiencies controlling for the level of education.

Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market.

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The term 'social software' covers a range of software tools which allow users to interact and share data with other users, primarily via the web. Blogs, wikis, social networking websites, such as Facebook and Flickr, and social bookmarking sites, such as Delicious, are examples of some of the tools that are being used to share and collaborate in educational, social, and business contexts. The key aspect of a social software tool is that it involves wider participation in the creation of information which is shared.

This study examined the use of social software in the UK further and higher education sectors to collect evidence of the effective use of social software in enhancing student learning and engagement. In this study, data from 26 initiatives, where social software tools have been employed, has been collected, analysed and synthesised. The cases chosen give a spread of tools, subject areas, contexts (part-time, full-time or distance learning), levels of study, and institutions (higher and further education). A case study methodology was followed and both educators and students were interviewed to find out what they had done, how well it had worked, and what they had learned from the experiences.

This study provides insights about the: educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.

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In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills - namely literacy, numeracy and problem solving in technology-rich environments.

This publication describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. It is a companion volume to 'Skills matter: further results from the Survey of Adult Skills'. This volume presents the results from the 24 countries and regions that participated in the first round of the survey in 2011-12, first published in 'OECD skills outlook 2013: first results from the Survey of Adult Skills' and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey).

Edited abstract from publisher's website.

The contents are as follows: What the Survey of Adult Skills (PIAAC) measures; The background questionnaire of the Survey of Adult Skills (PIAAC); The methodology of the Survey of Adult Skills (PIAAC) and the quality of data; Reporting the results of the Survey of Adult Skills (PIAAC); Relationship of the Survey of Adult Skills (PIAAC) to other international skills surveys; Relationship between the Survey of Adult Skills (PIAAC) and the OECD Programme for International Student Assessment (PISA); The Survey of Adult Skills (PIAAC) and 'key competencies'; The Survey of Adult Skills (PIAAC) and the measurement of human capital. Show less

This study explores insights from key stakeholders into the skills they believe will be necessary for the future of work as we become more reliant on artificial intelligence (AI) and technology. The study also seeks to understand what human resource policies and educational interventions are needed to support and take advantage of these changes. This is a qualitative study where a sample of highly experienced representatives from a range of small to large Irish organisations, both public and private, provide insights into this important topic. Findings indicate participants see a continued need for soft and hard skills as we evolve towards a more technologised workplace, with a need for employees to adopt a lifelong learning philosophy. As the knowledge economy in Ireland is well established, experts do not expect mass displacement to occur but differ with respect to the predicted rate of change. Novel [human resource] HR interventions such as hiring for potential, pooling talent and establishing postgraduate supply contracts are seen as key. Current state interventions were mostly viewed positively but revamping of curricula is needed as well as stronger partnerships with tertiary institutions. The interpretivist nature of the study limits the generalisability of the findings as they are based on a relatively small sample from one country. Also despite the significant expertise of the sample, it is not possible to predict whether their forecasts will manifest. This research highlights the need for Irish [small and medium-sized enterprises] SMEs to embrace the impacts of automation and AI as many are seen to be slow in reacting to changes in technology. The study also reveals cutting edge talent management interventions for employers to adopt that will insulate them from the challenges technological change presents to recruitment and employee development. The findings from this paper culminate in the development of a conceptual framework, which encapsulates the responsibilities of all parties so that future skills needs will be met. This highlights the interplay between employers, individuals/employees, the Irish Government and educational institutions, demonstrating how they are interdependent on one another as we move towards a more technologised future.

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The labor market's persistent gender gap has been documented in most countries around the world, and Latin America and the Caribbean region is no exception. Compared to men, more women work in lower-paid occupations, spend more time in unpaid child- and elderly-care jobs and participate less in STEM fields (that is, those related to science, technology, engineering and mathematics). Given technology's accelerated pace and this gap, is digital transformation an opportunity or a challenge in reaching gender equality in the labor market?

In this fourth issue of the 'The Future of Work in Latin America and the Caribbean' series, we aim to understand what the new labor market will look like for women. First, the study presents new data on the impact that automation technologies (e.g., robotization and artificial intelligence) will have on workers in four of the region's countries. We then discuss the impact of intermediation technologies (or the gig economy) that, together with robotization, constitute a major disruption of technology in the labor market. The study presents new data while exploring the opportunities and challenges that these technologies will present for the region's women.

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Innovation is a concept that is widely misunderstood. Up until the early 1980s, innovation was widely viewed as synonymous with the use of [research and development] by manufacturing firms to develop technical inventions. Policy was usually based on linear science-push models in which increased support for [research and development] and the education of scientists and engineers led to new inventions. Unfortunately, this view of innovation as based on [research and development], science, technology and inventions is still widely held.

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