According to the report of OCED 2018 “The Future of Education and Skills 2030”, well being and using new information for new values are crucial.
The design principles for eco-system include: student agency, rigor, focus, transferability, coherence, alignment, and choices. This is a good start for educators, trainers, parents, students and government policy-makers to think about solid actions that need to be implemented today to shape our future.
“Future of Skills”, Employment in 2030 of Pearson, mentioned the top 10 occupations predicted to experience increased demand through 2020 from UK and USA markets. The following items are common to these two markets : UK – Food preparation and hospitality trades, – Healthcare and personal appearance, – Community and social services, – Teaching and educational professionals . For the future skills, abilities and knowledge associated with these rising occupations that are common to UK and USA markets are : fluency of ideas, active learning, learning strategies, originality. It is suggested to create a scenario with moderate to highly complex issues for students to develop these future skills.
Teachers and trainers need to be innovative to re-invent more challenging teaching strategies to help students to learn in an engaged and responsible way with new values creation to sustain. For example, nurturing young generations to be a servant leader to design, market and manage new services, focusing on healthcare, personal care and social services related industries with innovations and technology to serve the community with new knowledge, skills, attitude and values of servant leadership, passion to serve for harmonious relationship building . It is also recommended to establish a boundary-free and responsibility-committed platform to enable students from different countries to reach their full potential to visualize UNSDGs 4, transferrable skills, #8, economic impacts with decent job, #9 innovations with sustainable mindset and #17 partnership to serve the community with an innovative business model for sustainable development.
The author deeply believe that business education has to be responsible, innovative, and interactive with UNSDGs, , UNPRME Principles, and recognized international standards and/ or guidelines. The author concluded that future skills of MICE – Mobilization of Resources, Integration of innovative ideas, Communication with ethics and Emotion Intelligence form the key elements for future basic education on top of languages, critical thinking skills, numerical and technological skills.
You may also be aware that UNSDG 8.9 mentioned that – by 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products 8.10 – Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all 8.A – Increase Aid for Trade support for developing countries, in particular least developed countries, including through the Enhanced Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries and 8.B By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization. For this reason, we urge every one of you to participate, to contribute and to co-create a platform to further offer committed opportunities for students to visualize UNSDGs and the 6 principles of UN Responsible Management Education for building an inclusive community.
“By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization”
Dr. Shirley Yeung
Head, School of Business,
Gratia Christian College ,
(United Nations PRME Advanced Signatory Institution, HK)
港人港情品牌大獎 (Hong Kong People’s Hong Kong Brand Award),
最佳可持續創新學府品牌大獎 (The Best College for Social Sustainability and Innovation Award)
-2018/19 Winner, Global Young Leader Award, Asia Week, 2017 Winner,
Woman Award with Impacts, Tonggentongmeng, Beijing, 2018
Reference : https://www.oecd.org/education/2030-project/