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Anticipating and Preparing for Emerging Skills and Jobs

By Dominique Slade04.01.18InGeneralComments 0

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

Curiosity, ability to question and to research

Innovation and creativity

Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate

Adaptability, responsiveness, agility;

STEM education, designing and making, understanding and use of data;

Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,

Coping with and learning from failure

Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

By Dominique Slade

Dominique is Head of Technical and Vocational Pathways and part of the Education Services team at Cambridge International Examinations.

View all posts by Dominique Slade

Tweets by @CIE_Education

© 2018 Cambridge International Examinations

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Anticipating and Preparing for Emerging Skills and Jobs

By Dominique Slade04.01.18InGeneralComments 0

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

Curiosity, ability to question and to research

Innovation and creativity

Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate

Adaptability, responsiveness, agility;

STEM education, designing and making, understanding and use of data;

Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,

Coping with and learning from failure

Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

By Dominique Slade

Dominique is Head of Technical and Vocational Pathways and part of the Education Services team at Cambridge International Examinations.

View all posts by Dominique Slade

Tweets by @CIE_Education

© 2018 Cambridge International Examinations

Arabic, Creativity, Editing, English, German, Glossary, Learning English and Practicing Journalistic Style, Links, NGOs, Prose, Terminology, Translation, مصطلحات, Writing, Writing Style, اللغة العربية, الالمانية, الانكليزي, الانكليزية, حدث عالمي

Judges of 13th St. Jerome #Translation #Contest: We are astonished how rich #Arabic language in vocabulary and synonymous.

English text: “Fingerprint Words
French text: “Le vintage : matière et mémoire

Arabic:
General category:
Judges: Ms. Raghda Fejes and Mr. El Khalil Mamoune (remarks)
Prize winners: Mr. Elrayah Abdelgadir Mohamed Osman (first prize), Mr. Mohammed El Alaoui (second prize); Mr. Amara Hammami (honourable mention) and Ms. Sawsan Taraif (honourable mention)

Student track:
Judges: Ms. Raghda Fejes and Mr. El Khalil Mamoune;
Prize winner: Mr. Ahmed Roshdi (student prize)

Chinese:
General category:
Judges: Prof. Changshuan Li and Mr. Junkai Liu (remarks)
Prize winners: Ms. Shuai Wang (first prize), Mr. Jianjun Chen (second prize)

Student track:
Judge: Mr. Xingmin Zhao (remarks)
Prize winners: Ms. Mengqi Yuan (student prize); Ms. Mei Chang (honourable mention)

English:
General category:
Judges: Mr. R. William Heckel and Ms. Diane Frishman (remarks)
Prize winners: Ms. Elke Lohan (first prize), Ms. Teresa Lander (second prize);
Ms. Miriam Gartenberg (honourable mention), Mr. Dimitri Agratchev (honourable mention) and Mrs. Sara Boyes (honourable mention)

Student track:
Judge: Mr. Kieran Burns
Prize winner: Mr. Benjamin Daniels (student prize)

French:
General category:
Judges: Ms. Christel Hauer and Mr. Pierre Bancel (remarks)
Prize winners: Mr. Mathieu Lecarpentier (first prize) and Mr. Emmanuel Scavée (second prize)

Student track:
Judges: Ms. Christel Hauer and Mr. Pierre Bancel
Prize winner: Mr. Mathieu Vigouroux (student prize)

German:
General category:
Judges: Mr. Klaus Müller and Prof. Dr. Alexander Künzli (remarks)
Prize winners: Ms. Janine Pickardt (first prize) and Ms. Elke Lohan (second prize)

Student track:
Judges: Mr. Klaus Müller and Prof. Dr. Alexander Künzli (remarks)
Prize winner: Ms. Theresa Waldhäusl(student prize)

Russian:
General category:
Judges: Mr. Youri Toropin and Mr. Anatoly Tchadliev (remarks)
Prize winners: Mr. Denis Komarov (first prize) and Ms. Tatiana-Maria Komerzan (second prize)

Student track:
Judges: Mr. Youri Toropin and Mr. Anatoly Tchadliev
Prize winners: Ms. Daria Bogatova (student prize);
Ms. Kseniia Topolniak (honourable mention) and Ms. Elizaveta Kravchenko(honourable mention)

Spanish:
General category:
Judges: Ms. Elvira Pérez and Mr. Miguel Sáenz (remarks)
Prize winners: Ms. Ana Puga Peralta (first prize) and Ms. Guillermina Ruiz Grané(second prize)

Student track:
Judges: Ms. Elvira Pérez and Mr. Miguel Sáenz
Prize winner: Ms. Anna Ferrando Tena(student prize)

List of partner universities

About the Contest

13th St. Jerome Translation Contest

https://languagecareers.un.org/dgacm/Langs.nsf/page.xsp?key=Outreach-StJerome-SJTC13

Arabic, Documentary, English, Film, Filmmaking, Global_Governance, Human Rights, ICRC, Links, Media, NGOs, UN, فيلم, وثائقي, WordPress, Writing, اللغة الانكليزية, اللغة العربية, الانكليزي, الانكليزية, الحكومة العالمية, حدث عالمي

Imam Husain’s Stream of Life #Documentary | الامام الحسين سبيل الحياة #وثائقي

This documentary demonstrates how Imam Husain, peace be upon him, through his supporters, the Shiah, has helped solving to top crises ranked as the worst and top urgent on world agenda: encountering terrorism of Da’ish and finding refuge for internally displaced people in Iraq whose nation decided to defeat Da’ish rather than fleeing. Liberty, victory, relief and dignity of the land nation and relief are among the the first achievements. 

Made, translated and directed by Fatima al Khansa @English4Media and produced by Karbala-TV.net 
الامام الحسين سبيل الحياة

فيلم وثائقي يروي كيف استطاع الامام الحسين سلام الله عليه، عبر انصاره الشيعة،6 ان يحل ازمتين عالميتين صنفتا الاسوأ والاخطر على الاجندة الدولية: محاربة الارهاب وايواء النازحين في العراق الذين فضلوا مواجهة الارهاب المتمثل في داعش بدل الهرب فكان لهم النصر والكرامة والتحرير والخلاص. 

#وثائقي 

اعداد وترجمة واخراج: فاطما الخنسا 

انتاج: قناة كربلاء الفضائية

Conference, Editing, English, French, German, Interpreting, Italian, Links, Media, Resources, Translation, UniUN17, اللغة الانكليزية, اللغة العربية, الالمانية, الانكليزي, الانكليزية, الايطالية

Interpreting, Editing…

Interpreting, Editing…: http://www.youtube.com/playlist?list=PLrpxTMsezWESk0-gDxTwhojwaZldH-Qik