Discussing how higher education should change to match world and work changes and lead that change through research and innovation.

1. FUTURE OF HIGHER
EDUCATION
Mostafa Mohsen Radwan

2. FUTURE OF HIGHER EDUCATION
1. Why Higher/Tertiary Education
2. The Changing World and Future of Work
3. Education for the Future
4. Recommendations for Policy Makers

3. 1. Why Higher/Tertiary Education
Source: Education at a Glance, OECD Indicators 2019. September 2019
•Those with tertiary education are less likely to be
NEET (neither employed nor in education or
training)
• Tertiary-educated adults are more resilient
against long-term unemployment
•The relative earnings of tertiary-educated adults
increases with professional experience
•Tertiary graduates are more likely to keep
improving their skills through continuous adult
learning

4. OECD Indicators 2019
Education at a Glance
Embargo:
11am CEST
10am GMT
10 September 2019

5. Those with tertiary education are less likely to be NEET Fig.A2.4
Percentage of NEETs (neither employed nor in education or training) among 25-29 year-olds, by educational attainment (2018)
0
10
20
30
40
50
60
70
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary%

6. Tertiary-educated adults are more resilient against long-
term unemployment Figure A3.2
Percentage of long-term unemployed 25-64 year-olds, by educational attainment (2018)
0
10
20
30
40
50
60
70
80
90
100
Tertiary Upper secondary or post-secondary non-tertiary Below upper secondary%

7. The relative earnings of tertiary-educated adults
increases with professional experience Figure A4.2
Relative earnings of tertiary-educated adults compared to those with upper secondary education, by age group (2017)
100
120
140
160
180
200
220
240
260
280
300
45-54 year-old workers 25-34 year-old workers
Index

8. Tertiary graduates are more likely to keep improving
their skills through continuous adult learning Figure A7.1
Participation of 25-64 year-olds in education and training, by educational attainment(2016)
0
10
20
30
40
50
60
70
80
90
100
% Tertiary
Upper secondary or post-secondary non-tertiary
Below upper secondary
Adult Education Survey (AES)
0
10
20
30
40
50
60
70
80
90
100
%
Survey of Adult Skills (PIAAC) or national surveys

9. 2. The Changing World and Future of Work
Facts & Figures
Source: The World Bank Group, WORLD DEVELOPMEN0T REPORT 2019, The
Changing Nature of Work, Chapter 1. 2019.
• Over the last century, machines have replaced workers in many
tasks.
• The declining cost of machines especially puts at risk those
workers in low skill jobs engaged in routine tasks.
• The number of robots operating worldwide is rising quickly. By
2019, 1.4 million new industrial robots will be in operation,
raising the total to 2.6 million worldwide.
• Tasks traditionally performed by humans are being—or are at
risk of being—taken over by robots, especially those enabled
with artificial intelligence.

10. • However, technology has created more jobs than it has displaced.
• As technology advances, firms adopt new methods of production,
markets expand, and societies evolve.
• Firms rely on new technologies to better use capital, overcome
information barriers, outsource, and innovate.
• Technology facilitated the creation of jobs through working online
or joining the so-called gig economy.
• Technology increases proximity to markets, facilitating the
creation of new, efficient value chains.
• New technologies allow for more efficient management of the
operations of firms
• Because of Technology, consumers enjoy a wider range of
products at lower prices.

11. • During this process of technology adoption, some workers will be
replaced by technology. Workers involved in routine tasks that are
“codifiable” are the most vulnerable.
• Technology is disrupting the demand for skills
• The demand for routine job-specific skills is declining.
• The demand for nonroutine cognitive and sociobehavioral skills
appears to be rising in both advanced and emerging economies.
• These changes show up not just through new jobs replacing old
jobs, but also through the changing skills profile of existing jobs,
Sociobehavioral skills are becoming more important
• Globally, returns to tertiary education are almost 15 percent a year.
Individuals with more advanced skills are taking better advantage of
new technologies to adapt to the changing nature of work.

12. 3. Education for the Future
• Universities has two main functions, to prepare students for
the future work environment and through innovation and
research to lead the technology and society change
• To cope with changes, Higher Education has to change
• Learning has to change from Teacher-Centered-Learning into
Student-Centered-Learning
• Change should extend to Education Modes, Education
Setting and Information Sources
• Curricular innovations and Innovative pedagogical
approaches would support the change

13. Education Modes
Traditional University
First degree
Postgraduate studies
On-campus / Face to
Face
Future University
Undergraduate Studies
Graduate Studies
Continuing Professional Development
Career Change Studies
Citizenship & Life Skills
On-campus / Face to Face
On-line
Hybrid
Itinerant
Multiple

14. Education Setting

15. Information Sources

16. Curricular innovations
• Experiential learning
• Multi-disciplinary programs
• Competency-based learning
• Modular Learning
• Micro Masters
• Internationalization

17. Innovative pedagogical
approaches
• Peer learning
• Clickers / Flipped classroom
• Project and design based learning
• MOOCs
• Simulations
• Learning through games
• Self-learning using AI-driven software

18. 21st Century
Education
Source: Skills for the 21st
Century: What Should
Students Learn?
Center for Curriculum
Redesign
Boston, Massachusetts.
2015
www.curriculumredesign.org

19. 4. Recommendations for Policy Makers
To Adopt Long and Short Term Strategies with
following Objectives:
• Increase opportunities for higher education
• High quality graduates & strong research-based institutions
• Stakeholders’ continuous support of higher education
improvement & modernization
• Enhancement of the creativity & innovation skills of
younger generations
• Excellence and Internationalization of higher education
• Use of technology and facilitating lifelong-learning
• Development of technical education and vocational training