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Can education systems anticipate the challenges of AI?

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Presented at IIEP-UNESCO Paris, 15 May 2018

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Can education systems anticipate the challenges of AI?

  1. 1. UNESCO EDUCATION SECTOR IIEP Strategic Debate: Can education systems anticipate the challenges of AI? Steve Vosloo, UNESCO, 15 May 2018, IIEP-UNESCO Paris
  2. 2. UNESCO EDUCATION SECTOR 2 A brief history of AI
  3. 3. UNESCO EDUCATION SECTOR 3 AI is already in our lives. It is here, and yet it is only beginning …
  4. 4. UNESCO EDUCATION SECTOR 4 AI is the future, and it’s setting off a panicked race amongst countries …
  5. 5. UNESCO EDUCATION SECTOR 5 … with the emergence of national strategies
  6. 6. UNESCO EDUCATION SECTOR 6 … with the emergence of national strategies
  7. 7. UNESCO EDUCATION SECTOR 7 … and also a race between companies
  8. 8. UNESCO EDUCATION SECTOR 8 Computer vision: Facial recognition systems
  9. 9. UNESCO EDUCATION SECTOR 9 Natural language processing: The next interface
  10. 10. UNESCO EDUCATION SECTOR 10 Data mining and pattern recognition
  11. 11. UNESCO EDUCATION SECTOR 11 What does it mean, for example, for customer services, supply chain management and recruitment?
  12. 12. UNESCO EDUCATION SECTOR 12 Right now, AI in Ed is mostly promise and potential, but this is changing
  13. 13. UNESCO EDUCATION SECTOR 13 AI can improve the quality of education • Continuous use and assessment • Big data for learning analytics • Personalised, adaptive learning • Virtual mentors and chatbots • Real-time data for policy development
  14. 14. UNESCO EDUCATION SECTOR 14 Q1. Can AI itself help education systems anticipate the challenges of AI? How can AI itself shorten the distance between skills supply and demand, e.g. World Bank and LinkedIn partnership? “AI will make forecasting more affordable, reliable and widely available” (The Economist, 2018)
  15. 15. UNESCO EDUCATION SECTOR 15 What AI doesn't do well … or what is the human value add?
  16. 16. UNESCO EDUCATION SECTOR 16 Q2. What do we know about educating for an AI in Ed future today? In formal, non-formal, informal and work-based learning environments: - “Human” skills and competences include: critical thinking, creativity, social skills, emotional intelligence, digital citizenship - Data literacy  Carnegie Mellon to offer the first undergrad AI degree in the US (with a focus on ethics) - Focus on lifelong learning - Retraining on work taken over by AI
  17. 17. UNESCO EDUCATION SECTOR 17 Q4. Is it only IA vs us? The opportunity for intelligence augmentation (IA)
  18. 18. UNESCO EDUCATION SECTOR 18 Q3. What does this all mean for developing countries and equity? Will AI create growing inequalities between developed and developing countries, between those who own and/or create the technology, and those who only use it, as well as those people whose jobs may be impacted by AI? Is there a new adaptation divide? On the other hands, AI can support those with low literacy and digital skills  livelihoods.
  19. 19. UNESCO EDUCATION SECTOR 19 Gartner Hype Cycle 2017: AI at peak hype
  20. 20. UNESCO EDUCATION SECTOR 20 Steven Vosloo, Senior Project Officer UNESCO se.vosloo@unesco.org www.twitter.com/stevevosloo

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