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EXPLORING INTERNATIONAL EDUCATION


in a way never seen before. Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI) and robotics are changing the way that we live and work and the rapid pace of change is disrupting almost every industry in every country. Whilst


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increasing productivity, concerns over job losses due to automation are rife. However, for school leavers equipped with the correct skills the opportunities appear endless, but the challenge for schools is how to prepare them well. According to a 2018 report by The Economist: Intelligence


Unit, very few countries have begun to address the impact of automation through educational policy. “Intelligent automation is expected to boost the importance of both education related to STEM (science, technology, engineering and mathematics) and of so-called soft skills, which allow workers to trade on their uniquely human capabilities,” explains the report, The Automation Readiness Index: Who is ready for the coming wave of automation? “However, in all but the highest-scoring countries, little has been done to prepare future workers through school curricula or, just as importantly, teacher training. At the same time, some experts warn that a focus on soft skills would be a distraction in countries where basic education is still not up to scratch.”


WHAT ARE THE SKILLS THAT EMPLOYERS SEEK?


Speaking at the 2018 Global Education and Skills Forum (GESF) in Dubai, Dr Reuben Abraham, CEO of Think-Tank the IDFC Institute, said, “We have always had a fear of new technology, even as far back as the industrial revolution, but those fears have been largely unfounded, so why is it different now? Well, it’s the speed in which technology has come to the fore. The risk factor we are dealing with is on a grand economic; political and social level.”


Klaus Schwab, founder and executive chairman of the


World Economic Forum (WEF) and author of The Fourth Industrial Revolution believes that the pace of change is creating opportunities like never seen before.


“The possibilities of billions of people connected by mobile devices, with unprecedented processing power, storage capacity, and access to knowledge, are unlimited. And these possibilities will be multiplied by emerging technology breakthroughs in fields such as artificial intelligence, robotics, the Internet of Things, autonomous vehicles, 3-D printing, nanotechnology, biotechnology, materials science, energy storage, and quantum computing.” Interestingly, amidst this high-tech landscape with


Left: Bavarian International School


any experts believe that we are now in the early stages of the Fourth Industrial Revolution, an era combining digital, physical and biological systems


automation replacing low-skilled jobs, it is the demand for human skills that is outstripping supply as revealed in a WEF report, The Future of Jobs.


The report surveyed CEOs across nine industries in 15 technological advancements are undoubtedly


of the world’s largest economies to discover how technological advancements are likely to change the job market. It wasn’t STEM and digital skills that the executives desired. Instead the premium was placed on creativity-based skills such as critical thinking and collaboration. It seems that technological advances are making human skills more important than ever. “In the world of work, high value is given to the non- cognitive, character skills that a person has,” explains Suzanne Lindley, secondary assistant principal of Bangkok Patana School, the oldest British International School in Thailand. “With the knowledge that Artificial Intelligence is fast- developing, students will increasingly need to demonstrate the skills that robots do not have.”


DEVELOPING SKILLS


So, how are schools preparing students for a future in which the sands are constantly shifting? Whilst it has been widely publicised that employers are seeking skills that school-leavers and graduates are often lacking (The Chartered Management Institute reports that 85 per cent of business managers believe that work experience should be embedded into courses to help develop skills and make students more employable), the mind- set that students develop at International Schools is likely to place them at a distinct advantage.


Our shrinking world and global connectivity means that individuals who can work across cultures and disciplines will be poised to take advantage of the opportunities.


INTERNATIONAL MINDEDNESS


According to Mark London, head of marketing at ACS International Schools, a group of four private schools – three in London and one in Qatar – an international school will teach different subjects in an international context, according to the nationalities of class members. “For example, educators won’t teach history from the perspective of one country but use examples of historical themes and change from across the world. Students develop a global mind-set and learn about many different cultures.”


It is this global mind-set or ‘international mindedness’ that will give international school pupils the edge in applying for jobs in the future workplace. “We recognise that international pupils today need


to be able to find what ‘home’ means to them and through our unique blend of Thai and British humanities we support children to come to their own conclusions about this,” says Matthew Woodhead, head of Pre-Prep at Brighton College


Keep Informed | relocateglobal.com | 11


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