Veille et analyses de l'ifé

Entre recherches et pratiques

   Vous êtes ici : Détails de l'étude ou du rapport

     Langue(s) : anglais 

Learning and working in the digital age: Advancing opportunities and identifying the risks

Auteur(s) :  Annelies Goger, Allyson Parco, Emiliana Vegas

Editeur(s) :  Brookings Institution

Date :  05/2022


The rapid expansion of new technologies into every sector has contributed to the proliferation of alternative models of education, learning, and skill signaling in global labor markets. From digital badges to bootcamps to learning and employment records (LERs), a wide range of public, private, and nonprofit initiatives and platforms have emerged to address ongoing demand for education and skills among employers and workers alike. Beyond simply moving existing courses and curricula into an online environment, the latest wave of educational innovation represents a more fundamental shift in how education and skills data are gathered, stored, taught, verified, accessed, and signaled in the labor market. Some observers refer to this shift as “Education 3.0,” (Borden, 2015) and others refer to it as “The Internet of Education” (Learning Economy Foundation, 2020).

This paper provides a high-level map of the landscape of education and labor market innovations in formal and informal education (including the workplace), with an emphasis on digital credentials and LERs. As technologies and their uses rapidly expand, our goal is to make the emerging digital education-to-career ecosystem more accessible to non-technical audiences and specifically to inform decisionmakers, such as labor and education leaders, worldwide about the promises and perils of these initiatives for expanding access to opportunity. As we began this work, we found a disconnect: Most of these initiatives are led by organizations in the world’s most wealthy, industrialized countries. Yet, youth and adults in low-income countries and in marginalized communities within wealthy countries are most likely to be excluded from traditional high-quality education and training opportunities. As such, these low-income countries and marginalized communities have the most to gain from having a more diverse range of learning and hiring options.

Télécharger le document :

mot(s) clé(s) :  TIC