global education futures

• The biggest shift we would like to see in education is the shift from teaching a subject to developing a person Garry Jacobs CEO at The World Academy of Art & Science and CEO at The World University Consortium
• New educational paradigms must empahasize meaningful participation in societal transformation and convivial relationship with oneself first, and then everyone and everything with which one interacts Alexander Lazslo President at The Bertalanffy Center for the Study of Systems Science (BCSSS)
• There is a need of strong leadership from teachers, to help awaken kids identity and motivation for learning. Teachers encourage children to become better person, and therefore they should lead with wisdom Yuhyun Park Founder at Infollution Zero

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Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education @egwbrookings helen shwe hadani , helen shwe hadani former brookings expert @helenshadani kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education @kathyandro1 maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education @maysajalbout elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development @jennodjod brad olsen , brad olsen senior fellow - global economy and development , center for universal education @bradolsen_dc jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education @jordosh emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development @emivegasv rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

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The Future of Education

Google for Education collaborated with research partner Canvas8 to conduct a study across 24 countries on the future of education. The result is a three-part global report highlighting insights from around the world.

Global nonprofit American Institutes for Research (AIR) served as an advisor and consultant to this research.

Preparing for a new future

As educators work to equip students with the skills and mindsets they’ll need to navigate massive change, the experts we interviewed discussed how and why they’re rethinking the role of education.

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What's inside

Rising demand for global problem solvers

Change in the skill sets required for work

Shift to a lifelong learning mindset

Evolving how we teach and learn

Find out how recent technological advances are evolving how we think about teaching and learning from a one-to-many model to a more personal approach to learning.

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Making learning personal

Reimagining learning design

Elevating the teacher

Reimagining learning ecosystems

Learn how educators are taking a more systemic approach to transformation, by reimagining the education ecosystem around the learner.

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Upgrading learning environments

Empowering educators with data

Re-evaluating student progress

Building the report

This report contains insights from interviews with education thought leaders from around the world, including experts in policy, academic researchers covering education, district-level representatives, school principals and teachers and edtech leaders.

FROM THE EXPERTS

“There is a need to develop human beings who are internally strong and resilient. The importance of knowledge transmission will decline in order to place a greater emphasis on fundamental and higher thinking skills, including children's socio-affective spheres.”

Sylvia Schmelkes, researcher at Universidad Iberoamericana, Mexico

“The education system has to enable young people to be great career navigators, to learn transferable skills that enable them to change fields and not just change jobs. And, to be alert to the changing workforce needs in ways that were probably less apparent previously.”

Valerie Hannon, co-founder, Innovation Unit, United Kingdom

“The power of technology in education [is a major force shaping it], changing learning experiences, changing the role and nature of educators — your work in knowledge transmission is no longer that relevant. You have to instead become a great coach, a great mentor, a social worker, and career advisor.”

Andreas Schleicher, director for education and skills, and special advisor on education policy to the secretary-general at the Organisation for Economic Co-operation and Development (OECD), Global

Teaching for tomorrow

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What might education look like in the next 5-10 years? Check out the trailer for our new YouTube series, Teaching for tomorrow, which features expert insights on topics from teaching and learning, to digital literacy and more.

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Teaching for tomorrow with Tony Wagner

Join Tony Wagner (he/him), Ed.D., Senior Research Fellow at the Learning Policy Institute, to learn about the skills students will need in tomorrow’s workplace, the promise of education technology, and more.

Teaching for tomorrow with Jan Owen

Join Jan Owen (she/her), Co-chair of Learning Creates Australia, for insights on how education can empower students to help solve the global problems of today and tomorrow.

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Global Education

By Hannah Ritchie, Veronika Samborska, Natasha Ahuja, Esteban Ortiz-Ospina and Max Roser

A good education offers individuals the opportunity to lead richer, more interesting lives. At a societal level, it creates opportunities for humanity to solve its pressing problems.

The world has gone through a dramatic transition over the last few centuries, from one where very few had any basic education to one where most people do. This is not only reflected in the inputs to education – enrollment and attendance – but also in outcomes, where literacy rates have greatly improved.

Getting children into school is also not enough. What they learn matters. There are large differences in educational outcomes : in low-income countries, most children cannot read by the end of primary school. These inequalities in education exacerbate poverty and existing inequalities in global incomes .

On this page, you can find all of our writing and data on global education.

Key insights on Global Education

The world has made substantial progress in increasing basic levels of education.

Access to education is now seen as a fundamental right – in many cases, it’s the government’s duty to provide it.

But formal education is a very recent phenomenon. In the chart, we see the share of the adult population – those older than 15 – that has received some basic education and those who haven’t.

In the early 1800s, fewer than 1 in 5 adults had some basic education. Education was a luxury; in all places, it was only available to a small elite.

But you can see that this share has grown dramatically, such that this ratio is now reversed. Less than 1 in 5 adults has not received any formal education.

This is reflected in literacy data , too: 200 years ago, very few could read and write. Now most adults have basic literacy skills.

What you should know about this data

• Basic education is defined as receiving some kind of formal primary, secondary, or tertiary (post-secondary) education.
• This indicator does not tell us how long a person received formal education. They could have received a full program of schooling, or may only have been in attendance for a short period. To account for such differences, researchers measure the mean years of schooling or the expected years of schooling .

Despite being in school, many children learn very little

International statistics often focus on attendance as the marker of educational progress.

However, being in school does not guarantee that a child receives high-quality education. In fact, in many countries, the data shows that children learn very little.

Just half – 48% – of the world’s children can read with comprehension by the end of primary school. It’s based on data collected over a 9-year period, with 2016 as the average year of collection.

This is shown in the chart, where we plot averages across countries with different income levels. 1

The situation in low-income countries is incredibly worrying, with 90% of children unable to read by that age.

This can be improved – even among high-income countries. The best-performing countries have rates as low as 2%. That’s more than four times lower than the average across high-income countries.

Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom.

Millions of children learn only very little. How can the world provide a better education to the next generation?

Research suggests that many children – especially in the world’s poorest countries – learn only very little in school. What can we do to improve this?

• This data does not capture total literacy over someone’s lifetime. Many children will learn to read eventually, even if they cannot read by the end of primary school. However, this means they are in a constant state of “catching up” and will leave formal education far behind where they could be.

Children across the world receive very different amounts of quality learning

There are still significant inequalities in the amount of education children get across the world.

This can be measured as the total number of years that children spend in school. However, researchers can also adjust for the quality of education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”.

On the map, you see vast differences across the world.

In many of the world’s poorest countries, children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years.

Across most countries in South Asia and Sub-Saharan Africa – where the largest share of children live – the average years of quality schooling are less than 7.

• Learning-adjusted years of schooling merge the quantity and quality of education into one metric, accounting for the fact that similar durations of schooling can yield different learning outcomes.
• Learning-adjusted years is computed by adjusting the expected years of school based on the quality of learning, as measured by the harmonized test scores from various international student achievement testing programs. The adjustment involves multiplying the expected years of school by the ratio of the most recent harmonized test score to 625. Here, 625 signifies advanced attainment on the TIMSS (Trends in International Mathematics and Science Study) test, with 300 representing minimal attainment. These scores are measured in TIMSS-equivalent units.

Hundreds of millions of children worldwide do not go to school

While most children worldwide get the opportunity to go to school, hundreds of millions still don’t.

In the chart, we see the number of children who aren’t in school across primary and secondary education.

This number was around 260 million in 2019.

Many children who attend primary school drop out and do not attend secondary school. That means many more children or adolescents are missing from secondary school than primary education.

Access to basic education: almost 60 million children of primary school age are not in school

The world has made a lot of progress in recent generations, but millions of children are still not in school.

The gender gap in school attendance has closed across most of the world

Globally, until recently, boys were more likely to attend school than girls. The world has focused on closing this gap to ensure every child gets the opportunity to go to school.

Today, these gender gaps have largely disappeared. In the chart, we see the difference in the global enrollment rates for primary, secondary, and tertiary (post-secondary) education. The share of children who complete primary school is also shown.

We see these lines converging over time, and recently they met: rates between boys and girls are the same.

For tertiary education, young women are now more likely than young men to be enrolled.

While the differences are small globally, there are some countries where the differences are still large: girls in Afghanistan, for example, are much less likely to go to school than boys.

Research & Writing

Talent is everywhere, opportunity is not. We are all losing out because of this.

Access to basic education: almost 60 million children of primary school age are not in school, interactive charts on global education.

This data comes from a paper by João Pedro Azevedo et al.

João Pedro Azevedo, Diana Goldemberg, Silvia Montoya, Reema Nayar, Halsey Rogers, Jaime Saavedra, Brian William Stacy (2021) – “ Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It .” World Bank Policy Research Working Paper 9588, March 2021.

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The future of learning: How AI is revolutionizing education 4.0

Education 4.0 is about enhancing not replacing teaching with artificial intelligence. Image:  Unsplash/Santi Vedrí

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Stay up to date:, horizon scan: nita farahany.

• Artificial intelligence (AI) can support education by automating administrative tasks, freeing teachers to focus more on teaching and personalized interactions with students, enhancing rather than replacing human-led teaching.
• AI applications in education must be designed collaboratively and with equity in focus, addressing disparities across various demographics and ensuring accessibility for all students.
• Beyond using AI tools for educational purposes, it is crucial to educate students about AI itself, including how to develop AI technologies and understand their potential risks.

In today’s rapidly evolving technological landscape, the intersection of artificial intelligence (AI) and education is not just a future possibility; it is imminent.

Imagine a future where all students receive personalized support and inclusive learning opportunities, build stronger connections with teachers for enhanced guidance and receive apt recognition and evaluation of their achievements.

While the promise of AI in education is compelling, only through responsible and informed adoption can AI truly fulfil its potential and ensure equitable access to quality education for all.

In 2020, the World Economic Forum identified eight pivotal transformations needed to enhance education quality in the age of the Fourth Industrial Revolution – Education 4.0 Framework . As AI emerges as the defining technology of this era, we can accelerate the adoption of Education 4.0 by using this technology and ensuring learners are equipped to thrive with it.

Have you read?

Education 4.0: here are 3 skills that students will need for the jobs of the future, how we can prepare for the future with foundational policy ideas for ai in education, ai and education: kids need ai guidance in school. but who guides the schools, achieving success with ai in education.

With increasing interest in AI and education, the Education 4.0 Alliance sought to understand the current state and future promises of the technology for education. The latest report – Shaping the Future of Learning: The Role of AI in Education 4.0 – shows four key promises that have emerged for AI to enable Education 4.0:

1. Supporting teachers’ roles through augmentation and automation

The global teacher shortage poses a formidable challenge to improving educational outcomes, with the demand for educators projected to surge in the coming years. Integrating AI into education can streamline administrative tasks, giving teachers more time for meaningful student engagement.

By automating routine duties and emphasizing human-centric teaching, we can create an environment where educators can thrive, creating a richer learning experience. However, teaching involves more than imparting information – AI should augment, not replace teachers’ role.

2. Refining assessment and analytics in education

The integration of AI in education holds promise in revolutionizing the assessment and analytics landscape. AI-enabled assessments offer educators invaluable insights, from pinpointing learning trends to supporting the evaluation of non-standardized tests.

By leveraging AI capabilities, educators can expedite the assessment process, offering timely feedback to learners and facilitating more focused engagement. Through real-time analysis, educators can identify strengths and weaknesses in student performance, allowing for targeted instructional strategies.

Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution

3. Supporting AI and digital literacy

Many education systems struggle to address the growing digital skills gap, crucial for students' employability and ethical tech use. Bridging this gap is imperative to cultivate an AI-ready workforce.

AI presents an avenue through which students can improve digital literacy, critical thinking, problem-solving and creativity, preparing learners for future job demands. Integrating AI into education, through traditional or innovative methods, is key to shaping tomorrow’s workforce.

4. Personalizing learning content and experience

Extensive research confirms that individual tutoring significantly boosts learning outcomes, with tutored students consistently outperforming 98% of their peers in traditional classroom settings. However, providing personalized tutoring for every student poses a major economic challenge.

AI offers a solution to this hurdle. By harnessing AI, we can now tailor the learning experience to the individual, enhancing academic performance while seamlessly catering to diverse learning needs. Customizable interfaces emerge as invaluable assets, particularly benefiting neurodiverse students and those with diverse physical abilities.

Delivering on AI in education

As we build on the lessons learned, it’s clear that new developments in AI may provide much-needed innovation in education. To make sure that new technologies fulfil their potential to enhance Education 4.0 and lifelong learning, we need to deploy them strategically and safely, taking into account the following factors:

1. Design for equity

Recognizing AI’s potential to exacerbate current education gaps, AI-enabled educational innovations must prioritize equity in their design. That means addressing disparities between genders, public and private schools, as well as catering to children with diverse abilities and learning styles, while removing language and access barriers.

2. Enhance human-led pedagogy

AI will never replace high-quality, human-led pedagogy. To that end, most examples focus on enhancing human-led teaching by providing the right AI tools that automate clerical tasks and alleviate teachers’ time to focus on their craft or by providing relevant training about AI skills that help them better deliver lessons on AI.

3. Co-design and implement with supporting stakeholders

AI-enabled innovations in education should acknowledge the critical roles played by teachers, parents and educational institutions in adopting this emerging technology. Successful instances of AI integration in education underscore the importance of collaboratively designed educational solutions with input from students, teachers and experts.

This collaborative, multi-stakeholder approach ensures that solutions meet the practical demands of the classroom, align with national curricula, remain abreast of industry trends and implement safeguards to protect student data.

4. Teaching about AI is equally crucial to teaching with AI

AI tools e.g. those that provide data analytics and gamified learning – have long been part of the educational landscape. While developments in generative AI offer new opportunities to leverage AI tools, it becomes increasingly evident that teaching about AI in schools is vital.

This education should prioritize imparting skills related to AI development and understanding its potential risks. These skills are critical for shaping future talent capable of ethically designing and developing AI tools that benefit economies and societies.

5. Economic viability and access

Ensuring economic viability and access to AI-learning opportunities for all learners, is essential to prevent deepening the existing digital divide and avoid creating new disparities in education. The realization of AI promise in education requires substantial investment, not only in the products themselves but also in supporting infrastructure, training and data protection.

By addressing these critical aspects, we can unlock the full transformative potential of AI to improve educational outcomes for learners worldwide.

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Reskilling Revolution: The Role of AI in Education 4.0

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Gayle Markovitz and Kate Whiting

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Reskilling Revolution: Rethinking Education

• FOUNDER & COURSE CREATOR
• ONLINE COURSE: GLOBAL SOCIO-CULTURAL FUTURES
• ONLINE COURSE: GLOBAL FUTURES OF CLIMATE
• COURSE MODULES
• JENNIFER'S EXPERTISE
• THE FUTURE: A Very Short Introduction
• global futures challenges & solutions
• CLIMATE CHANGE ARTICLES

GLOBAL FUTURES EDUCATION

Face challenges. find solutions..

Creating Your Futures Readiness

Author * Educator * Psychologist * Futures Researcher

• 12 Lessons over 3 Modules: City Futures, Human Futures, Educational Futures.
• Four lessons per Module, two on the challenges, two addressing the solutions.
• 12 Instructor videos (one per Lesson) to guide you through the Course Content and Resources .
• Over 40 expert videos
• Over 50 expert articles/reports
• Links to UN Sustainable Development Goals (SDGs) relevant to Urban Transformation, Cultural Regeneration and Educational Futures (SDG 2, 3, 4, 5, 7, 10, 11, 12, 15, 17).
• Certificate of Completion.

• Learn from Jennifer’s valuable expertise from the highest levels of global thinking into the complexity and wide impacts of Climate Crisis. 
• Join an international cohort of futures-ready citizens informed about the real challenges of climate change and how to find solutions. 
• Acquire knowledge to make informed decisions about climate futures that will affect your enterprise, family and community. 
• Boost your career opportunities at a time when most corporations are beginning to realise they need to be climate literate. 
• Build your enterprise by drawing on insights from Jennifer’s 30 years’ experience as an international futures consultant.
• 12 Lessons over 3 Modules: Climate Change, Energy Systems, Ecosystem.
• Over 40 expert videos (climate and ocean scientists, EC, UN, OECD, European Parliament, Carbon Brief, WWF, World Bank, Universities)
• Over 50 expert articles/reports (NASA, UN, IPCC, UNFCC, UNSDGs, State of the Planet, Blue Carbon Initiative, Greenpeace, Universities, UNDP, Global Commission for Adaptation, to name a few).
• Links to UN Sustainable Development Goals (SDGs) relevant to Climate Turnaround, New Energy and Ecosystem Regeneration (SDG 2, 6, 7, 12, 13, 14 & 15).
• 36 reflection questions to journal your progress.
• 60 fun quiz Qs to test knowledge gained.

GFC Module 1: Climate Change

Climate Crisis & Climate Turnaround. Module 1 (Lessons 1-4) introduces the two most significant aspects of climate crisis: global warming and sea level rise. Global warming melts icecaps, resulting in storms, wildfires, sea level rise, and food shortages from loss of arable land to drought, floods, and salination. Generated by our industrialised lifestyle it is potentially irreversible. You will discover the challenges and increased risks of climate crisis and learn about the many alternative ways we can mitigate and adapt to them. Click the Image to ENROL.

GFC Module 2: Energy Systems

Old & New Energy Systems. Module 2 (Lessons 5-8) introduces the challenges of antiquated energy systems plus viable alternatives for making life on earth more sustainable, resilient, and healthy. We dive deeper into global warming, focussing on how greenhouse gasses in the atmosphere that overheat the planet are primarily linked to burning fossil fuels. We then explore ‘carbon sequestration’ strategies include planting and preserving forests, and Blue Carbon strategies of restoring coastal seagrass meadows, marshes, and mangroves. Click the Image to ENROL.

GFC Module 3: Ecosystem

Ecosystem Collapse & Reboot. Module 3 (Lessons 9-12) explores ecosystem collapse on land and Ocean, that globally governs all climate. Examining multiple feedback loops that create tipping points, we trace the collapse of interlinked ecosystems that govern our planet. We explore the consequences of mass species extinction, and viable alternatives to business-as-usual. Lastly, we look at emerging practical strategies such as urban farming, food forests, regenerative agriculture, seaweed farming, and aquaculture. Click the Image to ENROL.

GS-CF Module 1 - City Futures

Rapid Urbanisation & Urban Transformation. Module 1 (Lessons 1-4) introduces you to rapid urbanisation and associated challenges: ghettoisation and the loss of agricultural land. The key drivers of “old urbanisation” were industrialisation and globalisation, both motivated by economic growth. The drivers of the new urbanism include sustainability, and the creativity to build cities that value people and planet over profit. We explore why ‘smart cities’ are not always high-tech; how ‘post-industrial’ design can rejuvenate the ghost towns of the industrial era; and the growth in eco-villages, and renewable energy cities. Click the image to ENROL.

GS-CF Module 2 - Human Futures

Cultural Exclusion & Cultural Diversity. Module 2 (Lessons 5-8) explores the entrenched challenges of inequality in human culture, such as racism, gender inequality, and ageism including the rights of future generations. The dominant ideologies of neoliberalism and globalisation are explored for their links to secularism and religious fundamentalism, as well as loss of meaning. To counter these challenges, we examine cultural diversity and inclusion, and how to find meaning and purpose in life and work, through social entrepreneurship, purpose businesses, and impact investment such as ESG. Click the image to ENROL.

GS-CF Module 3 - Education Futures

Factory Schooling & Evolutionary Pedagogies. Module 3 (Lessons 9-12) explores 21st Century education challenges such as poor access to education globally, particularly in Africa. We examine why the 19th Century factory model of schooling, developed to meet industrial expansion, is obsolete. It cannot deal with the complexity of global environmental, economic, and societal change. Solutions go beyond mere access to school, to dive deeply into the quality of education that best prepares young people for global uncertainty, accelerating change and unprecedented complexity. Click the image to ENROL.

Full Course: Global Socio-Cultural Futures

Welcome to "Global Socio-Cultural Futures”, the second Course in our series on Global Systems designed for individuals and organisations committed to facing global challenges and finding solutions. This self-paced, web-based Course is incredibly well researched to give you a deep understanding of our emerging world and provides a solid basis for you to build your personal, professional, and family futures. The innovative solutions offered align with the UN Sustainable Development Goals (SDGs) Course Content includes 12 Lessons across 3 Modules: Urbanisation, Human Culture, and Education. There are two lessons in each, examining the challenges, and addressing the alternatives. The Full Course incorporates the three Modules. Alternatively you can buy the Modules individually. WHY YOU SHOULD TAKE THIS COURSE: > We will introduce you to accelerating global challenges such as rapid urbanisation and the social, cultural and environmental stresses created; entrenched socio-cultural challenges such as racism, gender inequality, ageism and loss of meaning; and why the factory model of schooling is obsolete and needs to be replaced. > By identifying, and unravelling the intertangled parts, we will help you to see how you can take action in some areas that will in turn influence interconnected parts of the system. > The course will empower you to search for, imagine, design and create social and cultural innovations such as ecological and smart cities; social and cultural practices that are empowering, equitable, inclusive, and meaningful; and a range of educational theories and practices that are creative, evolutionary, integral, and transformative. > This will provide a solid basis for you to build your personal, professional, family and community futures. > We will also indicate the alignment of these alternative solutions to the UN Sustainable Development Goals (SDGs). On completion you will receive a Certificate of Completion (Global Socio-Cultural Futures) from Global Futures Education. This Full Course incorporates Modules 1, 2 & 3, at a discounted fee. Alternatively you can buy the Modules individually. Allow around 3-4 hours to complete each Lesson. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback by way of a short survey after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 6 months access.

GS-CF Module 3: Educational Futures

Factory Schooling & Evolutionary Pedagogies. Module 3 (Lessons 9-12) explores 21st Century educational challenges beginning with poor access to education globally, particularly in Africa. We examine why the 19th Century factory model of schooling, developed to meet the needs of industrial expansion, is obsolete, and not capable of dealing with the complexity of global environmental, economic, and societal change. Solutions go beyond mere access to school, to dive deeply into the quality of education that best prepares young people for global uncertainty, accelerating change and unprecedented complexity. This Module supports UN SDG 4. On completion you will receive a Certificate of Completion (Global Socio-Cultural Futures Module 1: Educational Futures) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

GS-CF Module 2: Human Futures

Cultural Exclusion & Cultural Diversity. Module 2 (Lessons 5-8) explores the entrenched challenges of inequality in human culture, such as racism, gender inequality, and ageism including the rights of future generations. The dominant ideologies of neoliberalism and globalisation are explored for their links to secularism and religious fundamentalism, as well as loss of meaning. To counter these challenges, we examine cultural diversity and inclusion, and how to find meaning and purpose in life and work, through social entrepreneurship, purpose businesses, and impact investment such as ESG. This Module supports UN SDG 3, 5, 10, 17. On completion you will receive a Certificate of Completion (Global Socio-Cultural Futures Module 2: Human Futures) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

GS-CF Module 1: City Futures

Rapid Urbanisation & Urban Transformation. Module 1 (Lessons 1-4) introduces you to rapid urbanisation and associated challenges: ghettoisation and the loss of agricultural land. The key drivers of “old urbanisation” were industrialisation and globalisation, both motivated by economic growth. The drivers of the new urbanism include sustainability, and the creativity to build cities that value people and planet over profit. We explore why ‘smart cities’ are not always high-tech; how ‘post-industrial’ design can rejuvenate the ghost towns of the industrial era; and the growth in eco-villages, and renewable energy cities. This Module supports UN SDG 2, 7, 11, 12, 15. On completion you will receive a Certificate of Completion (Global Socio-Cultural Futures Module 1: City Futures) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

Climate Crisis & Turnaround Module 1 (Lessons 1-4) introduces the two most significant aspects of climate crisis: global warming and sea level rise. Global warming is causing melting icecaps, resulting in storms, wildfires, sea level rise, and food shortages from loss of arable land to drought, floods, and salination. It is generated by our industrialised human lifestyle and is potentially irreversible. You will discover all the challenges and the alternative ways we can mitigate and adapt to them. Learn to tackle climate change with Module 1 of our online course. Get empowered to fight this global issue! On completion you will receive a Certificate of Completion (Global Futures of Climate Module 1: Climate Change) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback by way of a short survey after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

Old & New Energy Systems Module 2 (Lessons 5-8) introduces the challenges of antiquated energy systems plus viable alternatives for making life on earth more sustainable, resilient, and healthy. We dive deeper into the detailed causes of global warming, focussing on how greenhouse gasses in the atmosphere that overheat the planet are primarily linked to burning fossil fuels. We then explore ‘carbon sequestration’ strategies include planting and preserving forests, and Blue Carbon strategies of restoring coastal seagrass meadows, marshes, and mangroves. Module 2: Energy Systems – Learn about renewable energy systems with this online course. Discover your sustainability potential! On completion you will receive a Certificate of Completion (Global Futures of Climate Module 2: Energy Systems) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback by way of a short survey after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

Ecosystem Collapse & Reboot Module 3 (Lessons 9-12) explores ecosystem collapse on land, plus in the Ocean that globally governs all climate. By examining multiple feedback loops that create tipping points, we trace the collapse of interlinked ecosystems that govern our planet. We explore the consequences of mass species extinction, which is already happening, and viable alternatives to business-as-usual. Lastly, we look at emerging practical strategies such as urban farming, food forests, regenerative agriculture, seaweed farming, and aquaculture. Unlock the secrets of nature in Module 3: Ecosystem. Learn how to identify, protect and sustain key elements of the environment. On completion you will receive a Certificate of Completion (Global Futures of Climate Module 3: Ecosystem) from Global Futures Education. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback by way of a short survey after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 90 days access.

Full Course: Global Futures of Climate

Welcome to "Global Futures of Climate”, the first Course in our series on Global Systems designed for individuals and organisations committed to facing global challenges and finding solutions. This self-paced, web-based Course is incredibly well researched to give you a deep understanding of our emerging world and provides a solid basis for you to build your personal, professional, and family futures. The innovative solutions offered align with the UN Sustainable Development Goals (SDGs) Course Content includes 12 Lessons across 3 Modules: Climate Change, Energy Systems, and Ecosystem. There are two lessons in each, examining the challenges, and addressing the alternatives. The Full Course incorporates the three Modules. Alternatively you can buy the Modules individually. WHY YOU SHOULD TAKE THIS COURSE: > Learn from Jennifer’s valuable expertise from the highest levels of global thinking into the complexity and wide impacts of Climate Crisis. > Join an international cohort of futures-ready citizens informed about the real challenges of climate change and how to find solutions. > Acquire knowledge to make informed decisions about climate futures that will affect your enterprise, family and community. > Boost your career opportunities at a time when most corporations are beginning to realise they need to be climate literate. > Build your enterprise by drawing on insights from Jennifer’s 30 years’ experience as an international futures consultant. On completion you will receive a Certificate of Completion (Global Futures of Climate) from Global Futures Education. This Full Course incorporates Modules 1, 2 & 3, at a discounted fee. Alternatively you can buy the Modules individually. Allow around 3-4 hours to complete each Lesson. IMPORTANT NOTE: The full Course and the individual Modules are currently being offered as a BETA Testing Course at a heavily subsidised fee. The courses are complete but we would like participants who enrol to provide some brief feedback by way of a short survey after completing the course. Please email with any questions. ask(a)globalfutureseducation.com WHAT HAPPENS NEXT? Enrol by clicking on 'Add to Cart'. At next page click "Make an Order". Complete your personal details and payment. Within 24 hours you will receive an access email. Follow the link shown on the email to access your Course. Register with your email and a password, and enjoy 6 months access.

PROGRAM DEVELOPMENT

For over 20 years Jennifer's innovative programs have centred on creating courses in futures studies and foresight, delivered directly, or virtually, and licensed by corporations or educational institutions.

FUTURES & FORESIGHT

"Futures Studies is the art and science of taking responsibility for the long-term future consequences of our decisions and actions today." - Jennifer M Gidley: ' The Future. A Very Short Introduction.'

SPEAKING & CONSULTING

An international Futures Consultant & Speaker in Europe, Americas, Middle East & Asia for decades, Jennifer's inspiring human-centred insights speak to all audiences, enabling practical strategies for creating better futures.

A companion volume to the Global Futures Courses

Grand Global Futures Challenges

Through my research and analysis, I created a synthesis of the major global futures challenges into twelve clusters of issues across three broad domains: environmental, geo-political and socio-cultural.

Grand Global Futures Solutions

Alternative futures and solutions have the potential to mitigate, disrupt or even reverse the dominant trends and enable others to imagine and create alternatives to the disturbing trends being forecast.

By Jennifer M. Gidley, PhD (2021). The challenges we face for near and long-term futures have been called a “crisis of crises,” “wicked problems,” and “grand global futures challenges.” This piece focuses on three grand global futures challenges: growing urbanisation, lack of (or inadequate) international education, and the accelerating climate crisis. These grand global futures challenges will have substantial impacts in the socio-cultural and environmental domains.

By Jennifer M. Gidley, PhD, et al (2009). This paper broadens climate change futures approaches beyond the dominant predictive trends and expert scenarios. However, any participatory futures method chosen to facilitate climate change adaptation must be context-aware in design and implementation to facilitate adaptability and resilience in climate-vulnerable communities.

By Jennifer M. Gidley, PhD (2016). This article explores the breadth of the futures studies field in dialogue with prominent scientific approaches to climate change mitigation, adaptation, and coevolution. First, I take an evolutionary perspective on the development of the futures studies field. Secondly, I apply my typology of five paradigmatic futures approaches to dialogue with climate science.

By Jennifer M. Gidley, PhD (2021). This paper explores the current scientific research on climate change, including mitigation, adaptation, and regenerative co-evolution. It looks at where we need to go to turn things around. In this paper, I hope to have made it clear that mitigation and adaptation alone are nowhere near enough to prevent the catastrophic projected impacts. We must also build adaptive capacity.

• Brisbane QLD, Australia
•   [email protected]
•   Mon-Fri - 08:00-19:00

Welcome to Global Futures Education! Introducing you to a scientifically-based Online Course on Facing the Climate Crisis and finding Solutions for Climate Turnaround.

Greater Investment in Education Key to Driving Stronger Economic Growth, Economic Diversification

Papua New Guinea’s Growth to Accelerate in 2024 after Slowdown Last Year, World Bank Report Says

PORT MORESBY, May 2, 2024  – Papua New Guinea’s economy is forecast to accelerate in 2024 after a slowdown last year, yet greater investment in education is critical to the country’s longer-term economic future, a World Bank report released on Thursday says.

Economic growth in Papua New Guinea is forecast to rise to 4.8% this year from 2.7% in 2023 after the reopening of the Porgera gold mine, but growth is expected to remain below its pre-pandemic trajectory, according to the World Bank’s   Papua New Guinea Economic Update: Invest in Your Children report.

“ Papua New Guinea’s economy is gradually recovering from the impacts of the pandemic and economic growth is expected to accelerate in 2024 due to the resumption of the Porgera gold mine, although growth could have been higher if not for the riots and looting in January and fuel supply disruptions,” said World Bank Senior Economist for Papua New Guinea, Ruslan Piontkivsky .  “Meanwhile, macroeconomic policies have improved with the government carrying out fiscal consolidation plans to reduce risks of debt distress and the Bank of PNG allowing more exchange rate flexibility. This should continue so the results are seen,” he added.

While the economy is recovering, the analysis underscores that the benefits of growth in Papua New Guinea over the last decade have not been shared by all, and the poorest in Papua New Guinea have not seen significant welfare improvements.

A greater focus on Papua New Guinea’s human capital – the knowledge, skills, and health that people accumulate through their life is urgently needed for more sustainable and lasting growth, a Special Focus section on education says.  

Challenges facing Papua New Guinea in education are stark: an estimated 72% of ten-year-olds not being able to read and understand age-appropriate texts. These early impacts have serious longer-term effects, with only 18% of 20- to 24-year-olds having completed secondary or some tertiary education. This represents a serious foregone opportunity.

“Papua New Guinea’s most important asset is its people – and improved teaching quality and education investment could turn Papua New Guinea’s young population into an engine of growth,” said World Bank Lead Economist for Education in the Pacific Lars M. Sondergaard . “Urgent change is needed to make sure Papua New Guinea’s education system gives young people the best chance at building a strong future and contributing to their country.”

To improve learning and foundational skills, an urgent focus on early education and investments in primary and maternal healthcare and nutrition to address childhood stunting are needed. Increasing the quantity and quality of the teaching workforce, investing in better teaching and learning materials, and upgrading education legislation, policy, and practices will be essential in enhancing outcomes in the education sector.

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10 colleges and universities shaping the future of cybersecurity education

Institutions featured on this list often provide undergraduate and graduate degrees, courses, as well as certificate programs tailored to meet the growing demand for cybersecurity professionals in various industries.

Some notable colleges and universities renowned for their cybersecurity programs and courses include:

Carnegie Mellon University (USA)

Information Networking Institute (INI)

The Information Networking Institute (INI) at Carnegie Mellon University (CMU) educates and develops engineers through technical, interdisciplinary master’s degree programs in information networking, security and mobile and IoT engineering that incorporate business and policy perspectives.

Program : Master of Science in Information Security (MSIS)

Georgia Institute of Technology (USA)

Institute for Information Security & Privacy (IISP)

The Georgia Institute of Technology’s Institute for Information Security & Privacy (IISP) is a research institution dedicated to advancing cybersecurity and privacy technologies. Established within Georgia Tech, the IISP serves as a focal point for interdisciplinary research, education, and collaboration in the field of information security and privacy.

Program : Master of Science in Cybersecurity

Massachusetts Institute of Technology (USA)

MIT Department of Electrical Engineering and Computer Science

A joint venture between the Schwarzman College of Computing and the School of Engineering, EECS is grounded in three overlapping sub-units: electrical engineering (EE), computer science (CS), and artificial intelligence and decision-making (AI+D).

• Computer Science and Engineering
• Artificial Intelligence and Decision Making

Stanford University (USA)

Cyber Policy Center and Computer Science Department

The Cyber Policy Center brings together researchers across the Stanford campus to solve the biggest issues in cybersecurity, governance and the future of work.

• Global Digital Policy Incubator
• The Program on Platform Regulation
• Geopolitics, Technology, and Governance

SANS Technology Institute (USA)

An independent subsidiary of SANS, the SANS Technology Institute offers graduate programs (master’s degree and graduate certificates) that develop technically-adept leaders and undergraduate programs (bachelor’s degree and undergraduate certificate) for people who want to enter the cybersecurity field.

Program : Cybersecurity Master’s Degree

University of California, Berkeley (USA)

School of Information

The School of Information is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy. This requires the insights of scholars from diverse fields — information and computer science, design, social sciences, management, law, and policy.

Program : Master of Information and Cybersecurity (MICS)

University of Cambridge (UK)

Department of Computer Science and Technology

The Department of Computer Science and Technology (formerly known as the Computer Laboratory) is the academic department within the University of Cambridge that encompasses computer science, along with many aspects of technology, engineering and mathematics.

• Cybersecurity
• Software and Security Engineering

University of Oxford (UK)

Global Cyber Security Capacity Centre (GCSCC)

The Global Cyber Security Capacity Centre (GCSCC) is an international centre for research on efficient and effective cybersecurity capacity-building, promoting an increase in the scale, pace, quality and impact of cybersecurity capacity-building initiatives across the world.

Course : MSc in Software and Systems Security

Technische Universität Darmstadt (Germany)

Department of Computer Science

The scientists of the Department of Computer Science combine their diverse research activities in three main research areas:

• Artificial Intelligence
• Complex Networked Systems
• Cybersecurity & Privacy

Program : Master’s degree program IT Security

Tel Aviv University (Israel)

Research is a cornerstone of Tel Aviv University’s mission, with its scholars making discoveries in fields ranging from biotechnology and cybersecurity to archaeology and social sciences.

• Cyber Security Program
• Cyber Politics & Government

Fill out the form to get your copy of this whitepaper and find out what it takes to join a growing industry:

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• Carnegie Mellon University
• cybersecurity
• skill development
• University of Cambridge

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• UNU Generative AI Series
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The UNU Macau AI Conference 2024: the Path towards AI For All

UNU Macau AI Conference 2024 took place in Macau SAR, China on April 25, as a contribution to the UN Summit of the Future.

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• The UNU Macau AI Conference 2024 offered a unique opportunity to convene the Global North and the Global South, as well as the cultural East and West. This Conference is also UNU’s Contribution to the United Nations Summit of the Future in 2024.
• Nearly 500 participants from governments, business, academia and civil society from more than 30 countries, including 30 Ministers of ICTs and senior officials from 20 countries, participated in the meeting and connected across diverse viewpoints on the AI.
• The conference convened under the theme AI for All: Bridging Divides, Building a Sustainable Future, featuring 26 sessions in 3 thematic tracks. 
• The plenary session launched by the UNU Policy Guideline: Recommendations on the Use of Synthetic Data to Train AI Models.
• The UNU Global AI Network was officially launched under the witness of over 30 members.

UNU Macau AI Conference 2024 took place in Macau SAR, China on April 25. Close to 500 representatives from the academic community, policy-makers, private sectors, international organizations and civil society organizations from around the world came together for this conference under the theme AI for All: Bridging Divides, Building a Sustainable Future.

26 sessions and 4 side events took place over the course of one week, facilitating dialogue, discussion and exchange across 3 main thematic pillars: AI to Accelerate SDGs, AI Governance for the Future, and AI and Capacity Building.

The UNU Global AI Network was officially launched at the UNU Macau AI Conference, embodying a collaborative initiative spearheaded by the United Nations University (UNU) alongside its partners.

“AI is complex because it is how we are attempting to grapple with a planet in its full intricacy, and to solve some of the biggest problems of all time.” said Tshilidzi Marwala, Rector of the United Nations University, Under-Secretary-General of the United Nations. “The next milestone in this story is the Summit of the Future”.

A High-level International Gathering on AI

“It is the first AI conference hosted by UNU in Macau”, noted Dr. Jingbo Huang, director of UNU IIST Macau, in her welcome speech.

Ms. Ao Ieong U , Secretary for Social Affairs and Culture, representing the Chief Executive of Macao SAR Government, gave opening remarks and congratulated the opening of the conference.

H.E. Mr. Neang Mao , Under Secretary of State, Ministry of Post and Telecommunications of Cambodia, in his opening shared the experience from Cambodia and commended the efforts of UNU Macau to provide scholarships to youth from the Global South to participate in the conference.

“Ensuring the interoperability of governance initiatives, addressing the digital divide, and fostering a multi-stakeholder approach will be essential for realizing the full potential of AI”, said Dr. Amandeep Singh-Gill , the Secretary-General's Envoy on Technology and Under-Secretary-General of the United Nations.

Mr. Guy Bernard Ryder , Under-Secretary-General for Policy of the United Nations, congratulated the launch of the UNU AI Network, noting that “it has the potential to bring together experts from many sectors to discuss issues and challenges related to AI and to develop solutions.”

Prof. Tshilidzi Marwala , Rector of UNU and Under-Secretary-General of the United Nations, gave a keynote speech on AI and its relation to the Sustainable Development Goals: “It’s time to ask the biggest questions, and to bring AI home to the material essentials of sustainable development.”

Prof. Xue Lan , Dean of Schwarzman College and Dean of Institute for AI International Governance, Tsinghua University, gave a keynote on China’s development and governance, and lessons learnt.

The plenary session launched the UNU Policy Guideline: Recommendations on the Use of Synthetic Data to Train AI Models .

A further group of over 120 speakers from leading tech companies, academia, and civil society presented at the conference. Some of the speakers include Professor Joseph Hun-Wei Lee , President and Chair Professor Macau University of Science and Technology, Professor Ji Weidong , Chair Professor and President of China Institute for Socio-Legal Studies of Shanghai Jiao Tong University, Peter Knees , the UNESCO Chair of Digital Humanism from Technical University Vienna, Yanhui Geng , the director of Huawei Hong Kong Research Centre.

The conference also hosted a high-level international delegation of participants made up of 30 ICT ministers and senior officials from Global South including Bangladesh, Bhutan, Cambodia, Egypt, Ethiopia, Fiji, Gambia, Lao PDR, Mexico, Mongolia, Morocco, Rwanda, Samoa, Sierra Leone, Tanzania, and Vanuatu. the United Nations Department of Economic and Social Affairs (UN DESA) and UNU Macau hosted the first side event, a workshop on data governance and digital transformation, for the delegates.

The Launch of the UNU Global AI Network

The UNU AI Network embodies a collaborative initiative spearheaded by the UNU alongside its partners. This network is envisioned as a comprehensive global platform, uniting the expertise of academia, the innovation of the private sector, the foresight of policymakers, and the grassroots engagement of civil society. 

The network was officially launched at the UNU Macau AI Conference on April 25. The launching ceremony went under the witness of over 30 network members including Federal Ministry Republic of Austria, Ministry of Post and Telecommunication of Cambodia, Macau University of Science and Technology, Institute for AI International Governance of Tsinghua University, Norwegian University of Science and Technology, African Society in Digital Sciences, Chunlai Education, MGM, Tencent, Sensetime, and Venture Cup China.

“The UNU AI Network aims to connect AI experts from industry, academia, policy-making bodies, and NGOs worldwide. It will serve as a dynamic platform for sharing AI knowledge and insights, thereby enhancing the application of AI technologies in promoting sustainable development and achieving the Sustainable Development Goals of the United Nations,” remarked Prof. Tshilidzi Marwala , Rector of UNU and Under-Secretary-General of the United Nations, at the launching ceremony.

As one of the founding members of the Network, Tencent remarks that under the concept of "Tech for Good," Tencent places great emphasis on responsible AI. Not only does it propose and implement the four AI ethical principles — being available, reliable, comprehensible, and controllable — but it also actively explores using AI technology to serve people, contributing to the innovation of social values and supporting the Sustainable Development Goals.

A collaboration pledge was signed between the UNIDO Global Alliance on Artificial Intelligence for Industry and Manufacturing and the UNU Global AI Network during the launching ceremony.

Achieving AI for All

26 sessions and 4 side events took place over the course of one week, facilitating dialogue, discussion and exchange across 3 main thematic pillars: AI to Accelerate SDGs, AI Governance for the Future, and AI and Capacity Building.  

AI to Accelerate SDGs This track explores what AI can do to accelerate the achievement of SDGs. Sessions in this track included AI Agents in Practice: Harnessing AI for All; Integrating Artificial Intelligence with Complex Systems Modelling to Achieve the SDGs; Integrating Data to Ensure Inclusive Education of Climate Change Displaced Population and more.  

AI Governance for the Future This track examines the complex issues related to the ecosystem and governance of AI. Sessions in this track included: Digital Humanism - an Approach to Master the Global Challenges of Tech Power; Gen-AI Governance and Law in the Asia-Pacific Region; A Gender Equality Perspective on Responsible AI and more.  

AI and Capacity Building This track deals with ways to harness the full potential of AI by building the capacity of individuals, organizations and societies, to understand, create and use AI effectively and responsibly. Sessions in this track included AI, Peace Building, and Digital Inclusion; Citizen Science, Participation and AI; AI Media, Communication, and Education and more.

Side Events

AIM Global: AI for Sustainable Development Goals in Industry and Manufacturing . A special AIM side event was held at the Conference. With speakers from different UN bodies, governments, leading tech firms and academia, the event provided a platform for discussion on the transformative potential of AI in different sectors.

The side-event started with a keynote speech by Prof. Tshilidzi Marwala, Rector of United Nations University and Under-Secretary-General of the United Nations. He noted that “Global collaboration, such as the partnership between the UNU Global AI Network and the UNIDO initiative AIM Global, is essential for promoting knowledge and resource sharing to scale up AI implementation.”

Dr. Gerd Müller, Director General of UNIDO, pointed out in his video message that “AI is revolutionizing the industry, boosting productivity and paving the way for sustainable practices.” and “At UNIDO, we're leading the charge to integrate AI in the industry for a sustainable future.”

Speaker of the event, Dr. Yanhui Geng, director of Huawei Hong Kong Research Centre also highlighted how Huawei is keen to implement AI for development in industry and manufacturing, “We are actively exploring various applications of industrial-level AI technology in the field of smart manufacturing. We are committed to enhancing production efficiency and driving industry progress through technological innovation, bringing about continuous transformation and development for the entire manufacturing sector.”

The Global Forum on Data Governance and Digital Transformation is organized by the United Nations Department of Economic and Social Affairs (UN DESA), and features a delegation of 30 ICT ministers and senior officials from the Global South.

Pre-Summit of the Future Dialogue on Artificial Intelligence and Digital Technology is one of four pre-Summit of the Future Events organized by the United Nations in China, aimed at facilitating a sustained multi-stakeholder dialogue and cooperation in the digital world.

ICTP-UNU Workshop on TinyML for Sustainable Development . In the course of 5 days, this workshop focuses on applications of TinyML that are particularly relevant to Asian researchers and provides hands-on training on commercially available hardware.

The UNU Macau AI Conference 2024 would like to express special thanks to China Chunlai Education Group, Huawei Technologies Co., Ltd., MGM, Tencent, Venture Cup China, the Consulate General of France in Hong Kong and Macau, the Federal Ministry for European and International Affairs, Republic of Austria.

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Executive Summary

UNESCO and partners explore the digital futures of education

Building digital futures for education: a commitment to inclusion, equality and sustainability

Reflecting on the impact of the accelerated digital innovation on education, Ms Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted that education must not only adapt to these changes but also ensure more just, inclusive and sustainable digital futures. To achieve this shared goal, collaboration with all stakeholders is key. 

At the Seminar, a diverse group of country experts shared their respective national approaches to digital education. Notably, Brazil and Thailand emphasized the integration of connectivity, content and capacity as enabling pillars in their national digital education strategies. Egypt's focus on digital learning materials demonstrates the country’s commitment to rendering digital learning accessible for all. Ethiopia's reform agenda centres on the vital role of universities in spearheading the digital transformation of education and the digitalization of educational content. Ghana's ICT Competency Framework for Teachers reflects a strategic prioritization of teacher development. Additional perspectives from Finland's University of Turku in leveraging research to integrate AI into education management systems showcase an ecosystemic approach to harnessing emerging technologies for education. 

Exemplifying the tangible benefits of technology across varying contexts, these country perspectives also converge on the urgent need for robust governance mechanisms to ensure safety and human rights. Mr Villano Qiriazi, Head of the Education Department at the Council of Europe, shared insights on the EU Artificial Intelligence Act, the region’s legal framework on AI, and advocated for a human-rights-based approach to AI use in education. From a global lens, UNESCO presented its  AI Readiness Assessment tool to translate the Recommendations on the Ethics of AI into actions, as well as its  Guidelines for the Governance of Digital Platforms to enable freedom of expression and inclusion while promoting a healthy information ecosystem in a digital era.

In education, UNESCO’s  Guidance for the Use of Generative AI in Education and Research has outlined a roadmap for regulating AI in education and strategies to address its profound risks and impact on teaching and learning. One such risk highlighted in the 2023 Guidance is the inherent biases embedded in the generative AI tools – a concern also brought to the fore in a  recent research report from UNESCO and the International Research Centre on Artificial Intelligence, which revealed gender biases and prejudices found in Large Language Models. 

Steering the digital transformation of education on the ground

As highlighted during the Seminar, the rapid technological change presents opportunities and uncertainties alike, propelling us to reimagine schools so that they are not only more resilient in the face of disruption but are also more responsive to the evolving needs of individuals, society and the world of work – it is in this context that the  “Technology-enabled Open School for All” project was established. Initiated in 2020, the first Phase of the Project will conclude in July 2024, and the second Phase has already been launched in early 2024. 

Following the Seminar, the national teams proceeded to an intensive two-day working meeting to review the Phase I achievements and strategize for the upcoming Phase II. Team members from the Phase I countries – Egypt, Ethiopia and Ghana – reported significant progress in advancing educational technology and empowering educators. Egypt established a new National Center for Distance Learning, benefiting 950,000 educators. In Ghana, national educational platforms were improved, an ICT Competency Framework for Teachers was developed, and 10 schools received ICT equipment, benefiting 1,000 teachers and 3,000 students. Ethiopia witnessed the project's impact through equipping and training 12,000 students and 250 educators across 24 pilot secondary schools, along with the development of its first EdTech training manual and support for its new Digital Education Strategy (2023-2028).

During the technical sessions, the Phase II beneficiary countries – Brazil, Egypt and Thailand – began to formulate country-specific project interventions, aligning with their educational priorities in each country. This includes expanding teachers’ training in Egypt, advancing inclusion and environment-sensitive education in Brazil, and building on education for well-being and happiness in Thailand. 

As observed by Mr Sobhi Tawil, UNESCO Director of the Future of Learning and Innovation Division, if fully ingrained in national policies and practices, this project can act as a driving force for innovation and momentum to catalyze change. Ultimately, this project can serve as a pathway towards shaping the digital futures of education – one that prioritizes a human-centred approach that fosters inclusion and equity in the use of technology to support learning rooted in human contact and social interaction.

Alongside the Permanent Delegation of the People’s Republic of China to UNESCO, Ms Liu Mingju, Director of TECH4ALL Programme Office, representing the donor of the project, Huawei, reiterated their continued commitment to collaborate with UNESCO, with an aim to advance access to technology for all, especially those that need it the most. 

The “Technology-enabled Open School” project

UNESCO, in cooperation with its partners, has been steering the human-centred digital transformation of school education through digital open school models with a vision to combine technology and human competencies to create a flexible, inclusive and quality learning environment while reinforcing education across physical and virtual spaces. With financial support from Huawei, UNESCO has been implementing the Technology-enabled Open Schools project in Egypt, Ethiopia and Ghana since 2020, and a second phase has already been launched in Brazil, Egypt and Thailand in early 2024. 

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• More on UNESCO’s work in digital learning and transformation  

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Step Into Commodities: Trading Challenge

New to Futures?

In 2023, and so far in 2024, the Aluminum futures contract has demonstrated accelerated growth and adoption by the broader marketplace. Robust on-screen liquidity, increased volume and growing open interest is making it increasingly difficult for the trading community to ignore. 

As more attention is drawn towards Aluminum futures, clarifying information can be key to tearing down the barrier to participation.

The physically deliverable Aluminum futures contract is a duty-unpaid contract, with global delivery points

In July 2019, COMEX expanded its warehousing network to include delivery points in North America, EMEA and APAC.  As of April 2024, warehouses are in 11 different locations with a total of 29 approved warehouses.  

While the contract is duty-unpaid, duty-paid metal may also be delivered against the contract.

Current warehouse locations (as of April 2024):

• U.S. – Owensboro, KY; New Orleans, LA; Toledo, OH
• EMEA – Rotterdam, the Netherlands; Bilboa, Spain; Antwerp, Belgium
• APAC – Johor, Malaysia; Port Klang, Malaysia; Singapore; Gwangyang, Republic of Korea; Busan, Republic of Korea

Aluminum futures are quoted in USD per metric ton ($/MT).

The legacy Copper futures contract, by contrast, is quoted in USD per pound ($/lb.). Additionally, Copper futures is a duty-paid contract with warehouse locations only in North America.

Having another Aluminum futures contract can be beneficial to the overall market

As aluminum specifications widely match those of competing exchanges, pricing in the market will also closely correlate with other international reference prices. However, the correlation is not perfect, opening arbitrage opportunities and relative value trades between instruments listed on different exchanges and delivered in different locations.  Other Commodity markets have greatly benefited from having liquid futures contracts listed at various exchanges.

• Aluminum futures operate on a monthly futures structure, with contracts settling on the third last business day of the month, similar to Copper futures.
• Futures contract size for aluminum is 25 metric tons.
• Load out requirements (2% of total inventory with a minimum of 1,000MT by primary conveyance) are by individual warehouse.
• Preference for load out is given to cancelled warrants (futures first) – ensuring warehouse load out obligation is being met with metal from exchange related activity.
• Warehouses are required to report daily inventory of all metal in store; a daily stock report is published by the Exchange by location and indicates the level of both eligible and registered inventory and the movement into and out of each location.
• All warehouses approved for delivery of aluminum must have designated indoor, outdoor, or both indoor and outdoor storage space.

COMEX does not generate any revenue from Exchange approved warehouses.

On-screen liquidity is robust, deep and transparent

Trading in Aluminum futures is available on-screen through CME Globex or through the brokered block market and cleared via CME Clearport, giving participants multiple venues at which to execute trades.

The continuously improving liquidity and on-screen transparency is reflected through increased average daily volume (ADV) and open interest (OI), which have reached record high levels in 2023 and 2024. Monthly ADV set an all-time high of over 9,500 contracts in December 2023, followed closely by over 9,300 contracts per day in January 2024.  All of the top ten volume days have occurred since December 2023, with more than 10K Aluminum futures contracts traded on 39 different trading days, including a record 30,149 contracts traded on trade date February 20, 2024. 

Aluminum OI reached a record 5,396 contracts on November 3, 2023, an increase of over 307%, YoY.

Liquidity in the ALI contract transitions with predictability

The Aluminum active month, or lead month, is the anchor month for settlements and will be the third chronological month. However, on the fifteenth of the current calendar month, the active month becomes the fourth chronological month and remains the fourth chronological month until expiry of the current calendar month.

Strict position limits in Aluminum futures only apply to the spot month. Aluminum futures has position accountability for any single month or all months combined

Position limits in Aluminum futures are categorized as Spot Month Position Limits and Position Accountability Levels. 

Spot Month Position Limits in Aluminum futures are levels which a market participant may not exceed unless they have an approved exemption. Any positions in excess of these limits would be considered a rule violation pursuant to Rule 562.

Position Accountability Levels are levels which a market participant may exceed and not be in violation of an Exchange Rule. A market participant who exceeds an accountability level may be asked by the Market Regulation Department to provide information relating to the position, including, but not limited to, the nature and size of the position, the trading strategy employed with respect to the position and hedging information (if applicable). A market participant in excess of accountability levels may be ordered to not further increase positions, comply with a limit set by the Market Regulation department or reduce any position more than the accountability rule.

For further information, see the Position Limit Market Regulation Advisory Notice .

Misunderstood information can deter entry into a market, however, gaining knowledge of this information allows for confident participation. Increasing volume, growing open interest, multiple venues for execution with deep, transparent markets, and a global warehousing network with rules in place to limit the possibility of queues makes Aluminum futures a viable, tradable futures contract.

Aluminum futures contract specs - CME Group

All examples in this report are hypothetical interpretations of situations and are used for explanation purposes only. The views in this report reflect solely those of the author and not necessarily those of CME Group or its affiliated institutions. This report and the information herein should not be considered investment advice or the results of actual market experience.

CME Group is the world’s leading derivatives marketplace. The company is comprised of four Designated Contract Markets (DCMs).  Further information on each exchange's rules and product listings can be found by clicking on the links to CME , CBOT , NYMEX and COMEX .

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