White Paper

This study, undertaken by SQW Ltd (SQW) for the UK Commission for Employment and Skills (UK Commission), has evaluated the design and development processes that were used to conceive projects under the Best Market Solutions (BMS) strand of the Growth and Innovation Fund (GIF). The overarching aim of the evaluation was to learn lessons from the way in which project ideas were conceived, and subsequently developed. The specific objectives of the study were to gain insights into: how ideas were conceived and, in particular, where innovation came from; the barriers to, and enablers of, the development and set-up of projects; the nature and extent of employer and other partner engagement in developing proposed solutions; the strength of the underpinning logic chains and routes to impact of the proposed projects; and any early outcomes and successes, recognising the current early stages of all of the projects.

The Panel has made 28 recommendations in six key themes and two other areas. The government should take a leadership role in implementing the following four recommendations: 1. Establish a Planning and Partnership Table (PPT) chaired by representatives from employers, education and government. This Table would be a formal institutionalized body responsible for producing results in the area of skills development and experiential learning opportunities that contribute to increased linkages to employment and entrepreneurship. The PPT should not be a government-driven body but should be strongly and actively supported by all stakeholders. (Recommendation 1-1) 2. Establish a Workforce Planning and Development Office, in the provincial government, to drive the delivery of the Panel’s recommendations and to support the government’s role at the Planning and Partnership Table. (Recommendation 1-2) 3. The Ontario government must take a leadership role in developing and making generally available high-quality labour market information so that everyone can make better decisions based on timely, relevant, and understandable information. The Panel strongly encourages the Ontario Government to use the Forum of Labour Market Ministers (FLMM) to drive this important reform. (Recommendation 2-1) 4. Expanding experiential learning opportunities is critical to success in the area of skills development. Therefore, Ontario should commit to strengthening and expanding experiential learning opportunities across secondary, post-secondary, and adult learning environments. As a first step, Ontario should commit to ensuring that every student has at least one experiential learning opportunity by the end of secondary school (in addition to the existing volunteer requirements) and at least one by the time they graduate from post-secondary education. (Recommendation 3-2)

The National Council of the College of Physicians, under the coordination of Dr. Jacques Lucas and Pr. Serge Uzan, today published a white book on "Physicians and patients in the world of data, algorithms and intelligence artificial "formula 33 and proposals. This paper explores in particular the current and future impact of new technologies for the practice of medicine, for initial and continuing education of physicians, medical research, and instead of patients in the health system. More generally, it calls for "identifying risks now that the digital society has to fight them while supporting all the benefits it can bring to the person's service." Recalling that "medicine always involve an essential part of human relationships, regardless of specialty, and will never blindly rely on" decisions "taken by algorithms devoid of nuances, compassion and empathy" the authors of the white Paper nevertheless believe that "algorithms and artificial intelligence will be our allies, as an essential input for decision support and therapeutic strategy," as well as medical research. Consequently, the National Council of the College of Physicians, "to accompany the entire profession, in the diversity of its exercises" to "strengthen collaboration with patients," and to ensure that new technologies are actually put "the person's service and the company" makes 33 recommendations. [googletranslate_en]

Technological advances allow and induce changes in patterns of production and distribution of goods and services with implications for employment, labor and skill requirements. Because they are transforming the business in their content, because they are they same carriers for new ways to communicate, collaborate and coordinate work, because they are also used by active in their day work and outside, the diffusion of new technology also helps transform the way work is done and experienced. The report of the Council for Employment Policy establishes a diagnosis on current trends in work organization practices and their link with the technological advances and their implications on the situation of people at work. [googletranslate_en]

In a prospective approach, the skills of the future are the new professions, new knowledge and new skills that emerge based on social, economic or technological. Trades are in constant evolution and change is accelerating. Anticipating the changing demand of professions and, more broadly, the development of knowledge and skills required for the exercise, helps to plan the development of relevant training. The skills of the future is the future of employment. [googletranslate_en]

The digital transformation of the economy and the progress of automation fueling deep content developments and the structure of employment. In this transition period, the major challenge is to ensure the fit between the skills of the assets and the needs of a changing economy to allow everyone to have a good job and to take full advantage of the ongoing transformation. Volume 2 of this report is to first make a diagnosis as accurate as possible in a context of changing and uncertain definition. It seeks to better understand the skills that can be frequently asked in an economy increasingly digitized, automated and appreciate the current state of competencies of the French workforce in the light of these new requirements. Based on this diagnosis, the Board proposes the main lines of an overall strategy to develop skills in the context of the digital revolution. [googletranslate_en]

Progress in the field of robotics and artificial intelligence, the development of the Internet of Things, processing mass data (big data), the emergence of 3D printing or the heralded revolution today driverless cars fueling concerns about a "jobless future". These concerns are not new: every new wave of important innovation, at least since the Renaissance, the fear of technological unemployment linked to the replacement of man by machine resurfaces. However, history shows that the successive technological advances, including those related to the automation of production, were instead accompanied far a development of employment, even if the nature and the structure of employment have at the same time deeply moved, and their distribution in space. Technological developments underway, dominated by scanning and marked by a considerable automation potential, they belong to the same logic or by their nature, scope and speed of dissemination, are they likely to have a different impact on employment? This is why the Council orientation for employment wished refine the diagnosis by conducting a thorough analysis of the impact of these innovations on employment. He sought to appreciate not only the observed effects and the possible volume of employment (in terms of loss but also creations), but also the effects on the employment structure (what are the professions and sectors the most involved? How are they called businesses evolve? What types of skills will in future priority?) and location, both nationally (what could be the most affected employment areas? ) and international (technology could they promote jobs relocation movement in France?). [googletranslate_en]

We believe the following five interventions can help boost Canada's innovation agenda.  1. To catalyze the formation of "innovation markets" led by companies in the sectors and technologies where Canada is on a roll and where market participants need new solutions.  2. Create additional growth capital pools to ensure that companies have enough capital to scaling and access to investors who can provide advice and other value-added support.  3. Change our government procurement policies to incorporate strategic sourcing and innovation as the main objective. A turn of a supply system focused on the needs for a regime based on the value easier for the government and other public sector actors, is the first to become important consumers of Canadian innovative solutions to try those above and to confirm.  4. Review and streamline the government's innovation programs and to scale those whose incidence has been established. Examining regulatory and eliminate or reorganize those who would harm the development of priority sectors and markets innovation.  5. Accelerate the entry of the most talented people with an immigration policy which helps to reduce the shortage of talent in high growth companies, as well as reinvigorate the talent pool to using a focused strategy on innovation and talent and the program future Skills Canada. [googletranslate_en]

The global labor markets undergo massive changes stemming largely from technological advances. The increasing automation and the rise of the so-called "economy jobs" are such move existing jobs while creating new jobs requiring different skills and changing the trajectory of our professional lives. The scope and scale of these turns are unprecedented and deeply affect the lives of workers and Canadian workers. We estimate that by 2030, automation and changes to existing occupations could threaten the employment of more than 10% of workers and Canadian workers, unless they learn new skills. In Canada, the skill development infrastructure is simply not equipped to meet the challenges ahead. Our current system is based on two pillars. The first supports the development of skills before entering the labor market, from kindergarten to grade 12 and in postsecondary education. The second pillar supports people when they leave the workforce by providing assistance to the unemployed and pensioners. This leaves a significant gap in institutional support and training during the most productive years of Canadians - and it is at this stage that workers will be most affected by turmoil in the labor market. Although our system has served us well in a relatively stable environment so far, it is not designed to address the imminent disturbances on the labor market.  Canada urgently needs a third pillar which is centered on the support of adult workers. The Commission expects that the management of anticipated changes in the labor market requires an additional 15 billion dollars in annual investments in the development of adult skills. The scale of the coming changes also requires the development of a competency-based plan for Canadian workers that will guide the approach adopted by Canada to help adults of working age to seize new professional opportunities. We recommend that the government1 creates the Challenge Fund of Canada continuing education, which would support individuals and employers to significantly increase investment in skills development and offer them incentives to do so. In parallel, we urge the federal and provincial governments to transform the network of Canada Employment Centers so they offer practical guidance to Canadians so that they meet there among the changes in the labor market changing technology.  The federal and provincial governments have taken some initial steps in building this third pillar with recent changes to policies that have strengthened the Canadian skills development ecosystem. While these changes certainly a step in the right direction, the Board believes changes much more substantial - and that he must soon. It is time to fundamentally rethink how we equip Canadians for work dynamic of the future. To meet this challenge will require an approach encompassing the entire system and an active collaboration between employers, citizens, educational institutions and governments. Essentially, we need to develop mechanisms that support Canadians during continuous learning path throughout their lives. [googletranslate_en]