In this report the authors shed new light on the Swiss VET system, how businesses play—and benefit from—a central role in the training of a highly skilled workforce, and the seamless connections between VET and the broader Swiss education system.

This report looks into how to equip employees for the era of automation and digitization - and how models and mindsets of social entrepreneurs can guide us

This volume of best practices from cities in Canada, Germany, Sweden and Australia, highlights the challenges we share, and importantly, the opportunities we can leverage as we navigate migration in the 21 st century, together.

Artificial intelligence (AI), robotics and other forms of ‘smart automation’ are advancing at a rapid pace and have the potential to bring great benefits to the economy, by boosting productivity and creating new and better products and services. In an earlier study1 , we estimated that these technologies could contribute up to 14% to global GDP by 2030, equivalent to around $15 trillion at today’s values. For advanced economies like the US, the EU and Japan, these technologies could hold the key to reversing the slump in productivity growth seen since the global financial crisis. But they could also produce a lot of disruption, not least to the jobs market. Indeed a recent global PwC survey found that 37% of workers were worried about the possibility of losing their jobs due to automation. To explore this further we have analysed a dataset compiled by the OECD that looks in detail at the tasks involved in the jobs of over 200,000 workers across 29 countries (27 from the OECD plus Singapore and Russia). Building on previous research by Frey and Osborne (Oxford University, 2013)3 and Arntz, Gregory and Zierahn (OECD, 2016)4 we estimated the proportion of existing jobs that might be of high risk of automation by the 2030s for: Each of these 29 countries; Different industry sectors; Occupations within industries; and Workers of different genders, ages and education levels. We also identify how this process might unfold over the period to the 2030s in three overlapping waves: 1. Algorithm wave: focused on automation of simple computational tasks and analysis of structured data in areas like finance, information and communications – this is already well underway. 2. Augmentation wave: focused on automation of repeatable tasks such as filling in forms, communicating and exchanging information through dynamic technological support, and statistical analysis of unstructured data in semi-controlled environments such as aerial drones and robots in warehouses – this is also underway, but is likely to come to full maturity in the 2020s. 3. Autonomy wave: focused on automation of physical labour and manual dexterity, and problem solving in dynamic real-world situations that require responsive actions, such as in manufacturing and transport (e.g. driverless vehicles) – these technologies are under development already, but may only come to full maturity on an economy-wide scale in the 2030s. Our estimates are based primarily on the technical feasibility of automation, so in practice the actual extent of automation may be less, due to a variety of economic, legal, regulatory and organisational constraints. Just because something can be automated in theory does not mean it will be economically or politically viable in practice.

Part I of this report begins by describing the main forms of modern electronic monitoring and surveillance (EMS) that have placed more Australian workers œunder their employer's eye. These methods include the use of location tracking technologies, monitoring of emails and social media content, the œgamification of work, digital methods of performance monitoring, and even electronic systems for employee discipline and dismissal. Following sections examine the various purposes of modern EMS systems, and the extent of their application. This is followed by a brief description of the legal and regulatory system governing EMS in Australia; current regulations limiting employers' use of these systems are sparse and inconsistent. The last section of Part I discusses the direct and indirect consequences of these new forms of monitoring and surveillance for workers. It argues that the impact of omnipresent surveillance in workplaces may be contributing to the slower wage growth which has so concerned Australian economists and policy experts in recent years; because it is now easier and cheaper to monitor and œmotivate employees through surveillance and potential discipline, employers feel less pressure to provide positive economic incentives (such as job security, promotion, and higher wages) to elicit loyalty and effort from their workforces.Part II of the report then reports the findings of our original survey data regarding the forms, extent and impacts of EMS systems in Australian workplaces, and the attitudes of Australian workers towards these technologies and trends. We surveyed 1,459 people between 26 October and 6 November 2018, using an online survey methodology, conducted by Research Now. The sample was nationally representative with respect to gender, age and state and territory.

Increasing numbers of international students are enrolling in professional degrees in the social sciences requiring successful completion of work-based practicums. However, international students on practicum face particular challenges relating to language and cultural issues which are often compounded by prejudicial attitudes in the workplace. Academics responsible for field education play a crucial role in both preparing students for field practicums and negotiating with professionals in the field who supervise them, but little is known about how they approach this dual responsibility. This project will analyse the need for specific interventions to make social science field education inclusive by reviewing relevant research and resources, and investigating perceptions and practices of academic field coordinators and professional supervisors. Findings will inform the development of a model of inclusive field education and a plan for addressing identified needs. These will be evaluated as a foundation for a larger grant application to develop strategies and resources to make field education inclusive for international students.

The main purpose of this literature review is to bring together relevant research in order to contextualize the Brookfield Institute’s broader State of Digital Literacy in Canada study. While scoping out Canadian policy texts and existing programs, it also draws on international research, best practices, and the work of digital literacy experts globally to define digital literacy, the skills it comprises, as well as its importance. These sources have pulled mainly from educational and pedagogical research, work on technology and the economy, as well as a variety of policy papers, reports, recommendations, and studies. One of the challenges in synthesizing research on the subject of digital literacy is the sheer number of sources, as well as the fact that the concept intersects with many others, such as computational thinking, coding, e-literacy, media literacy, ICT skills, STEM, and so on. The lack of a single common definition of the concept implies that sources have varied conceptions of the term “digital literacy” itself. Much of the work cited was relatively recent, given that the concept of digital literacy has become more frequently used since approximately 2009, and that meaning of the concept has changed over time. This literature review focuses particularly on the skill sets that comprise digital literacy from a labour market perspective. Although the Government of Canada (along with provincial governments) has identified innovation and the development of local digital talent as a key priority, recommendations remain imprecise. The focus on coding as a crucial skill for the economy of the future has arguably obscured the necessity for a broader emphasis on digital literacy as such, as well as the spectrum of skills the digital economy will require by 2020. This review has found several broad themes of focus in the digital literacy: defining the term itself and what skills it comprises (Theme 1), its place in the digital economy and the changing nature of the workplace (Theme 2), how digital literacy can and should be taught from kindergarten to the workforce (Theme 3), and how digital literacy can address and exacerbate existing digital divides and exclusions (Theme 4). In Emerging Research Questions (III), we identify perceived gaps in research. Appendix A documents key research institutions and researchers on the topic of digital literacy. Appendix B contains an annotated bibliography of consulted sources

We utilize the 2000 cohort of university graduates from the National Graduate Survey (NGS) to estimate the extent to which the choice of field of study is influenced by expected returns to those fields of study. The expected returns are based on earnings equations estimated from the earlier 1990 NGS cohort for the years 1992 and 1995 -- years that are around the time when the 2000 cohort would be applying to university and forming expectations of their expected returns by field of study. We estimate those expected returns using conventional OLS earnings equations as well as IV estimates to account for the potential endogeneity of the returns by field of study since selection effects may bias the expected returns. Our IV estimates utilize measures of skill-biased technological change as instruments. Overall, our results suggest that prospective students do choose fields of study in part at least on the basis of earnings they can expect to receive in those fields. Furthermore, earnings expectations formed around the time they are applying are more influential than earnings expectations based on years further away from that time, although both generally have an impact on the choice of field of study.

When economists, sociologists and psychologists discuss skill they often appear to be talking about different things, even though they each ascribe high importance to it. To make progress and to facilitate inter-disciplinary communication it would be better to be sure what we mean by skill. I propose a simple functional concept that offers the prospect of dialogue and progress in skills analysis. Skills have three key features: they are Productive, Expandable and Social. I advocate this 'PES' concept of skill, examine how far the approaches of economics, sociology and psychology conform to it, and compare 'skill' with 'competence' as widely used in human resource management and in educational discourse. I consider implications from the intimate connection between skill and value, some of which are contradictory. Finally I describe some common typologies of skills and skills mismatches that follow on from the PES concept.