我们形象中的智能：人工智能的偏见风险和错误

1、Series Editors IntroductionThis timely, cutting-edge volume by Brajesh Panth et al., on Anticipating and Preparing for Emerging Skills and Jobs, is the latest book to be published in the long-standing Springer Book Series Education in the Asia Pacic Region: Issues, Concerns and Prospects. The rst vo

2、lume in this Springer series was published in 2002, with this edited book by Panth and Maclean being the 55th volume to be published to date.Anticipating and Preparing for Emerging Skills and Jobs examines the main, powerful drivers of change impacting upon society and the economy and, through them,

3、 on the evolving world of work, changing occupational structures and pat- terns, and workplaces. The book identies and explores the implications of such developments for changes in education and training with regard to Kindergarten through to Grade 12, Technical and Vocational Education and Training

4、 (TVET), and Higher Education.The volume is divided into seven main parts, with an introduction and a con- clusion, and consists of 40 cutting-edge articles. The book brings together eminent policy-makers, practitioners, and researchers with a keen interest in skills devel- opment for employability,

5、 and the changing nature of education and training, as they seek to adjust to meet the demands of the workplace and a dramatically changing world of work.The articles vary a lot in style with some adopting a traditional academic approach to the particular topic being examined, while other articles a

6、re opinion pieces or case studies. All the articles are relatively short, being up to 3,000 words in length. As such the intention of this book is to provide a wide-ranging smorgasbord of ideas on the topic of anticipating and preparing for emerging skills and jobs.In terms of the Springer Book Seri

7、es in which this volume is published the various topics dealt with in the series are wide-ranging and varied in coverage, with an emphasis on cutting-edge developments, best practices, and educationvviSeries Editors Introductioninnovations for development. Topics examined in the series include: envi

8、ronmental education and education for sustainable development; the interaction between technology and education; the reform of primary, secondary, and teacher education; innovative approaches to education assessment; alternative education; most effec- tive ways to achieve quality and highly relevant

9、 education for all; active aging through active learning; case studies of education and schooling systems in various countries in the region; cross country and cross-cultural studies of education and schooling; and the sociology of teachers as an occupational group, to mention just a few. More infor

10、mation about the book series is available at HYPERLINK /series/5888 http:/www.springer. HYPERLINK /series/5888 com/series/5888.All volumes in this series aim to meet the interests and priorities of a diverse education audience including researchers, policy-makers, and practitioners; pro- fessionals

11、working in international development; tertiary students; teachers at all levels within education systems; and members of the public who are interested in better understanding cutting-edge developments in education and schooling in Asia and the Pacic.The main reason why this series has been devoted e

12、xclusively to examining various aspects of education and schooling in the Asia and Pacic region is that this is a particularly challenging region. It is renowned for its size, diversity, and com- plexity, whether it be geographical, socioeconomic, cultural, political, or develop- mental. Education a

13、nd schooling in countries throughout the region impact on every aspect of peoples lives, including employment, labor force considerations, educa- tion and training, cultural orientation, and attitudes and values. Asia and the Pacic is home to some 63% of the worlds population of 7 billion. Countries

14、 with the largest populations (Peoples Republic of China, 1.4 billion; India, 1.3 billion) and the most rapidly growing mega-cities are to be found in the region, as are countries with relatively small populations (Bhutan, 755,000; the island of Niue, 1,600).Levels of economic and sociopolitical dev

15、elopment vary widely, with high-income, middle-income, and low-income countries. Asia contains the largest number of poor of any region in the world, the incidence of those living below the poverty line remaining as high as 40% in some countries in Asia. At the same time, many countries in Asia are

16、experiencing a period of great economic growth and social development. However, inclusive growth remains elusive, as does growth that is sustainable and does not destroy the quality of the environment. The growing prominence of Asian economies and corporations, together with globalization and techno

17、logical innovation, are leading to long-term changes in trade, business, and labor markets, to the sociology of populations within (and between) countries. There is a rebalancing of power, centered on Asia and the Pacic, with the Asian Development Bank in Manila declaring that the twenty-rst century

18、 could be the Asian Century if Asian countries are able to avoid the middle-income trap.We believe this book series makes a useful contribution to knowledge sharing about education and training in Asia and the Pacic.Series Editors Introduction viiAny readers of this or other volumes in the series wh

19、o have an idea for writing their own book (or editing a book) on any aspect of education and/or schooling, that is relevant to the region, are enthusiastically encouraged to approach the series editors either direct or through Springer to publish their own volume in the series, since we are always w

20、illing to assist perspective authors to shape their manuscripts in ways that make them suitable for publication.February 2020Rupert MacleanSchool of Education RMIT University Melbourne, VIC, AustraliaLorraine Symaco College of Education Zhejiang UniversityHangzhou, Peoples Republic of ChinaForewordT

21、he former Secretary-General of the United Nations, Ko Annan, often argued that literacy is the key to unlocking the cage of human misery: that it is essential to realizing the potential of every human being, and to opening up a future of freedom and hope for all.If education is the key to improving

22、the human condition, then skills develop- ment for employability and entrepreneurship is the Master Key to achieve indi- vidual and societal development. The reason is that work is a major feature of most peoples lives. Quality jobs have a major impact on their self-identity, social and economic sta

23、tus, standard of living, and quality of life. It is, therefore, the Master Key that opens many important doors including: poverty alleviation; sustainable development; the promotion of greater equity, justice, and fairness on society; peace building; and community development.The dominant feature of

24、 the opening decades of the twenty-rst century has been the undeniable fact that we are all living through a period of seismic change and disruption. This is true, to varying degrees, for populations in all regions and countries of the world, regardless of their particular level of economic developm

25、ent, and sociopolitical characteristics.This enormous sea change is to a large extent due to the combined impact, and multiplier effect, on both work and life, of the Fourth Industrial Revolution, globalization, urbanization, unprecedented labor mobility, and harnessing of both new and continuously

26、emerging information and communication technologies. The COVID-19 pandemic has led to a surge in online learning at all levels of education as well as a way of continuing to provide training. This is the time to learn from global good practices and build evidence to transform teaching and learning.T

27、his disruptive change has brought about a paradigm shift in the ways in which individuals, societies, and governments think and prepare in response to the rapidly changing world of work.Policy-makers and practitioners alike are increasingly debating about the emergence of a fundamentally changing ec

28、onomic paradigm in which long stand- ing, taken-for-granted assumptions and norms concerning work and life have been thrown into question. While the disruption is creating new opportunities fromixxForewordunseen power of articial intelligence and big data analytics to augment human intelligence, it

29、is also creating important new challenges and uncertainties that could exacerbate inequities. The response to the magnitude of impact that this revolution is having on skills and workforce development requires transformation of the education and training systems in close collaboration with different

30、 sectors and stakeholders.In the light of such change and developments, this is an opportune time to re-examine important matters relating to the changing world of work, as countries seek to recongure their economies to meet emerging demands of the Fourth Industrial Revolution or Industry 4.0. The c

31、hanges are in fact so profound and far reaching that skill formation has to be reengineered to provide solid foundational skills comprising literacy, numeracy, digital, and soft skills, followed by occupa- tional skills in partnership with employers.The various articles in this book examine the view

32、s, and often radical per- spectives, of eminent policy-makers, practitioners, and researchers regarding Anticipating and Preparing for Emerging Skills and Jobs, with particular reference to the Asia and Pacic region.Woochong Um Director General and Chief Compliance Ofcer Sustainable Development and

33、Climate Change DepartmentAsian Development Bank Metro Manila, PhilippinesAcknowledgementsThis book was prepared based on innovative good practices, insights, and pre- sentations shared in the previous editions of the International Skills Forum (2015, 2016, 2017, and 2019) organized by the Asian Deve

34、lopment Bank (ADB) and held at the ADB headquarters, Manila. The participants and resource persons included policy-makers from over 30 developing member countries of ADB, academicians and researchers, practitioners from public and private institutions, experts and representatives from international

35、development agencies, representatives from nongovernment organizations, and ADB staff.The editors would like to thank the authors of the different articles included in this book and also those who participated actively and contributed to the successful outcomes of the international skills forums. Th

36、e editors would like to thank Dorothy Geronimo for valuable coordination and facilitation within ADB; Rhona B. Caoli-Rodriguez for her technical coordination, research, and writing support; and Stephen Banta for language editing.xiContents HYPERLINK l _bookmark0 Introductory Overview: Anticipating a

37、nd Preparing HYPERLINK l _bookmark0 for Emerging Skills and JobsIssues, Concerns, HYPERLINK l _bookmark0 and Prospects HYPERLINK l _bookmark0 HYPERLINK l _bookmark0 1Brajesh Panth and Rupert MacleanPart I Introduction HYPERLINK l _bookmark24 The Future of Work: Is This Time Different? HYPERLINK l _b

38、ookmark24 HYPERLINK l _bookmark24 13Carl Benedikt Frey HYPERLINK l _bookmark28 Future Implications of the Fourth Industrial Revolution HYPERLINK l _bookmark28 on Education and Training HYPERLINK l _bookmark28 HYPERLINK l _bookmark28 17Paul Kim HYPERLINK l _bookmark61 Quality Education and Economic D

39、evelopment HYPERLINK l _bookmark61 HYPERLINK l _bookmark61 25Eric Hanushek HYPERLINK l _bookmark86 Human Capital Development in South Asia HYPERLINK l _bookmark86 HYPERLINK l _bookmark86 33Jong-Wha Lee HYPERLINK l _bookmark103 Anticipating and Preparing for the FutureOne Example HYPERLINK l _bookmar

40、k103 from Higher Education: The Singapore Management University HYPERLINK l _bookmark103 (SMU) Experience HYPERLINK l _bookmark103 HYPERLINK l _bookmark103 41Annie Koh HYPERLINK l _bookmark112 Developing Twenty-First-Century Skills for Future Jobs HYPERLINK l _bookmark112 and Societies HYPERLINK l _

41、bookmark112 HYPERLINK l _bookmark112 47Andreas SchleicherPart IIKindergarten to Grade 12 (K12) Reforms HYPERLINK l _bookmark136 Boosting Student Learning: PISA for Development HYPERLINK l _bookmark136 HYPERLINK l _bookmark136 59Yuri BelfalixiiixivContents HYPERLINK l _bookmark154 Essentials Over Per

42、ipherals: The CVIF Dynamic Learning HYPERLINK l _bookmark154 Program HYPERLINK l _bookmark154 HYPERLINK l _bookmark154 67 HYPERLINK l _TOC_250009 Christopher C. Bernido and Maria Victoria Bernido HYPERLINK l _bookmark182 Guiding Kindergarten to Grade 12 Students to Mastery with Next HYPERLINK l _boo

43、kmark182 Generation Digital Assessments HYPERLINK l _bookmark182 HYPERLINK l _bookmark182 77 HYPERLINK l _TOC_250008 Satish Kumar HYPERLINK l _bookmark196 Nongovernment Organizations Role in Providing Quality School HYPERLINK l _bookmark196 Education in Pakistan: The Experiences of CARE Foundation H

44、YPERLINK l _bookmark196 HYPERLINK l _bookmark196 83 HYPERLINK l _TOC_250007 Seema Aziz HYPERLINK l _bookmark206 Kindergarten to Grade 12 Reforms in Viet Nam HYPERLINK l _bookmark206 HYPERLINK l _bookmark206 89 HYPERLINK l _TOC_250006 Ron Cammaert, Thi Phuoc Lai Nguyen, and Sakiko Tanaka HYPERLINK l

45、_TOC_250005 Part IIITransformational Technical and Vocational Education and Training (TVET) HYPERLINK l _bookmark235 Philippine Experience in Dual Training System HYPERLINK l _bookmark235 HYPERLINK l _bookmark235 101 HYPERLINK l _TOC_250004 Andreas Dernbach HYPERLINK l _bookmark254 Infrastructure an

46、d Pedagogy InnovationA Differentiating HYPERLINK l _bookmark254 Factor in TVET HYPERLINK l _bookmark254 HYPERLINK l _bookmark254 109 HYPERLINK l _TOC_250003 Seng Hua Tan and Iris Seet HYPERLINK l _bookmark264 Industry-Led Training and Apprenticeships: The New Zealand HYPERLINK l _bookmark264 Model H

47、YPERLINK l _bookmark264 HYPERLINK l _bookmark264 117 HYPERLINK l _TOC_250002 Josh Williams HYPERLINK l _bookmark270 Gram Tarang: Skills Development for Priority Sectors in India HYPERLINK l _bookmark270 HYPERLINK l _bookmark270 125 HYPERLINK l _TOC_250001 Abhinav Madan HYPERLINK l _bookmark279 Chall

48、enges and Opportunities for Transforming Skills HYPERLINK l _bookmark279 Development in Bangladesh: The Case of the Skills HYPERLINK l _bookmark279 for Employment Investment Program HYPERLINK l _bookmark279 HYPERLINK l _bookmark279 133 HYPERLINK l _TOC_250000 Sunhwa Lee HYPERLINK l _bookmark301 TVET

49、 System Reform and Development in the PRC HYPERLINK l _bookmark301 HYPERLINK l _bookmark301 143Asako MaruyamaPart IV Higher Education to Promote Higher Level Skills HYPERLINK l _bookmark319 Higher Education Innovations: Hong Kong, China; the Republic HYPERLINK l _bookmark319 of Korea; and Indonesia

50、HYPERLINK l _bookmark319 HYPERLINK l _bookmark319 155Gerard Postiglione HYPERLINK l _bookmark339 Collaborative Innovation Between Shenzhen Municipal HYPERLINK l _bookmark339 Government and Tsinghua University HYPERLINK l _bookmark339 HYPERLINK l _bookmark339 165Feiyu KangContents xv HYPERLINK l _boo

51、kmark365 Regional Approaches to Improving Education in the Pacic HYPERLINK l _bookmark365 and the Role of the University of the South Pacic HYPERLINK l _bookmark365 HYPERLINK l _bookmark365 173Chimi Thonden HYPERLINK l _bookmark378 Stimulating Entrepreneurship Activity at SUNY Korea, HYPERLINK l _bo

52、okmark378 from Scratch HYPERLINK l _bookmark378 HYPERLINK l _bookmark378 181Chihmao HsiehPart V Transformational Edtech HYPERLINK l _bookmark398 An Overview of Innovations in Online Learning HYPERLINK l _bookmark398 HYPERLINK l _bookmark398 191Marito Garcia HYPERLINK l _bookmark417 Bringing TVET up

53、to Speed: Regional Overview HYPERLINK l _bookmark417 of ICT-Enhanced Practices in TVET HYPERLINK l _bookmark417 HYPERLINK l _bookmark417 199Margarita Pavlova HYPERLINK l _bookmark448 Funzi Uses the Power of Mobile to Give Everyone Cost-Effective HYPERLINK l _bookmark448 Access to Quality Learning HY

54、PERLINK l _bookmark448 HYPERLINK l _bookmark448 207Aape Pohjavirta HYPERLINK l _bookmark458 Udemy: Blended and e-Learning for Transforming Teaching HYPERLINK l _bookmark458 and Learning HYPERLINK l _bookmark458 HYPERLINK l _bookmark458 215Richard Qiu HYPERLINK l _bookmark465 Mindtrees Experience in

55、Global Learning Center HYPERLINK l _bookmark465 HYPERLINK l _bookmark465 221N. S. Parthasarathy HYPERLINK l _bookmark477 Teacher Professional Development at Scale in the Global South HYPERLINK l _bookmark477 HYPERLINK l _bookmark477 229Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou,

56、 and Justin Edward Modesto III HYPERLINK l _bookmark494 Coding as an Essential Skill in the Twenty-First Century HYPERLINK l _bookmark494 HYPERLINK l _bookmark494 237Raman NambiarPart VI Technology Platforms for Skills Gaps Bridging, Career Counseling, and Guidance HYPERLINK l _bookmark500 Empowerin

57、g Filipino Youth Through Technology HYPERLINK l _bookmark500 and Community HYPERLINK l _bookmark500 HYPERLINK l _bookmark500 247Henry Motte-Muoz HYPERLINK l _bookmark512 Singapores Experience in Analyzing the Labor Market HYPERLINK l _bookmark512 Using Articial Intelligence and Big Data Analytics HY

58、PERLINK l _bookmark512 HYPERLINK l _bookmark512 255Gary Gan HYPERLINK l _bookmark534 How Technology Affects Jobs: A Smarter Future for Skills, Jobs, HYPERLINK l _bookmark534 and Growth in Asia HYPERLINK l _bookmark534 HYPERLINK l _bookmark534 263Sameer KhatiwadaxviContents HYPERLINK l _bookmark558 S

59、kills Development Driven by Labor Market Demand HYPERLINK l _bookmark558 HYPERLINK l _bookmark558 271Sang Hyon Lee HYPERLINK l _bookmark573 Implications of Industry 4.0 on Skills Development HYPERLINK l _bookmark573 HYPERLINK l _bookmark573 279Steven McKee and Danny GauchPart VIICross-Sectoral Colla

60、boration for Skills Development HYPERLINK l _bookmark581 Build4Skills, TVET, and InfrastructureAn Innovative HYPERLINK l _bookmark581 Initiative HYPERLINK l _bookmark581 HYPERLINK l _bookmark581 291Marion Edel HYPERLINK l _bookmark587 STEAM Platform: Transforming Youth Leadership for a Smart HYPERLI