催化教育4.0投资学习的未来实现以人为本的复苏

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1、Catalysing Education 4.0Investing in the Future of Learning for aHuman-Centric RecoveryI N S I G H TR E P O R TM AY2 0 2 2May 2022Catalysing Education 4.0DisclaimerThis document is published by the World Economic Forum as a contribution to a project, insight areaor interaction. The findings, interpr

2、etations and conclusions expressed herein are a result of a collaborative process facilitated and endorsed by the World Economic Forum but whose results do not necessarily represent the views of the World Economic Forum, nor the entirety of its Members, Partners or other stakeholders.World Economic

3、Forum 91-93 route de la Capite CH-1223 Cologny/Geneva SwitzerlandTel.: +41 (0)22 869 1212Fax: +41 (0)22 786 2744E-mail: contactweforum.org www.weforum.orgCopyright 2022by the World Economic ForumAll rights reserved. No part of this publication may be reproduced or transmitted in any form or by any m

4、eans, including photocopying and recording,or by any information storage and retrieval system.Cover: Unsplash/Jess BaileyContents4Executive summary6Introduction8Chapter 1: Economic returns to education: size of the prize12Chapter 2: Learning disrupted: education inequality, technology and the COVID-

5、19 Crisis15 Chapter 3: Investing in education 4.0: key opportunity areas16 3.1 Opportunity area: new assessment mechanisms183.2 Opportunity area: adoption of new learning technologies203.3 Opportunity area: empowering the education workforce23Chapter 4: Call to action25 Appendix Calculating potentia

6、l GDP increase due to Education 4.0 adoption26 Endnotes30Sources30References34Contributors & Acknowledgments 2022 World Economic Forum. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or by any infor

7、mation storage and retrieval system.May 2022Catalysing Education 4.0Executive summaryEven before the COVID-19 pandemic, millions of children and young people were out of school globally and, among those in school, many were not learning the skills needed to succeed economically in the age of the Fou

8、rth Industrial Revolution (4IR).1 The pandemic has further exacerbated these trends, with nearly 1.6 billion children and young people impacted by school closures over the past two years, and minimalaccess to remedies such as remote learning among those already most marginalized.The compound effects

9、 of COVID-19, pre-existing education inequalities and the rapid technological change of the 4IR underline that simply returning to the pre-pandemic status quo risks undermining not just the opportunities and well-being of todays generation of young learners, but the veryfoundations of global economi

10、c recovery and future prosperity. For any post-pandemic recovery planto be successful and sustainable in the long term, a comprehensive approach to investment in high- quality, innovative, future-proof education systems must be a strategic priority.There is a unique window to identify opportunities

11、for fundamental, strategic investments in transforming primary and secondary education as part of the broader post-pandemic recovery, and reimagine an education system that is inclusive, focuses on the breadth of skills needed to be successful in the age of the 4IR, and leverages technological and p

12、edagogical innovation to put learners at the centre of learning.Previous work by the World Economic Forum has summarized such a vision to prepare students for the economies of tomorrow as Education 4.0. This insight report highlights that: Global inequalities persist in years of schooling attainment

13、, as well as schooling quality. In addition, school closures due to the COVID-19 pandemic have led to a schooling loss of over one-half year, on average, which is projected to lead to a 3.9% decline in lifetime incomes and a loss of up to $17 trillion globally. A single $1 investment in a childs edu

14、cation yields as much as $5 in returns over a lifetime. An additional year of education on average translates to 9% higher lifetime earnings,2 and in some cases up to 15% higher.3 The returns in lower-income countries are even higher than those in higher-income countries. We estimate that a global i

15、mprovement in students collaborative problem-solving capacity to the average level of todays top 10 scoring countries could add an additional $2.54 trillion in increased productivity to the global economy. In absolute terms, Europe and South Asia with estimated increases in productivity of $0.51 tri

16、llion and $0.46 trillion, respectively stand to benefit the most. However, relative to todays size of their regional economies, Sub-Saharan Africa and Latin America and the Caribbean also stand to benefit significantly. The education sector also provides opportunities for job creation. While 85 mill

17、ion teachers are currently employed worldwide, an additional 69 million teachers will needto be recruited in the coming years to reachU.N. Sustainable Development Goal (SDG) 4: Quality Education. Each of these roles must be supplemented with additional roles in education leadership, specialist and c

18、omplementaryeducation support roles, providing additional opportunities for job creation in the sector. In addition, there are myriad of other societal benefits, such as greater civic engagement and stronger institutional trust, leading to greater well-being for nations and their citizens across the

19、 globe. Key investment areas include new assessment mechanisms, adoption of new learning technologies and empowerment of the teaching workforce through skill upgrading and innovative pedagogy development. Currently, educational investment in developing economies in particular is attracting relativel

20、y little capital from the private sector, blended finance or even multilateral development finance institutions. At $5 trillion, the global education sector accounts for about 6% of global GDP,yet it has attracted only about $300 billion in investments in 2020. This is less than one-tenth of the inv

21、estment in the comparably-sized global healthcare sector. The total cumulative volume of public-private blended/impact investments related to UN SDG 4 over the past decade stood at a modest $1.5 billion in 2021, compared to nearly $16 billion in global healthcare. The largest and fastest-growing inv

22、estments around education have been in education technology, or edtech, which are projected to attract about $404 billion of capital globally by 2025, amid increased recognition of the importance of technology-enabled and remote learning during the pandemic.To realize this vision, stakeholders from

23、all parts of society have a role to play from governments and non-governmental agencies, to businesses,investors and educators, to parents and caregivers as well as learners themselves. In putting front and centre the economic case for upgrading our existing education systems, we hope this insight r

24、eport will support a growing movement to make Education 4.0 a universal reality.May 2022Catalysing Education 4.0IntroductionBefore the COVID-19 pandemic, the International Commission on Financing Global Education Opportunity estimated that 263 million children and young people were out of school glo

25、bally.Further, among those in school, many were not learning the skills needed to succeed economically in the age of the 4IR. Based on these projections, nearly one billion young people in low- and middle- income countries are not on track to acquire basic secondary-level skills by 2030.4 Moreover,

26、in manyparts of the world, the circumstances in which a child is born such as gender, socio-economic status, location and ethnicity continue to significantly influence their access to quality education. Accessto quality education, or lack thereof, in turn has a strong impact on a young persons abili

27、ty to access the labour market and future economic opportunity.5The COVID-19 pandemic has further exacerbated these pre-existing inequalities in education. Nearly1.6 billion children and young people have beenimpacted by COVID-19-related school closures globally. These disruptions risk having long-t

28、erm implications for future socio-economic mobility, as even a four-week school closure is estimated to reduce the median learning achievement of a child by 20 percentile points.6 And these effects may be even more pronounced for disadvantaged students, whose families may not be able to afford other

29、 mechanisms, such as access to digital tools, for supporting continued learning during the pandemic.The compounding effects of COVID-19 on learning inequality add to an existing financial threat to education budgets worldwide. Too often, education financing is seen as expendable and secondary to oth

30、er expenditures. Attitudes towards education investment must not only work to preserve existing budget allocation for education; they should takea proactive stance in pursuing Education 4.0 skills and pedagogies (see Figure 1). One key goal of this report is to make the economic case for such aFIGUR

31、E 1The World Economic Forums Education 4.0 FrameworkContent (built-in mechanisms for skills adaptation)Global citizenship skillsTo include content that focuses on building awareness about the wider world, sustainability and playing an active role in the global community.Innovation and creativity skillsTo include content that fosters skills required for innovation, including complex problem- solving, analytical thinking, creativity and system-analysis.Technol