× Business BUSINESS MOTORING SHIPPING & LOGISTICS DR PESA FINANCIAL STANDARD Digital News Videos Health & Science Lifestyle Opinion Education Columnists Moi Cabinets Arts & Culture Fact Check Podcasts E-Paper Lifestyle & Entertainment Nairobian Entertainment Eve Woman Travelog TV Stations KTN Home KTN News BTV KTN Farmers TV Radio Stations Radio Maisha Spice FM Vybez Radio Enterprise VAS E-Learning Digger Classified Jobs Games Crosswords Sudoku The Standard Group Corporate Contact Us Rate Card Vacancies DCX O.M Portal Corporate Email RMS

Reframing technology’s role in education for future of work

By Kendi Ntwiga | November 9th 2021
By Kendi Ntwiga | November 9th 2021

Around half of today’s occupations require some kind of digital proficiency.

By 2030, that percentage will have risen to 77 per cent, thanks to several other new technologies that are transforming not only the types of employment available but also the skillsets required to thrive in them.

The next generation of children in the MENAP region (Middle East, North Africa, Afghanistan, and Pakistan) will enter a dramatically transformed labour market, according to McKinsey’s August 2021 Opportunity Youth report. Students will require more than just a diploma; they will also require digital and real-world abilities that will make them more employable in the future workplace. As a result, educational institutions will need to foster traditional IQ as well as digital literacy and skills, as well as provide learners with the tools they’ll need to independently innovate, create, and collaborate in a global digital economy that demands nimble, resilient mindsets.

During the pandemic, we saw first-hand how ministries of education, Microsoft, and donors like UNESCO, UNICEF, and the Global Partnership for Education worked together to deliver remote learning options. Indeed, the pandemic provided an opportunity for much-needed educational reform. According to a recent YouGov survey commissioned by Microsoft, 82 per cent of educators feel that technology has accelerated the pace at which innovation in teaching and learning has occurred in the past year.

Covid-19 provided a paradigm shift that goes beyond technology as a mere vehicle for learning delivery. Technology should be considered a powerful tool for fostering culture and a method to rethink learning to stimulate creative, cognitive thinking and independent invention. Technology should be used not only to facilitate instruction but also to enhance the learning experience.

Promoting active learning through technology might help students in a new remote or hybrid teaching environment become more engaged.

Share this story
New plan to wean counties off Treasury funding
The Commission on Revenue Allocation (CRA) has suggested a constitutional amendment that will give counties more powers to collect revenue
Equity’s profit jumps by 79pc to Sh27b on reduced bad loans
Profitability was boosted by 25 percent uptick in revenues to Sh80.5 billion. Move reflects improved business activities, aggressive debt collection.