Disruptive technologies, livelihoods, and education, Monika Aring and Larry Hulbert
Purpose: This study provides a model to analyse how disruptive technologies impact work and workers in the US; it also generates equitable solutions.
Research Methodology: Analysed recommendations from three national roundtables with thought leaders, policy makers, employers and workers to investigate: Which disruptive technologies are changing how work is performed?; How these disruptions affect skill needs required?; and How education and training systems are responding to these skill needs?
Findings: Disruptive technologies (automation, AI, digital fabrication, block chain) demand higher skills in seven major industry sectors; Current education and training systems cannot keep pace with skill requirements; and Continuous lifelong learning systems are needed and will require blended financing.
Originality/value: Findings have implications for four SDGs; Blending different perspectives across National Governors Association, MIT’s Fab Foundation, and FHI360 to generate innovative solutions; and Demonstrates applicability for responding to disruptions like COVID-19 and climate change.
Keywords: Disruptive technologies, Livelihoods, Impact on work and workers, Education and training, Policy and policymakers, Skill needs, Equity, Industry sectors, Continuous lifelong learning, Blended financing