1. UNESCO MOBILE LEARNING WEEK RESEARCH SEMINAR Keynote Address by Andreas Schleicher Director for Education and Skills, and Special Advisor on Education Policy at the Organization of Economic Cooperation and Development (OECD)

2. Growing Concern “~50% of US jobs potentially automatable” Oxford Martin Study 2014

3. On the road to ExoBrain Source: Moravec/Kurzweil/SU

4. Computerized Trading – Flash Crash >60% of volume is now “high-speed trading”

5. Robotics

6. Google Autonomous Vehicle >700kmiles, one minor accident, occasional human intervention

7. Augmented Reality

8. A lot more to come  3D printing  Synthetic biology  Brain enhancements  Nanomaterials  Etc.

9. The Race between Technology and Education Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard) Industrial Revolution Social pain Prosperity Technology Education Digital Revolution

10. Access to computer and the Internet 2000

11. Use of ICT in everyday life 2005

12. Technology use by sector Percentage of workers reporting frequent usage

13. Problem solving skills in a digital environment (OECD/PIAAC) % 13

14. Evolution of employment in occupational groups defined by problem-solving skills 14

15. Gender side of the story… Girls vs. Boys ? Women vs. Men ?

16. Problem solving proficiency among the top performing adults Women Men Women Results are drawn from the assessment of problem-solving in technology-rich environments (Survey of Adult Skills)

17. Trends in years of schooling over the 20th century OECD average Source: Barro and Lee, 2013.

18. One-player games Boys spend far more time than girls playing video games on a computer after school (PISA) Collaborative online games Source : Figure 2.4

19. Playing one-player video games in moderation is linked to better digital and paper-based reading (PISA) Source : Figure 2.7 Higher performance Lower performance

20. If the highest-achieving boys and girls were equally confident about their ability in science, the gender gap in performance would narrow -- or even invert Source : Figure 3.11 Girls perform better in science than boys Boys perform better in science than girls

21. Far more boys than girls expect to have a career in engineering or computing Source : Figure 4.11 Percentage of all students who expect a career in engineering or computing

22. Parents are more likely to expect their sons, rather than their daughters, to enter a STEM career – even when boys and girls perform equally well in school Source : Figure 5.1 Gender gap among boys and girls with similar results in mathematics, reading and science performance STEM stands for science, technology, engineering and mathematics. Percentage of students whose parents expect that they will work in STEM occupations

24. Teachers tend to give girls better marks – despite students’ performance in PISA Source : Figure 2.16 Boys awarded higher marks than girls Girls awarded higher marks than boys Girls awarded higher marks than boys

25. Gender gap in wages and in the use of problem-solving skills at work 25 After accounting for occupations, industry and proficiency

26. 26 Skills and life chances Increased likelihood of adults scoring at reading levels 4/5 compared with those scoring at Level 1 or below on the OECD Test of Adult Skills (OECD average) Odds ratio

27. Charles Fadel Living in the world Personal and social responsibility Life and careers Citizenship Living in the World

28. Charles Fadel Living in the world Personal and social responsibility Life and careers Citizenship Fairness Integrity Respect Self-awareness Courage Empathy Living in the World

29. Charles Fadel Living in the world Personal and social responsibility Life and careers Citizenship Fairness Integrity Respect Self-awareness Courage Empathy Resilience Adaptability Curiosity Initiative Leadership Living in the World