A new RenAIssance for the future of Education - Prof. Francesco Profumo, Chairman
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
A new RenAIssance for the future of Education Prof. Francesco Profumo, Chairman The “good” algorithm? Artificial Intelligence, Ethics, Law, Health Vatican City, 27th February 2020
AI winter
When
The '80s
Technological context
Experiments conducted in various research centers fail to fully meet the high
expectations of impact on the market and on society
Example
"Toy examples" promising but not yet capable of responding to the typical complexity of
real applications
A new RenAIssance for the future of Education 2
AI spring
When
The ‘90s
Technological context
A significant increase in the reliability of the algorithms allows AI to go beyond the
perimeter of the academy, reaching the most advanced industrial contexts
Example
NASA Deep Space 1 (first system to control a spacecraft without human supervision)
A new RenAIssance for the future of Education 3
AI summer
When
After 2000
Technological context
AI becomes extremely pervasive, taking root in a lot of sectors and enabling profitable
business models
Example
GAFA (Google, Amazon, Facebook, Apple)
A new RenAIssance for the future of Education 4
AI summer: AI in everyday life
Market intelligence Conversational agents
Dynamic pricing Chatbots
Automated trading system Voice user interfaces
Market forecasts Virtual assistants
Operational optimization Advanced customization
Route planning Content recommendation
Stock management Precision medicine
Predictive maintenance Personalized advertising
Autonomous systems Anomaly detection
Industrial robots Banking fraud detection
Driverless vehicles Insurance fraud detection
Self-flying drones Proactive functional medicine
A new RenAIssance for the future of Education 5
AI summer: an additional economic output
The economic impact of AI
AI has the potential to double annual economic growth rates (%)
05
4,6
05
4,1
04 3,9
14%
3,6
04
3,2
03 03
03 2,9
2,7 2,7
2,6
2,5 2,5
03
2,1 Potential global GDP growth
02
1,7
1,6
1,7
1,6
1,7
1,8
by 2030
02 1,4 1,4
01
01 0,8
01
00
United States Finland United Sweden Netherlands Germany Austria France Japan Belgium Spain Italy
Kingdom
Baseline AI steady state
Source: Accenture and Frontier Economics
A new RenAIssance for the future of Education 6
AI summer: an additional economic output (cont’d)
More efficiency and effectiveness
Trillions of $
18
16
14
12
10
$15.7tr
8 Potential contribution to the
6
global economy by 2030
4
from AI
2
0
2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030
Quality Time saved Personalization Labor productivity
Source: PwC
A new RenAIssance for the future of Education 7
The world we want: a future for all
Towards 2030
The United Nations in
2015 set 17 goals to
promote long-term human
well-being
They are universally valid,
meaning that all countries
must contribute to achieve
these goals
A new RenAIssance for the future of Education 8
Education as driver of social mobility
Towards 2030
Ensure inclusive and
equitable quality education
and promote lifelong
learning opportunities for
all
A new RenAIssance for the future of Education 9
A new RenAIssance for the future of Education
How to rethink education in view of the increasing presence of AI: three perspectives
Education to AI AI for education
Education for AI
A new RenAIssance for the future of Education 10AI for Education: challenges
A global learning crisis
Good education: the best investment a society can make for its future Children and adolescents not achieving minimum
proficiency (%)
AI is playing an increasingly important role in building the future of teaching and learning. 88
Sub-Saharan Africa 84
81
Main challenges: Central and Southern Asia 76
Latin America and the Carribean 36
52
No child left behind: high disparities in educational opportunities by region, gender and 57
Northern Africa and Western Asia 57
socioeconomic background
Eastern and South-Eastern Asia 31
28
New educational models (from the one-to-many to many-to-many) and new market spaces Oceania 22
22
for private actors Europe and Northern America 14
14
Large amounts of data collected from students to manage
World 58
56
00 20 40 60 80 100
Reading Mathematics
More than half a billion children worldwide do not have basic skills (source: United Nations) Source: United Nations
A new RenAIssance for the future of Education 11AI for Education: opportunities
Innovative teaching methods to leverage new technologies
For students:
Remove linguistic and logistic barriers, issues and inequalities
Tailor and personalize learning, based on abilities, needs and experience (e.g.: AI-powered chatbots,
smart notes, flashcards, virtual facilitators, autonomous assistants)
For teachers:
Enhance new learning outcomes, improving quality provided
Manage back office and administrative activities, offering more time to focus on educating students
and research
A new RenAIssance for the future of Education 12Education for AI: challenges
Disruption in labor market: be prepared to manage the change
A new human-machine interaction: automation will reach 50 percent of work activities
AI as job category killer (e.g.: transportation, retail, professional employment services, customer
service)
Increasing mismatch between skills and jobs: a development of competencies is needed, less
routine skills will become more important
The number of graduates in STEM is around 4 percent in EU, but demand for
STEM jobs is expected to grow by around 8 percent by 2025 (source: European Commission)
Source: McKinsey
A new RenAIssance for the future of Education 13Education for AI: opportunities
How to reinforce our educational system by developing new competencies
Increase technological understanding (schools and universities)
Support workforces in reskilling and upskilling (business community)
Lifelong learning (all people)
Create good environment to invest in people’s capabilities (governments)
A new RenAIssance for the future of Education 14Education to AI: challenges
AI must be used for the good of our societies and the sustainable development Business is concerned about AI
Organizations have experienced ethical
issues with AI in the last 3 years (%)
AI brings new challenges in terms of governance related to its interaction with human cognitive France 89
capacities and automatic decisions making: Italy 88
Netherlands 87
information asymmetry (only developers understand how algorithms are constructed and
Spain 87
work)
Overall
86
average
lack of a legal and regulatory framework (trade-off dilemma between data ownership, open
Germany 86
access to data, and data privacy protection)
UK 86
mismatch ‘good for people’ vs. ‘good for governments’
China 85
India 85
US 85
Sweden 83
80 85 90
Every day the world creates 2.5 quintillion bytes of data (source: World Economic Forum) Source: Capgemini Research Institute
A new RenAIssance for the future of Education 15Education to AI: opportunities
Ethical AI: the leading role of EU
EU should exercise its leadership to promote a ‘human-centric’ approach to AI.
Seven key requirements defined in 2019 by the European Commission for achieving trustworthy
AI:
human agency and oversight
technical robustness and safety
privacy and data governance
transparency
diversity, non-discrimination and fairness
societal and environmental well-being
accountability
A new RenAIssance for the future of Education 16Disruption is the new normal
A new RenAIssance for the future of Education 17A future-proof education in the age of algorithms
65% of children entering primary school today will ultimately
end up working in completely new job types that do not yet
exist
(source: World Economic Forum)
Due to accelerating technological changes, workers will have
to modify 50-60% of their business-as-usual in the next 5
years
(source: EY)
Over 20 new job categories will be created in the next 10
years
(source: Cognizant)
A new RenAIssance for the future of Education 18Education is simply the soul of a society as it
passes from one generation to another
Teach students how to learn
A lifelong learning model: people will go
back to school several times in their life
Creativity and soft skills as the linchpin of
the next-generation learning process
Produce multi-disciplinary professionals,
with robust STEM competencies and non-
technical competencies
Let’s build the future together!
A new RenAIssance for the future of Education 19You can also read
