未来技能

According to estimates, in five years there will be a shortage of 700,000 people whopossess technological skills such as complex data analysis or web developmentin Germany. There is also predicted to be a skills gap of 2.4 million employees withthe necessary cross-disciplinary skills. These are alarming figures consideringhow important technological and cross-disciplinary skills are in preparing for arapidly changing workplace and to ensure continued participation in society.This paper analyzes over 30 current initiatives in Germany dealing with futureskills. The analysis reveals challenges in the education system that prevent thefuture skills gap from being closed—there is a lack of transparency in futureskills training, future skills content is lacking in schools and universities, andthere is no systematic further training of future skills at the workplace.Examples from other countries such as Estonia, Finland, China and Singapore,and indeed from Germany, offer inspiration for six concrete approaches tobridge the looming future skills gap. To create transparency for example, afuture skills online platform could be established with an integrated futureskills tracker that reveals what skills users lack and where they can findtraining; schools and universities could integrate future skills teaching conceptsand materials in their lessons; and businesses could be offered financialincentives to introduce more future skills training in their companies.Digitization and automation are bringing about vastly changing requirements at the workplace, andwill also be increasingly important for continued participation in society. Future skills1are needednow—skills that to some extent already exist today like agile working and digital interaction, and alsoskills that are only just emerging like blockchain technology development, all of which will becomeconsiderably more important tomorrow. As it currently stands, 25 percent of today’s workforce willeither need to fi nd new professional activities by 2020 or significantly broaden their technological skillsas well as their digital citizenship and classic skills—i.e., their cross-disciplinary skills2. These skillsinclude programming, agile working, and adaptability. Even elementary school students need to getready for the change, since by 2030, 85 percent of them will work in professions that do not yet exist3.Previous papers on future skills have identifi ed 18 future skills, and shown that the future skills gap—i.e.,the number of underqualified workers—will rise to 700,000 for technological skills in the next fiveyears, and to as much as 2.4 million for cross-disciplinary skills. This discussion paper proposesmethods that Germany can implement to close the future skills gap as quickly and in as targeted away as possible. The various papers on future skill have been developed with the Stifterverband für dieDeutsche Wissenschaft, a German non-governmental organization seeking to address challenges inhigher education, science and research. Founded in 1920, major donors include most major Germancorporations, but also > 2,000 medium-sized companies.1See the Glossary at the end of this paper for a defi nition of terms2Welt: “So soll Deutschland digital in die Gänge kommen” (2017)3Netzwoche: “Die meisten Berufe des Jahres 2030 gibt’s noch gar nicht” (2017)SummaryZXZ185 - WGS Future skills.indd2 2World Government Summit The threegreatestchallengesin Germany’sfuture skillstrainingZXZ185 - WGS Future skills.indd4 This discussion paper assessed the effectiveness of over30 existing initiatives intended to close the future skillsgap. The analysis shows that there are still significantchallenges when it comes to the development of futureskills needed to close the current gap, particularly inthree action areas—establishing underlying transparencyfor future skills training, in the first education system(schools and universities), and in further training forfuture skills (second education system).There is a lack of underlying transparencyregarding future skills training options:As early as 2008, the GEW, IGM and Ver.di unionshighlighted how the effectiveness of training washindered by the lack of transparency over training offers.This is particularly the case when it comes to furthertraining. For example, in Germany, a central searchengine for further training courses (Suchmaschine desDeutschen Bildungsservers für Weiterbildungskurse)allows people to search for training courses4. However,with such a huge number of training courses from some22,000 providers5, the available options are virtuallyimpenetrable. Take the search term “Big Data” forexample: This returns 6,377 results from 193 providerswith courses starting from July 2018 at political levelsranging from federal government to local authorities.Users would be forced to spend several hours comparingthe courses before finding a suitable option for them. Afurther problem is that many users do not actually knowwhat their own level of