Stephen Hawking advirtió que la inteligencia artificial podría significar el fin de la raza humana. (i) El desarrollo de máquinas inteligentes supondría una grave amenaza para la humanidad. En algún momento del futuro cercano, se prevé que la inteligencia de las máquinas superará a la inteligencia humana, un punto en el tiempo conocido como “la singularidad”. Ya sea que el aumento de las máquinas represente o no una amenaza existencial para la humanidad, hay un problema más mundano: se está usando la robótica para automatizar la producción. En Japón existen más de 300 000 robots industriales en funcionamiento y otros 200 000 en América (i) del Norte. Algunas personas ven esto como una amenaza para el empleo.
Stephen Hawking has warned that artificial intelligence could end the human race. The development of intelligent machines could pose a major threat to humanity. Sometime in the near future, machine intelligence is predicted to surpass human intelligence, a point in time known as “the singularity.” Whether the rise of the machines is an existential threat to mankind or not, there is a more mundane issue---robotics are being used to automate production. There are more than 300,000 industrial robots in operation in Japan and another 200,000 in North America. This is seen by some as a threat to jobs.
The beginning of the new year is a good time to look back at the most-read entries in our education blog in 2015. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.
With the Indian economy poised to be among the fastest growing economies in the world, there is great demand for world-class engineers to drive domestic value-addition, innovation and make the economy even more competitive globally. In this context, the Indian government’s Technical/Engineering Education Quality Improvement Project (TEQIP), supported by the World Bank, has been working with engineering colleges across the country to make them more responsive to a rapidly changing technical environment.
The education group within the World Bank recently held a debate on whether school grants really do buy learning. Interestingly, we ran into some bigger questions before we even got started.
It is beyond doubt that rankings have become a significant part of the tertiary education landscape, both globally and locally.
In this landscape, rankings have risen in importance and proliferated in unimaginable ways. It’s become commercialized and, with it, so has the sophistication of companies and organizations that rank colleges and universities. Undoubtedly, rankings now play such a big role in shaping the opinions of current and potential students, parents, employers, and government about the quality of tertiary education institutions.
No hay duda que los rankings se han convertido en una parte significativa del panorama de la educación superior en los ámbitos local y global. En este escenario, los rankings han crecido en importancia y han proliferado de maneras inimaginables toda vez que la comercialización de los mismos ha llevado a un alto grado de sofisticación de las compañías y organizaciones que se dedican a su elaboración y difusión. Hoy en día es evidente que los rankings juegan un papel no menor en contribuir a formar opiniones de los actuales y futuros estudiantes, padres de familia, empleadores y gobierno, en torno a la calidad de las instituciones de educación superior.
How do large-scale student assessments, like PISA, actually work? What are the key ingredients that are necessary to produce a reliable, policy relevant assessment of what children and young people know and can do with what they know? A new report commissioned by the OECD and the World Bank offers a behind-the-scenes look at how some of the largest of these assessments are developed and implemented, particularly in developing countries.
Investing in people starts by ensuring that graduates leave school with strong basic/foundational skills, such as in reading and mathematics. Such skills are critical for subsequent study, for quickly finding a first job, and for adapting to continuous technological change. But are countries in the EU ready to face that challenge?
“Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This is one of many important targets set by the United Nations General Assembly on September 27, 2015. How hard will it be to achieve this goal by 2030?