Adapting to the Digital Revolution White Paper 2

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EMERGENCY FOR THE WORLD OF EDUCATION: ADAPTING TO THE DIGITAL REVOLUTION WHITE PAPER 2

“Tomorrow’s illiterate will not be those who cannot read, but those who have not learned how to learn”.

Alvin Toffler (1970)

© 2017. GROUPE MÉDIA TFO 3 INTRODUCTIONFOREWORD 3 As apublicAs media organization, we needed time to think in order to but areality that we must bring to fruition. align our efforts with sustainable solutions adapted to the needs of FOREWORD Recognizing the major transformations facing the world with the rise Francophones to thrive. We seize opportunities to advance the cause of Francophonie. Under its mandate given by the Ministry of Education of Ontario, Groupe the French language in Canada with passion. This desire to ensure that this lasting and strong contribution to the thriving development of Ontario’s in French, while remaining ahead of trends and priorities in the field of in transforming education. The availability of and access to digital learning We are motivated to enable current and future generations of young Francophones continually have access to education is, intimately Média TFO has created and broadcast quality digital educational content, content, tools and solutions in French is not some wild idea educational participate organizations to meaningful seeking opportunities currently at our disposal fell short of the needs and ambitions of of the fourth Industrial Revolution, we clearly realized that the means cultural fabric of Canadian society. connected with franco-Ontarian history and culture, and the social and education. It has always been Groupe Média TFO’s mission to revolution. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO

make a 4 INTRODUCTIONFOREWORD 4 This White Paper is dedicated to everyone interested in ensuring that This White Paper was developed through the team of many effort President and CEO, Groupe Média TFO future generations in Ontario and Canada have the opportunity to participate fully in learning adapted to the new realities of the fourth never ceases to impress us. Glenn O’FarrellGlenn Learning, whose scholarly and contagious passion for advancing education reflects the inspired leadership of Julie Caron,Senior Director of Digital However, this firstWhite Paper by GroupeMédia TFO unquestionably individuals whose names appear in the Acknowledgements section. Industrial Revolution. Industrial DEDICATION: AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO 5 5 5 TABLEINTRODUCTION OF CONTENTS 5

5. 4. 3. TABLE OFCONTENTS AUTOMATION ANDFUTUREOFWORK INTRODUCTION 10 SUMMARY APPENDIX APPENDIX APPENDIX FOREWORD KEY PRACTICES,ANDTHEIR ROLE INCOMPETENCYDEVELOPMENT 2.3 2.2 2.1 2. 1.2 1.1 1. ACKNOWLEDGMENTS CONCLUSION Illuminate theDigitalFrancophoneEducationalSpace Support theFrancophonieinGlobalCompetenciesTraining Preparing ANewGenerationofHighly-QualifiedCanadianExperts CHALLENGES ANDRECOMMENDATIONS FOR THE WORLDOFEDUCATION The NecessaryTransformation oftheEducationSystem The CanadianJobMarketandthe4thIndustrialRevolution SITUATIONAL ANALYSIS BIBLIOGRAPHY 52 Technology, aCriticalMeanstoTeach GlobalCompetencies At theNationalLevel At theNationalLevel At theNationalLevel A JobmarketinUpheaval Critical CompetenciestoMeettheNewNeedsofEconomy In Canada’s MinorityFrancophoneCommunity In Canada’s MinorityFrancophoneCommunity In Canada’s MinorityFrancophoneCommunity Integrating GlobalCompetenciesintoSchoolPrograms Reinventing Teaching Practices Necessary CompetenciestoFaceGlobalChallenges AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION 6

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31 48 13 18 44 23 23 33 14 15 9 5 6 SUMMARY

© 2017. GROUPE MÉDIA TFO 7 INTRODUCTIONSUMMARY 7 The goal was to identify issues of critical importance to the the to importance critical of issues identify to was The goal upheavals in the job market, Groupe Média TFO wanted to develop Canadian educational community, and propose concrete concrete and propose community, Canadian educational a status report on the situation based on asurvey of the research. In acontext where recent technological innovation suggests future missing the innovation train. innovation the missing from future the of citizens prevent would that recommendations THESE SKILLS ON PASS TO REQUIRED PRACTICES TEACHING DEVELOPED BE TO SKILLS THE AND MARKET CANADIAN LABOUR THE ON REVOLUTION 4 THE OF IMPACT THE TH INDUSTRIAL INDUSTRIAL AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. • • • • • • • • • • • • “STEAM” teaching (science, technology, “STEAM” Inclusion of these competencies in the curricula (“global” and technological) Emerging needs for new competencies using technologies already available (McKinsey, 2017). the Canadian workforce could be automated by 2055 a widespread process: 47% of tasks performed by Upheaval in the Canadian labour market arising from Digital instruction (innovative initiatives) (innovative instruction Digital Personalized education engineering, math) arts, GROUPE MÉDIA TFO 1

8 INTRODUCTIONSUMMARY 8 • • • SKILLS TECHNOLOGICAL • • • communities minority centred on ICTs, in Francophones for programs post-secondaryof supply the Developing scientific subjects focus on teaching the Strengthen public policy Promote ICTs in What challenges await the Canadian educational system? Canadian educational the await challenges What AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION ‑ language language

© 2017. “GLOBAL” • • • COMPETENCIES • • • Adapt educational educational Adapt new needs artistic fields artistic among and scientific resources to language and cultural cultural and language diversity in curricula in diversity Promote the French Promote cross-contact GROUPE MÉDIA TFO 2 VISIBILITY OF DIGITAL DIGITAL OF VISIBILITY • • • RESOURCES • • • resources on the Web French-language of visibility the Heighten teaching resources French high-quality to Call attention resources online educational Canadian Publicize ‑ language language 9 INTRODUCTIONSUMMARY 9 • • CANADIAN EXPERTS HIGHLY QUALIFIED OF GENERATION PREPARE A NEW • • private organizationsprivate and parapublic public, in expertise Canadian that attract and retain measures Inclusive policies public in technologies new and innovation for support on Priority AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Recommendations for the Canadian Educational the for Recommendations © 2017. • • GLOBAL COMPETENCIES LEARNING IN LA FRANCOPHONIE SUPPORT • • • • La Francophonie Francophonie La within stakeholders international and projects with partnerships Collaborative in French particularly issues, 21 addressing instructional resources educational to and fund dedicated A practices new educational and competencies teaching global on Training and sharing development to promote resource GROUPE MÉDIA TFO 3 st century century ILLUMINATE THE • • SPACES EDUCATION DIGITAL FRANCOPHONE • • and markers values cultural it represents Canadian content to ensure that educational digital nature of Canadian promote the specific and value that initiatives for Support in Canada educational content Francophoneof digital that discovery drive the initiatives for Funding

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© 2017. GROUPE MÉDIA TFO 11 INTRODUCTIONINTRODUCTION 11 This thought process examines the impact of the 4 all Canadians, concern questions These particularly Francophone the INTRODUCTION 1 robotics, automation and artificial intelligence has made technology part automation intelligence and artificial part robotics, has made technology through immigration, to ensure they are fully equipped to become engaged talented Francophones, whether they were born in Canada or arrived here identities are in the throes of change. The key is to train and retain we are entering the era of the “4 In recent years, significant progress in the digital field confirms that It explores current teaching practices by asking the key question: on the labour market and the vital skills needed to participate in it fully. society. tomorrow’s of citizens community and French-speaking Ontario, whose cultural and linguistic our way of life and on the economy in general. of our everyday life. These advances are having aprofound impact on Theme from the World Economic Forum, Davos, January 2016. January Davos, Forum, Economic World the from Theme In this context, it is vital to examine how the Canadian Canadian the examine how to vital is it context, In this surrounding technological innovation and the new new and the innovation technological surrounding Does our current educational system address issues issues address system educational our current Does a place in this new order.a place in this new knowledge‑based economy? knowledge‑based workforce training needs to ensure that everyone can find find can everyone that ensure to needs workforce training labour market is adapting to new and emerging trades, and and trades, and emerging new to adapting is labour market AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO th Industrial Revolution.” Industrial th Industrial Revolution Revolution Industrial

1 . The rise of 12 INTRODUCTIONINTRODUCTION 12 This status report will help identify the major challenges facing recommendations to accompany the shift to adigital age. the education community, and generate concrete, research-based This white paper is based exclusively on a survey of research This whitepaperisbasedexclusivelyonasurveyofresearch from theinternational,nationalandOntarioprovinciallevels. skills and the educational system. It approaches the topic skills andtheeducationalsystem.Itapproachestopic METHODOLOGY: on the 4th Industrial Revolution and its impact on employment, on the4thIndustrialRevolutionanditsimpactemployment, AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO 13 SITUATIONAL ANALYSIS

As elsewhereAs in the world, the economy and the organization of the production system in Canada are undergoing deep transformations, with the acceleration of technological innovations over the last few years: 1.1 This situation gives rise to fears of ajobless future, as well as that current and future generations will need to meet not only to several studies seeking to measure the scope of the potential economic challenges, but worldwide social and environmental ones. effects on existing jobs. The issue is to identify the essential skills T T T T T T AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION (health, services); THE CANADIAN JOB MARKET AND THE 4 THE AND JOB MARKET CANADIAN THE 3D-printing and The Internet of Things helps to integrate new SITUATIONAL ANALYSIS Artificial intelligence and progress in robotics broaden the use it (industry, agriculture), but also to new fields entirely scope of automation to new activities in fields that already Big Data helps manage great volumes of data and use them to improve knowledge.to improve technologies into the production process (“Industry of the future” REVOLUTION or “Industry 4.0” concept);or “Industry © 2017. GROUPE MÉDIA TFO th INDUSTRIAL INDUSTRIAL 15 SITUATIONALINTRODUCTION ANALYSIS 15 for which members of the work force are paid may be automated by 2055 may be changed in depth. According to a study done by the McKinsey consulting firm(January 2017) based on an analysis of the work force of 46 countries, less than 5% of jobs risk disappearing in the short or medium term, but 45% of the tasks affect tasks performed by workers. While there is no real consensus for Several studies have been conducted to quantify the bulk of jobs likely to A Significant Number of Jobs to Undergo Profound Changes Profound to Undergo of Jobs Number A Significant IN UPHEAVAL A JOB MARKET through the use of existing technologies. the former, one can note fairly similar numbers relating to tasks that is important to distinguish the effects on employment from those that disappear or evolve (see the overview in 3 2 McKinsey Global Institute. (2017). Institute. Global McKinsey World Economic Forum. (2016). Forum. Economic World AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION “65 % of children currently entering elementary currently elementary entering children of % “65 school will have jobs that do not yet exist.” The Future of Jobs Harnessing automation for afuture that works. © 2017. World Economic Forum (2016) GROUPE MÉDIA TFO . Chapter 1. THOSE THATTHOSE BE WILL AUTOMATED. THE TASKS PERFORMED BY PEOPLE AND COMPLEMENTARITY BETWEEN BETWEEN COMPLEMENTARITY IT ISIT URGENT TO FIND Appendix 1 2

). In this analysis, it 3 , 16 INTRODUCTIONSUMMARY 16 These high numbers underscore the scope of the digital revolution, revolution, digital the of scope the underscore numbers high These Source: McKinsey Global Institute. (2017). Institute. Global McKinsey Source: CANADA’S AUTOMATION POTENTIALIS47%(MCKINSEY, 2017). (for example, labourers, maintenance workers, cashiers, etc.). However, a services sector (for example, conductors, cashiers, home care services, routine, manual or low qualification jobs, mostly in the industrial field wide diversity of occupations, with or without qualifications, namely in the which affects all occupations affects which etc.) will evolve significantly. variation among countries. technicalThe automation potential the of global economy is significant, although there someis technologies. Employee weighted overall activities %of that can automated be by adapting currently demonstrated Potential impact due toautomation, adapting (46 countries) technology demonstrated currently and/or high wages. populations the largest with in countries is concentrated Technical potential automation AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Afuture that works: Automation, employment, and productivity. © 2017. GROUPE MÉDIA TFO . The most exposed occupations are < 4 5 4 5 – 4 7 4 7 – 4 9 Page 9. Page 4 9 – 5 1 >51 NO DATA NO 17 SITUATIONALINTRODUCTION ANALYSIS 17 These results illustrate directly create potential jobs creation specific to the development of that technology (digital and robotics jobs), but it can also, mainly, indirectly create jobs in the overall economy of job creation by new technologies is double natured. For one, it can giving solutions. creative them A French study conducted in 2017 by the Conseil d’orientation pour Preserved and WillBe Occupations Tasks Specific Very humans have adistinct advantage over machines: creative activities, social interactions, and jobs that require physical dexterity and mobility A certain consensus can be drawn from the research as to to as research the from drawn be can consensus A certain Graham Brown-Martin, renowned author and lecturer on the topic of the new technologies sector or stemming from product and service innovations. that: “ l’emploi Board), states Orientation (Employment in 2017, in which he specifies that there “threeare fields in which 4 these are jobs that call upon emotion, empathy and creativity empathy call emotion, upon that jobs these are to automate: difficult remain that and tasks the occupations their creativity and their emotions and their creativity their work, allowing employees to concentrate on tasks that call upon call upon that on tasks concentrate to employees allowing work, could spend less time analyzing their clients’ finances and more time education and its transformation through technology, published areport 5

structure la et localisation de l’emploi. Brown-Martin G. (2017). G. Brown-Martin Conseil d’orientation pour l’emploi. (2017). AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Education and the Fourth Industrial Revolution the potential of giving more meaning to to meaning more giving of potential the Page 13. Page © 2017. Automatisation, numérisation emploi et –Tome 1:Impacts sur levolume, la GROUPE MÉDIA TFO ” 4 , in the sectors dependent upon . Financial advisors, for example, . Page 4. Traduction. Page 4. libre. The potential . 5 .” 18 SITUATIONALINTRODUCTION ANALYSIS 18 “21 These different competencies fall The term “competencies” includes knowledge, skills (know-how) and The Need to Acquire “Global” Acquire Competencies Need to The general fundamentalgeneral (such taught students literacy, as to competencies mathematics, etc.). mathematics, CRITICAL COMPETENCIES TO MEET THE NEW NEEDS OF THE ECONOMY OFTHE NEEDS NEW THE MEET TO COMPETENCIES CRITICAL abilities (specialized abilities). These global competencies supplement the Several studies have sought to determine the competencies necessary in the 21 is attached as and intra personal fields personal and intra issue on this consensus international a large competencies frameworks are generally quite similar, demonstrating st century competencies”, “essential competencies”, etc.). The proposed AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION st century or “Global competencies” (they are also called Appendix 2 © 2017. ). . GROUPE MÉDIA TFO within the cognitive, interpersonal interpersonal cognitive, the within THE UPHEAVALSTHE AT ORGANIZATIONAL THE COMPETENCIES. REVEAL NEW NEEDS WITH REGARDS NEEDS WITH NEW TO REVEAL OF BUSINESSES OF JOBS LEVEL AND (a synthetic study study (a synthetic 19 SITUATIONALINTRODUCTION ANALYSIS 19 Source: Ministry of Education of Ontario (2016), Ontario of Education of Ministry Source: REGROUPEMENT DESCOMPÉTENCESDU21ESIÈCLEENTROISGRANDSDOMAINES Creativity will become one of the main skills of the future the of main skills the become one of will Creativity and new ways to work. international and virtual work situation. work virtual and international list was prepared after consulting human resource specialists in large In its Future of Jobs report (January 2016), the World Economic Forum Emotional intelligence will also climb into the top 10 skills of 10 top the of climb also into skills will intelligence Emotional deal with the massive and rapid arrival of new products, new technologies distributed alist of ten skills that will be most sought after in 2020. This the future the corporations. corporations. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION , to facilitate employee integration in amore collaborative, Digital teaching in action –Foundation document, Winter 2016 edition, © 2017. GROUPE MÉDIA TFO Page 11. Page , in order to 20 SITUATIONALINTRODUCTION ANALYSIS 20 The Need to Develop Technical Develop Need to The Skills Source: Future of Jobs Reports, World Economic Forum Economic World Reports, Jobs of Future Source: 2020, engaging with today’s teens, who will be entering the job market in use. use. Given that achange in essential skills is contemplated to occur as early as Business related digital skills differ from those acquired through personal realign their careers throughout their life. to have acquired aheightened sense of adaptation in order to successfully the global competencies that businesses will require, they will also need the few next years, must be apriority. only Not will they have to possess those born in a digital world in a digital born those TOP 10SKILLS 10. 9. `2. IN 2020 8. 6. 5. 4. 3. 1. 7. All generations are thus required to learn them, including including them, learn to required thus are generations All

AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Service Orientation Service Emotional Intelligence Management People Creativity ontv Flexibility Cognitive Negotiation Judgement and Decision-Making Coordinating with Others Thinking Critical SolvingComplex Problem © 2017. . Specifically, these skills include digital GROUPE MÉDIA TFO ACQUIRING TECHNICAL SKILLS IS ESSENTIAL. INCREASINGLYIN AN DIGITAL WORLD, 5. IN 2015 10. 8. 6. 4. 2. 3. 9. 1. 7.

Service Orientation Service Quality Control Negotiation Thinking Critical Management People Coordinating with Others SolvingComplex Problem Creativity Listening Active Judgement and Decision-Making 21 SITUATIONALINTRODUCTION ANALYSIS 21 “ Grants totaling $2.6 million Grants totaling $2.6 This was demonstrated by aCanadian study (B. Boudarbat and with access to online courses in Ontario postsecondary institutions. This year [2017-2018], 45 project teams will receive Research and Innovation of eCampusOntario, anot-for-profit corporation that provides students may be drawn to the United States, especially because of salaries. All publicly-assisted colleges and universities in Ontario are members a particular challenge, as many graduate and post-graduate students At the postsecondary level, integrating technology to education education to technology integrating level, postsecondary the At Development stated in apress release dated March 15, 2017: Beyond general technical skills, literacy (use and management of information, capacity to use technology skilled workers remain in the country in the remain workers skilled drain of Canadians with science degrees towards the United States. M. Connolly, August 2013), which brought to light the substantial brain must be developed. It is also important to ensure that highly highly that ensure to important also is It be developed. must of technology). efficiently, etc.) and digital citizenship (based on the responsible use is the priority the is 6 Ontario Ministry of Education. (2017). Education. of Ministry Ontario AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION . As the. As Ministry of Advanced Education and Skills © 2017. Ontario Boosting Digital and Online Learning for Students .”

6 GROUPE MÉDIA TFO cutting edge technical skills skills technical edge cutting . In Canada, this represents . Press re-lease. . Press 22 SITUATIONALINTRODUCTION ANALYSIS 22 To better understand and manage the ecological, social and economic for the assessment of 15-year-old students from several countries, problems of our planet, it is imperative to develop global competencies, 7 job insecurity). The reports on this issue highlight Student Assessment (PISA) 2018 managed by the OECD. Designed the program illustrates how important it is for today’s teens to develop and wealth of concentration through technological (greater development these competencies. will be evaluated within the framework of the Program for International NECESSARY COMPETENCIES TO FACE GLOBAL CHALLENGES FACE GLOBAL TO COMPETENCIES NECESSARY current and future generations to adapt and find solutions to these these to solutions and find adapt to generations and future current and sustainable development sustainable and Multiple challenges are already being observed on our planet (climate worldwide challenges worldwide especially in relation to change, population growth, aging population, etc.) or will intensify OCDE. (2016).OCDE. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Global competency for an inclusive world. inclusive an for competency Global (Brown-Martin G., 2017). G., (Brown-Martin world citizenship, intercultural dialogue dialogue intercultural citizenship, world © 2017. GROUPE MÉDIA TFO (OCDE, 2016) TO FACE WORLDWIDE THE SOCIAL FOR CURRENT CHALLENGE THE AND ENVIRONMENTAL CHALLENGES CHALLENGES AND ENVIRONMENTAL GENERATIONS FUTURE ISAND NOT ON THE HORIZON. ONLY NEEDS OF NEW TO THE FILL IN THE LABOUR MARKET, BUT ALSO MARKET, BUT ALSO LABOUR IN THE BUSINESSES IN ORDER TO FULLY FIT

7 These competencies competencies These the need to train train need to the 23 SITUATIONALINTRODUCTION ANALYSIS 23 “standardized” facts and procedures. For Education Innovation Specialist The challenges of adapting the traditional educational environment to

Valérie Hannon (2017) meet the new needs of students have been the subject of abundant Canadian talent, as well as support research and development. Given that our planet is facing several worldwide challenges, whether research. Indeed, the traditional model prepared students to integrate to better teach students how to integrate into aconstantly evolving world. into the industrial economy of the 20 REINVENTING TEACHING PRACTICES TEACHING REINVENTING economic, social or environmental, it is urgent to train, attract and retain 8 1.2 Valérie Hannon, “Thrive”, Innovation Unit Press, 2017. Press, Unit Innovation “Thrive”, Hannon, Valérie the place of new technologies in teaching practices, with afocus education system handle the new training issues with regards regards with issues training new handle the system education With the upheaval of the job market, how does the current current the does how market, job the of upheaval the With the 21 the of competencies and technological global essential the to on francophone Ontario on francophone AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION THE NECESSARY TRANSFORMATION OF THE OFTHE TRANSFORMATION NECESSARY THE EDUCATION SYSTEM st century? This line of inquiry will lead us to question 8 , the traditional pillars of education must evolve © 2017. GROUPE MÉDIA TFO th century by transmitting aset of 24 SITUATIONALINTRODUCTION ANALYSIS 24 This requires aradical transformation of the teacher’s role and the teacher/ 11 10 mathematics, known as “STEM”), through applied exercises linked to the An alternative to the standardization of teaching is the “customization” An approach being deployed more and more in the world is the “STEAM” between scientific subjects (sciences, technology, engineering technology, subjects (sciences, and scientific between but rather on the students’ ability to take charge of their own learning. student relationship.student a standardized teaching model. and the Alberta Teachers’ Federation endorse this teaching approach. and interests of each student. The Canadian Teachers’ Federation (CTF) real world. Recent initiatives have sought to incorporate artistic disciplines teaching method. Originally, its purpose was to promote interdisciplinarity the privatization and overuse of data in public education, tied in with In this new knowledge-based economy, the focus should not be on content, In amovement called 9 of educational practices, which focuses on the specific needs, talents

STEAM = Science, Technology, Engineering, Art and Math.. Art Engineering, Technology, =Science, STEAM https://wetheeducators.com/ Ontario Ministry of Education. (2016 - revised version). version). (2016 Education. of -revised Ministry Ontario language schools and boards school in Ontario. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION It appears evident in the 21st century that traditional develop new competencies and that the changes required in the school system are numerous.” lecture-style teaching does not itself help to “We the educators” the “We © 2017. Ontario Ministry of Education (2016) Pages 20-21. Pages GROUPE MÉDIA TFO 9 Digital teaching in action –Foundation document for French , they warn of the risks of

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25 SITUATIONALINTRODUCTION ANALYSIS 25 To support the development of these global competencies, TECHNOLOGY, A CRITICAL MEANS TO TEACH GLOBAL COMPETENCIES GLOBAL TEACH TO MEANS TECHNOLOGY, ACRITICAL An overview of international research performed by the Ministry of provide tools so that they may apply these concepts to other contexts. by the Conference Board of Canada (2016), aCanadian think tank how technical concepts are directly related to real life situations and specialized in the research and analysis of public policy performance. An Obvious, Internationally Obvious, An Internationally Obvious, An Education of Ontario (2016) shows in order to go further into deeper learning, the goal being to show students technologies practices must be redefined to structure them around new new them around structure to redefined be must practices AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION . This requirement is at the heart of astudy conducted © 2017. - - Acknowledged Fact Acknowledged Fact Acknowledged GROUPE MÉDIA TFO the major role played by technology technology by played major role the THEIR CREATIVITY TO FIND INNOVATIVETHEIR CREATIVITY METHOD TEACHING STEAM THE SOLUTIONS. SEEKS TO STUDENT INCREASE CURIOSITY AND DEVELOP DEVELOP CURIOSITY AND CAPTIVATING, PASSIVE, MORE LESS AND LECTURE-STYLE METHODS. TEACHING DIGITAL IS IN FACT LEARNING AMORE PERSONALIZED WAY THAN OF TEACHING teaching teaching 26 SITUATIONALINTRODUCTION ANALYSIS 26 14 13 12 showing connections between different of types technology in relation and their skills must be optimized so that they become engaged citizens immigrants as arrived they will also have diverse cultural backgrounds. Whether born here or 21 to in 2016; it is attached as in the world of tomorrow. In Ontario, Francophones of today and tomorrow will not only be bilingual, Several Innovative Digital Education Initiatives in in Initiatives Education Digital Innovative Several Francophone Ontario competencies global all the of development in the

discussion Ontario Ministry of Education. (2016). Education. of Ministry Ontario According to Statistics Canada (2015), 16% of Ontarians whose primary language is French come from immigrant Canada language from (2015), stock come primary is French Statistics to whose 16% Ontarians of According Quoted in the Ontario Ministry of Education: of Ministry in Ontario the Quoted Winter 2016 Edition, (1 st and 2 and st century competencies was prepared by the Ministry of Education AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION nd . (2016). Page 35. generation). “Collaboration tools, online and hybrid educational page 35. students for life and work in the 21 environments, tools that support learners as makers and creators, immersive media, and games and simulations can help prepare prepare help can simulations and games 14 , these talented Francophones must be retained, © 2017. Towards Defining 21 Appendix 3 Towards Defining 21st Century Competencies –Foundation doc-ument for Fishman and Dede (2016) GROUPE MÉDIA TFO . st Century Competencies –Foundation document for discussion , 13 st century.” 12 A table table A 27 SITUATIONALINTRODUCTION ANALYSIS 27 This new dynamic in French Ontario has given rise to agrowing To support school boards in Ontario with the integration of technology French language schools and school boards in Ontario” (CAVLFO) since 2010. In 2017-2018, 105 online courses are and will be 2014 and revised in 2016. française de l’Ontario (French-Language Virtual Learning Consortium) 16 15 globally underrepresented both in online and traditional media And yet, the minority Francophone community in Canada is Another innovative initiative is the offer of Among the many initiatives launched in Ontario, the principals and teaching staff) in developing global competencies need for access to French-language digital educational content. and integrating technology in educational practices. In 2016-2017, In and integrating educational in practices. technology a report titled and educational practices, the Ministry of Education of Ontario prepared Initiative received this support which are managed by the Consortium d’apprentissage virtuel de langue offered from kindergarten to 12 over a hundred French

http://www.apprentissageenligne.org/cours-en-ligne/ http://tactic.cforp.ca/ecoles-accompagnees-2016-2017 AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION supports the teaching community (school board members, “Digital teaching in action –Foundation document for 15 ‑ . language elementary and secondary schools © 2017. GROUPE MÉDIA TFO th grade (K-12) grade / THESE ISSUES ARE OF PARTICULAR ONTARIO, WHICH SEEKS TO TRANS-FORM ITS IDENTITY. IMPORTANCE FOR FRANCOPHONE online and hybrid courses online and hybrid

16 . TacTIC TacTIC , published in in published , , 28 SITUATIONALINTRODUCTION ANALYSIS 28 what has previously been observed in the literature, which is that English holds agreat deal of appeal for media use, regardless of the region the Internet or watching television exceeded 90%. This finding confirms community. of residence or the Francophone minority concentration in aparticular even a number of situations in which the use of English for browsing (Chaput & Champagne, 2012). Astudy conducted by Statistics Canada features and resources, not only for teachers and students, but also for 18 17 parents. Collaborative in nature, Idello seeks to promote the trading and sharing of information among its members. Thus, students are supported an example of an innovative initiative. In order to facilitate access to online resources, the platform offers French-language teaching and educational through activities both at school and at home, which fosters alearning they “ in 2015 on the language practices of children when the children were immersed in afrancophone environment, In this regard, development of innovative French-language of development content. continuum amongst the various actors along the student’s learning path.

https://www.idello.org/en http://www.statcan.gc.ca/pub/89-642-x/2015012/conclusion-eng.htm used more English than French when accessing media. There were AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION ” This demonstrates the importance of prioritizing the Idello

18 , he collaborative platform of Groupe Média TFO, is © 2017. GROUPE MÉDIA TFO TURNING POINT INTO THE DIGITAL THE INTO TURNING POINT ERA. AND SUPPORTING SCHOOLS AT SUPPORTING AND THIS IN PUBLICIZING RESOURCES TEACHING PUBLIC MEDIA ROLE PLAY ASIGNIFICANT 17 concludes that even 29 SITUATIONALINTRODUCTION ANALYSIS 29 The Canadian world of education, for its part, reflected on the matter These past ten years, the international community has increasingly increasingly has community international the years, ten past These 21 19 (PISA) 2018 have been occurring across the world. An evocative example of INTEGRATING GLOBAL COMPETENCIES INTO SCHOOL PROGRAMS SCHOOL INTO COMPETENCIES GLOBAL INTEGRATING through partnerships in order to agree on acommon definition of global the progress of these reflections is the adjustment of the In 2009, an OECD working paper competencies focused on defining the critical competencies for the digital age for competencies the critical on defining focused framework in the Program for International Student Assessment Assessment Student International for Program in the framework 20 of Canada (CMEC) published a competencies. Some ten years later, the Council of Ministers of Education

OCDE. (2016).OCDE. Ananiadou, K. et M. Claro. (2009). 2 (2009). Claro. M. et Ananiadou, K. st century skills and competencies. Since then, reflections on the matter AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Global competency for an inclusive world. inclusive an for competency Global . 20 (July 2017). (July 1 st Century Skills and Millennium Competences for New Learners in OECD Countries. © 2017. Canada GROUPE MÉDIA TFO 19 incited governments to define define to governments incited TOMORROW’S JOBS, IS IT URGENT TO CENT TECHNOLOGICALCENT PROGRESS ON INTO SCHOOLINTO PROGRAMS. INTEGRATE GLOBAL COMPETENCIES WITH THE OBVIOUS THE EFFECTSWITH OF RE- - wide framework for global global for framework wide competencies competencies . 30 SITUATIONALINTRODUCTION ANALYSIS 30 This thought process has materialized into practical undertakings on has recently published a competencies framework, quite similar to starting in the 2018-2019 school year. To support the implementation of a $10 million yearly ongoing investment will be provided to train teachers a provincial level. For instance, the Ministry of Education of Ontario this measure, the Ministry has created an Incubation &Design Branch the CMEC one, with the stated purpose of being used in report cards in teaching global competencies and to support innovative projects. dedicated to innovation and global competencies research. Furthermore, 22 21

https://www.cmec.ca/682/Global_Competencies.html http://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html

CMEC CANADIAN FRAMEWORK FOR GLOBAL COMPETENCIES: GLOBAL FOR FRAMEWORK CANADIAN CMEC 1. 6 5. Communication, 4. 3. 2. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Critical thinking and problem solving, Criticalthinkingandproblemsolving, Global citizenshipandsustainability. Collaboration, Learningtolearn/self-awarenessandself-direction, Innovation, creativityandentrepreneurship, Canada to actively work towards fostering these global “It is also important for education systems across knowledge, perspectives, languages, and histories.” and languages, perspectives, knowledge, competencies in acontext reflective of Indigenous Council of Ministers of Education, Canada (2017) © 2017. GROUPE MÉDIA TFO

22 21 31 CHALLENGES AND RECOMMENDATIONS FOR THE WORLD OF EDUCATION

© 2017. GROUPE MÉDIA TFO 32 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 32 The situational analysis highlights the scope of upheaval associated 2. Given the situation, the educational system must also adapt quickly if it wishes to catch the innovation train. with the 4 23

McKinsey Global Institute. (2017). Institute. Global McKinsey Page 19. Traduction libre, Traduction 19. Page For this purpose, operational recommendations must be identified. Research provides practical courses of action upon which the Canadian world of education can rely to better prepare youth to integrate into acomplex and rapidly changing world. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION CHALLENGES ANDRECOMMENDATIONS FOR THEWORLDOFEDUCATION “Educational systems will have to put more emphasis th rapid evolution of the job market, and in order to meet on creativity, critical thinking, resiliency and flexibility creativity, flexibility and on critical thinking, resiliency Industrial Revo-lution and its effect on the job market. in aworld where everyone will have to adapt to the world-wide social and environmental challenges.” environmental and social world-wide AFuture That Works: Automation, Employment, and Productivity -Executive summary. © 2017. McKinsey Global Institute (2017) GROUPE MÉDIA TFO 23

33 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 33 ICT by the government (38 The Canadian Francophonie outside of Québec includes anetwork of The World Economic Forum report published in 2016 technologies (ICT) (49

government’s “ government’s fifteen francophone universities usually located in towns of the Canadian AT THE NATIONAL LEVEL NATIONAL AT THE Canada’s challenges regarding information and communications IN CANADA’S MINORITY FRANCOPHONE COMMUNITIES FRANCOPHONE MINORITY IN CANADA’S ranks lower than the preceding year. Canada’s profile technology (ICT). Out of 139 countries ranked on their capacity to in order to which fully meets the needs of tomorrow’s businesses. AMcKinsey Global Institute (2017) report specifies that In the field of education, this challenge is of paramount importance more support to the integration of ICT in businesses (22 in businesses ICT of integration to the support more with the world of education to strengthen the place of science science place of the strengthen to education of world the with 25 24 capitalize on the 4 innovation policies include more ICT components and that they grant grant they and that components ICT include policies more innovation in education 2.1

McKinsey Global Institute. (2017). Institute. Global McKinsey World Economic Forum, in partnership with Cornell University and INSEAD. (2016). and INSEAD. University Cornell with in partnership Forum, Economic World Report 2016Report –Innovating in the Digital Economy. Page 19. Page AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION PREPARING A NEW GENERATION OFHIGHLY GENERATION ANEW PREPARING CANADIAN EXPERTS train a workforce of experts in cutting edge technologies edge in cutting experts of aworkforce train . lack of vision regarding information and communications th Industrial revolution, Canada ranks fourteenth, three th position), and the relatively weak promotion of A Future That Works: Automation, Employment, and Productivity -Executive summary. © 2017. th position) GROUPE MÉDIA TFO .” .” policymakers will have to work work to have will policymakers It is recommended that future future that recommended is It The Global Information Technology 24 - 25 highlights highlights QUALIFIED QUALIFIED , shows the the shows , nd position) .

34 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 34 (Budget Measures), 2017(Budget plurality, urban environments, aglobalized economy and digital cultures This initiative represents an opportunity to offer to Francophones Francophones to offer to an opportunity represents This initiative for inauguration in 2020. Located in Toronto, it will accommodate A learning continuum must be established from early childhood to population outside of Québec: over 610,000 French-speakers, sense of identity, particularly in aminority Francophone community. as it represents ahinge moment in the construction of young people’s approximately 1,000 students in 2023-24. The first programs are academic institution For this new generation of Francophones to have high-level skills, it French University is affiliated– and Glendon), with no strictly francophone Francophonie the postsecondary level. Particular attention must be paid to adolescence, to be multidisciplinary and deal with the following topics: “ three bilingual universities (Ottawa, Laurentienne –to which Hearst is critical to In November 2017, the Ontario government agreed to create a quality postsecondary programs in the field of new technologies of new field in the programs postsecondary quality 27 26 of which over 430,000 are Toronto-residents. Yet Ontario only has

http://ici.radio-canada.ca/nouvelle/1052071/universite-francaise-toronto http://www.francophoniedesameriques.com AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION ‑ language university via prepare children from early childhood and onward early from children prepare

26 . Ontario is the province with the largest Francophone

Bill 177, Stronger, Fairer Ontario Act GROUPE MÉDIA TFO

human human . . ”. ”. 35 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 35 Canadian Experts RECOMMENDATIONS: Prepare A New Generation of Highly of Generation ANew Prepare T T T T private bodies, sothattheCanadiansociety, as a whole, may benefit frominvestmentsin education. Canadian expertise in public, quasi public and Canadian expertiseinpublic,quasipublicand Create inclusivemeasures,toattractandretain the necessary fundsatalleducationallevels. technologies aspartofpublicpolicy, byusing Prioritize the support of innovation and new Prioritize thesupportofinnovationandnew • • • • AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION • • • • at theFrancophoneUniversityofOntario). and high-levelskills,especiallytheofferto Support a culture of innovation, collaboration and Support acultureofinnovation, collaborationand Support thedevelopmentofpostsecondaryprograms Support concertedinitiativesthattargetthespecificneeds Create programs dedicated to digital teaching and Create programsdedicatedtodigitalteachingand knowledge-building in businesses (for example through knowledge-building in businesses (forexamplethrough Francophones inminoritycommunities(specifically the development of horizontal competencies essential to the development ofhorizontalcompetenciesessentialto the creationoffrancophone talentincubators). innovation, inbothelementaryandsecondaryeducation. edge technologies centered aroundcutting‑edgetechnologies of theirtalentsuptothepostsecondarylevel. of teensinordertoensurecontinuitythedevelopment © 2017. GROUPE MÉDIA TFO - Qualified Qualified 36 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 36 “STEM Learning“STEM Lab”, believes that Canada is far behind other countries To expand, To expand, (such as the United States and Finland) for the integrated teaching of

(“STEAM”) must be promoted be must (“STEAM”) and society: “ STEAM. ThisSTEAM. of type integrated teaching provides all the tools necessary AT THE NATIONAL LEVEL NATIONAL AT THE to suggest educational activities and content based on experience, the publication of aglobal competencies framework by the CMEC. in 2018-2019. This situation has given rise to in an integrated fashion. According to a2016 article quoting wil no longer be sufficient to meet the emerging needs of businesses In Ontario, this framework will be integrated into report cards starting In Canada, amajor turning point in education has begun with In the same article, Gina Cherkowski, founder and director of Calgary’s Paul Davidson, President of Universities Canada 28 cooperation, etc. (OECD, 2016). etc. cooperation, comparison, analysis, reflective thinking and problem resolution, in the training of teachers, but also in resources teaching also but teachers, of training in the 2.2

https://www.univcan.ca/media-room/media-releases/from-stem-to-steam/ • AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION SUPPORT THE FRANCOPHONIE IN LEARNING GLOBAL GLOBAL IN LEARNING FRANCOPHONIE THE SUPPORT COMPETENCIES • personal andprofessionaldevelopmentofemployees and to create inclusive work-places that foster the and tocreateinclusivework-placesthatfosterthe Encourage employers to offer fair and competitive salaries Encourage employerstoofferfairandcompetitivesalaries horizontality between scientific and artistic fields fields and artistic scientific between horizontality Interdisciplinarity must become second nature for students. © 2017. GROUPE MÉDIA TFO by viewing teaching programs programs teaching viewing by new needs, not only only not needs, new 28 , teaching science teaching, science

” 37 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 37 The minority Francophone community in Canada is characterized by students in Francophone schools who speak mostly or only French at home less than one child out of five […] has decreased in urban schools of central and south-west Ontario to The challenges specific to the Canadianthe to echoFrancophonie OECD specific challenges The of type this to students exposing recommend These researchers (CTF) reported that “ for students to successfully integrate into this new “ for International Student Assessment (PISA) 2018 recommends programs (for example, teaching the languages, cultures and histories a globalized society IN CANADA’S MINORITY FRANCOPHONE COMMUNITY FRANCOPHONE MINORITY IN CANADA’S knowledge of several languages will play an increasingly important role the competencies framework document contemplated for the Program the French language is aparticularly big issue where the community is an extremely small minority: in 2017, the Canadian Teachers’ Federation its cultural diversity and its attachment to bilingualism. Maintaining in the competencies to be developed in order to better integrate into integrating global, international and intercultural perspectives in school teaching skills and the provision of adapted resources adapted of provision and the skills teaching educators’ of reinforcement the requires This inteaching schools. recommendations concerning the future pillars of education, education, of pillars future the concerning recommendations which include bilingualism and intercultural dialogue intercultural and include bilingualism which 29 of our societies’ minorities) (OECD, 2016). Intercultural dialogue and

Dupuis (2017). S. (French language schools in English language majority provinces and territories in Canada) and territories language in English(French provinces schools language majority AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION L’école de langue française dans les provinces territoires et àmajorité anglophone au Canada between 2001 and 2015, the share of 3 © 2017.

29 .” GROUPE MÉDIA TFO age of innovation . In fact, fact, In . . rd grade grade . Page 49. ”. ”. 38 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 38 new circumstances, Ontario Francophones are called upon to redefine the world Francophonie themselves, not only within the Canadian Francophonie but also with-in representations that may manifest themselves as linguistic insecurity representations regarding the minority language and its legitimacy, must be on teenagers. Indeed, they may turn away from the French As forAs Francophone students living in aminority community, the focus schools significantly changes students’ self-identity, and “i a majority language, and to “ Francophone community. Furthermore, the growing proportion of new arrivals in French language to the world Francophonie in order to identify themselves to a broader language for reasons related to prestige, status, the attractiveness of 31 30 offered learning conditions that meet their expectations by opening up

Cormier M. « M. Cormier Diane Gérin-Lajoie « Diane Gérin-Lajoie 18 (2004): 171–179.18 (2004): DOI francophones…. In this context, bilingualism and cultural diversity become become diversity and cultural bilingualism context, In this a force for the Canadian Franco the for a force forward in the integration of global competencies in school in school competencies global of integration in the forward programs. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION Quand des élèves adolescents de milieux minoritaires ont l’occasion d’écouter des chansons des d’écouter l’occasion ont milieux de minoritaires adolescents élèves Quand des ». Revue du Nouvel-Ontario 35-36 (2010) 35-36 ». du Nouvel-Ontario Revue La problématique identitaire et l’école de langue française en Ontario.” Francophonies d’Amérique langue Francophonies de Ontario.” l’école en et française identitaire problématique La : 10.7202/1005360ar ” 31 © 2017. . It is therefore essential that young people be build for themselves negative linguistic themselves for build » GROUPE MÉDIA TFO : 163– 187.: 163– 10.7202/1005969ar. DOI: - phone community to be put put be to phone community n these these n ” 30 . 39 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 39 Support the Francophonie Training the in Global Competencies Support RECOMMENDATIONS:: T T T T T T new educational practices (deeper learning, evolution of new educational practices (deeperlearning,evolutionof stakeholders of the Francophonie at the international stakeholders oftheFrancophonieatinternational and educationalresourcesthataddress21 Support training to teach global competencies and Support trainingtoteach globalcompetenciesand Create collaborative partnerships and projects with Create collaborativepartnershipsandprojectswith Create adedicatedfundtosupportthecreationofteaching resources forteachingglobalcompetencies, in particular: the teacher-student relationship,integratedteachingofSTEAM): issues, particularlyfortheFrenchlanguage,concerning: level, supporting the creation and the sharing of innovative level, supportingthecreationandsharing ofinnovative • • • • • AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION • • • • • The specific interests and issues of teens in The specificinterestsandissuesofteensin The globalcompetenciesthatwillhaveincreasing for the development and the production of French-language for thedevelopmentandproductionofFrench-language understand theirneedstodevelopofthesecompetencies. sustainability, bilingualism,intercultural exchanges). a minorityFrancophonecommunity. Support fair and equal access to digital educational content Support fairandequalaccesstodigitaleducational content Support researchonteens,whichhelpstobetter throughout Francophonecommunitiesandfor Francophiles. interactive mediatoolstosup-portinnovationlearning). importance (forexample,globalcitizenship, Integrated teaching of STEAM (for example, creation of a fund Integrated teachingofSTEAM(forexample,creationafund © 2017. GROUPE MÉDIA TFO st century century 40 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 40 “ digital form highlighting all of the appropriate Canadian-developed content, in print or The lack of information concerning quality digital educational educational digital quality concerning information lack of The (ACP) in March 2017 shows that one of the biggest obstacles hindering

AT THE NATIONAL LEVEL NATIONAL AT THE Another challenge frequently cited in research is tied into the the into tied is in research cited frequently challenge Another Canadian-authored resources appropriate for K-12 schools. the deploy-ment of digital education is the “ is to develop awebsite with the pur-pose of allowing teachers to discover People for Education association with Ontario schools (2014) shows that 32 in 36% of elementary and 25% of secondary schools pooled, principals resources is a pressing need often highlighted by the education education the by highlighted need often apressing is resources world quality and unsuitable for school programs for and unsuitable quality increasing use of free online educational resources, of lesser lesser of resources, online educational free of use increasing 2.3

Howell S. and O’Donnell B. (2017). B. and O’Donnell S. Howell Content . Areport prepared for the Association of Canadian Publishers • • AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION . Toronto, prepared for the Association of Canadian Publishers (ACP). Page 53. Canadian of (ACP). Publishers Association the for prepared . Toronto, ILLUMINATE THE DIGITAL FRANCOPHONE EDUCATIONAL SPACE EDUCATIONAL DIGITAL FRANCOPHONE THE ILLUMINATE • • participation duringthetransformationprocess. by teachers, focused on STEAM, interdisciplinarity by teachers,focusedonSTEAM,interdisciplinarity and thedevelopmentofglobalcompetencies. Support local initiatives that support the Support localinitiativesthatsupportthe Support thecreationofcoachingcontentforand transformation of teaching practices in order to transformation ofteachingpracticesinorderto enhance and bring focus on innovation, with parent enhance andbringfocusoninnovation,withparent ” 32 . Consequently, one of the recommendations of this report Digital Trends and Initiatives in Education: The Changing Landscape for Canadian © 2017. GROUPE MÉDIA TFO lack of online information . Astudy conducted for the 41 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 41 and economic imperative economic and varietya wide of platforms, a constitutional constitutes both report that report when theywhen new learning need resources primary language is French in 2011 was close to 7.3 million, or 21% of budget cuts in resources allocated to educational resources in the last few One of the main challenges of Francophone education is the integration IN CANADA’S MINORITY FRANCOPHONE COMMUNITY FRANCOPHONE MINORITY IN CANADA’S Federation in 2013 reaches the same finding nationally. the Canadian population to the official programs. Besides, the previously quoted ACP report (2017) issues for Canada is to meet demands by Francophones for French school program requirements school program French language content and digital learning platforms on the web on the web platforms learning and digital content French language years. These free resources are not the subject of Ministry of Education quality control, as is the case for books (Trillium list) and are not adapted education digital content: “ Moreover, Moreover, 36 35 34 33 digital plurality, to showcase quality resources that meet Canadian Canadian meet that resources quality showcase to plurality, digital of new technologies, as shown in astudy of the Canadian Teachers’ in Canada in

People for Education. (2014). Education. for People Brown-Martin G. (2017). G. Brown-Martin Oliveira M.. (2013). M.. Oliveira http://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-314-x/98-314-x2011003_1-fra.cfm AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION these resources are not well known in the world of of world in the known well not are resources these

. Brown-Martin G.(2017) estimates that one of the main . As mentioned,. As the report issued by the Association of teachers are most likely to free use resources online Canada’s francophone slower to adopt technology new Reaching these minority communities, through through these minorityReaching communities, Education and the Fourth Industrial Revolution 34 Digital Learning in Ontario Schools: The ‘new normal’ . This study warned of 36 © 2017. . ” 35 . In fact, the number of people whose GROUPE MÉDIA TFO . It is thus critical, in this context of of context in this critical, thus is It ”. the insufficient presence of of presence insufficient the 33 . Page 16.. , This can be related to the . . Page 5. Traduction. Page 5. libre.

42 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 42 “ in the digital space is not productivity, but discoverability nothing. they give themselves an edge through secret algorithms of which we know The lack of visibility of French content on the web is more more is web on the French of content visibility lack of The Chapter (ISOC Québec), according to whom: “ Canadian Publishers (ACP) in March 2017 showed a researching best practices, training, etc.). researcher, Destiny Tchéhouali, President of Internet Society Québec Those who control search engines have become content providers, and in order to satisfy the constitutional obligation to offer quality French improve the visibility of Francophone content are ongoing (data analysis, whether anglophone or francophone. It is essential to meet this need specifically related to its potential to attract the attention attention the attract to potential its to related specifically of internet users of internet and visibility deficit for all Canadian educational resources for allCanadian educational deficit and visibility 37 of Rights and Freedoms). education (minority language rights) (Section 23 of the Canadian Charter

http://www.ledevoir.com/societe/actualites-en-societe/506703/la-decouvrabilite AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION ” Several projects seeking to make changes to regulations and . This lack of “discoverability” was noted by aQuébec © 2017. GROUPE MÉDIA TFO the real problem of French

communication communication

37 .” He adds, , 43 CHALLENGES AND RECOMMENDATIONS FOR THE WORLDINTRODUCTION OF EDUCATION 43 Illuminate the Digital Francophone Educational Space Francophone Educational Digital the Illuminate RECOMMENDATIONS: T T T T Support initiatives that enhance and promote the specificity Support initiativesthatenhanceandpromotethespecificity Canadian valuesandculturalreferencesberepresented Public financing of initiatives which propel the discoverability Public financingofinitiativeswhichpropelthediscoverability of Canadian digital educational content to ensure that of Canadiandigitaleducationalcontenttoensurethat of digitalFrancophoneeducationalcontentinCanada. • • AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION • • and innovation of teens in to allow an engaged, and innovationofteensintoallowanengaged, and accessibilityofFrench-languagedigital Support initiatives that highlight the creativity Support initiativesthathighlightthecreativity Create a fund for the communication, promotion Create afundforthecommunication,promotion competent andproudCanadianyouthtoshine. educational resourcesataCanada-widelevel. © 2017. GROUPE MÉDIA TFO 44 CONCLUSION

© 2017. GROUPE MÉDIA TFO 45 INTRODUCTIONCONCLUSION 45 3. future jobs will require strong critical thinking, as well as adaptability and people may “ job market and respond to worldwide social and environmental challenges, still must be overcome to integrate these global competencies and Given that everyone will be called upon to adapt to the rapid change of the Francophone community. school Digital learning is an essential component of an education centered on technological skills in educational systems. This particularly applies to the We are in the midst of a4 developing crucial competencies and skills. However, several challenges educational systems must be trans-formed –reinvented– so that young learning. continuous occupations will be, most of the research agrees on the fact that these of the economy are going digital. Even if we do not know what tomorrow’s It is therefore urgent to develop global competencies and and competencies global develop to urgent therefore is It of tomorrow. of technological skills that will allow everyone to fit in the world world the in fit to everyone allow will that skills technological AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION CONCLUSION learn to learn, how unlearn and relearn © 2017. th Industrial Revolution, wherein complete sectors Industrial sectors complete Revolution, wherein GROUPE MÉDIA TFO ” (TofflerA., 1970). 46 INTRODUCTIONCONCLUSION 46 38

World Economic Forum. (2016). Forum. Economic World THE INNOVATION TRAIN, THREE AREAS OF INTERVENTION OFINTERVENTION AREAS THREE TRAIN, THE INNOVATION ARE CRUCIAL: FOR THE CANADIAN EDUCATION SYSTEM TO NOT MISS MISS NOT TO SYSTEM EDUCATION CANADIAN THE FOR T T For the Canadian education system to not miss the For theCanadianeducationsystemtonotmiss innovation train,threeareasofinterventionarecrucial: AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION and governments all have to be proactive in reinforcing “ Change does not wait: skills and labor retention so that every-one can profit from the 4 The 10 skills to thrive need you in the Fourth Industrial Revolution © 2017. World Economic Forum (2016) GROUPE MÉDIA TFO th business leaders, educators educators leaders, business industrial revolution.” industrial 38 . 47 INTRODUCTIONCONCLUSION 47 Chef de missions communautés franco and Director Communication COMMUNICATIONS SERVICE: COMMUNICATIONS Office: Office: 416.968.8313 Nkoa Carole Email: [email protected] Email: FOR MORE INFORMATION, PLEASE CONTACT GROUPE MÉDIA TFO’S MÉDIA GROUPE CONTACT PLEASE INFORMATION, MORE FOR Mobile: 416.606.5113Mobile: AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION

GROUPE MÉDIA TFO ‑ ontariennes

48 ACKNOWLEDGMENTS

© 2017. GROUPE MÉDIA TFO 49 ACKNOWLEDGMENTSINTRODUCTION 49 TFO’s Board of Directors and its management team. Ican still hear Glenn The idea of publishing aWhite Paper began to germinate in early (technology, marketing, digital media, and education) allowed for some 4. match the ambitions of Ontario and Canada? A small internal committee was formed to define a process that would brewing, guys! What do we do?” He was talking about the deep change JOURNEY undergoing in our society, the imperative of preparing future generations, summer 2017, in Sudbury, during conversations between Groupe Média as the issues in the field of education. The team’s varied expertise allow TFO to better understand the new era we were entering, as well and, most especially, the need to equip Ontario’s young Francophones, O’Farrell, with that visionary’s spark in his eye, saying, “There’s trouble First, we needed an assessment of the state of education across the rich discussions. It was there that the foundation of this work was laid. to create asurvey of the literature on the topic, which would allow us to transformation of education. of transformation who are at the heart of our mission. To begin with, how could Groupe world. We called upon Graham Brown-Martin and his wise leadership Média TFO find the means to address these needs in a way that would encompass the 4 the encompass AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION ACKNOWLEDGMENTS th Industrial Revolution, its issues and its impact on the © 2017. GROUPE MÉDIA TFO 50 ACKNOWLEDGMENTSINTRODUCTION 50 Tremblay, for their openness and their generous contributions. Thank Thank you to my colleagues, Éric Minoli, Magalie Zafimehy, and Michel Thanks to him, we got our hands on “Education and the Fourth Industrial (Centre de Leadership en Évaluation) to support us in writing this managing the project. Hats to off Carole Nkoa for her passionate belief A journey such as this would not be possible without the help and And finally, thank you to all of those who believe in youth, education, So hereSo we now stand, with the fruit of collective efforts that will, ACKNOWLEDGEMENTS But there was still much work to be done! We asked the CLÉ Revolution”. In consulting the various studies and the data collected, the Francophonies of Ontario, Canada and the world, as well as the work the Ontarian Francophonie, our provincial school system, its specific issues and its ability to overcome challenges. illuminate some decisions, and inspire actions not only within our humble we realized this work we had accomplished could foster some thoughts, who provided their precious support to this work. we hope, inspire, create focus, and clear the way for the future. White Paper and complete our research with agreater focus on you, as well, to Aude Aprahamian and Mélanie Grenier for their support in collaboration of passionate and talented people. Iwant to thank those of Groupe Média TFO: the employees of TFO, its Board of Director. change in education. company, but without, too, and in so doing be the driver of apositive AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO

51 ACKNOWLEDGMENTSINTRODUCTION 51 This journey was an extremely enriching experience for me, afeast that (list supporting organizations). supporting (list for generously sharing your abilities with us. And finally, thank you to those who believe in youth, in education, nourished my love for education! for love nourished my have been possible without stealing precious time away from our children, and educating us. Thank you, Brigitte and Cyr Fanny Cazeau, from CLÉ, Groupe Média TFO’s works: our TFO employees, TFO’s Board of Directors, time and focus are as precious as gold, ajourney like this one would not in the Ontarian, Canadian, and world Francophonie, as well as all of in aforward-moving Francophonie, and to Glenn O’Farrell, whose vision In this digital world of ours, during this 4th Industrial Revolution where our partners, and our friends, whom Iapplaud for their patience. continues to motivate us. Thank you, Graham Martin-Brown, for inspiring AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION © 2017. GROUPE MÉDIA TFO 52 BIBLIOGRAPHY

© 2017. GROUPE MÉDIA TFO 53 INTRODUCTIONBIBLIOGRAPHY 53 • • • • • • • • • • • • • 5. du colloque pancanadien sur la recherche en éducation en milieu francophone minoritaire and Workforce Strategy for the Fourth Industrial Revolution competencies prospectives une France numérique numérisation et emploi -Tome 1 in the United States? World Economic Forum. (2016). Fishman, C. B. et Dede. (Sous presse). Teaching and technology: tools New for new times. In D. Gitomer Dupuis (2017). S. Dallaire, C. Roma, et J. (2003). « Council Canadian of Academies. (2015). Cormier « M. Conseil d’orientation pour l’emploi (membre the of France Stratégie (2017). network). Council Ministers of Education, of Canada (CMEC). (2017). BoardConference Canada. of (2016). inCGI, association with CentraleSupélec, Université Paris-Dauphine, ECE Paris and Telecom École de (2017). G. Brown-Martin Boudarbat B., Connoly (2013). M. B Ananiadou, Claro. M. et (2009). K. Canada OECD Countries. OECD Education Working Papers Productivity de recherche de développement et en éducation (CRDE), Université de Moncton. Found at: et C.et Bell (Eds.), en milieu minoritaire au Canada. Bilan », recherches des (pp. Dans 30-46). R.Allard (dir.) chansons francophones... competences_globales_descripteu-3.PDF ca/reports/briefings/learning-digital-age.aspx uottawa.ca/bitstream/10393/12894/1/Dallaire_Christine_2003_Entre_la_langue_et_la_culture.pdf numerisation_et_emploi_Tome_1.pdf (CIRANO). Found at: Groupe Média TFO. STEMFullReportEn.pdf FoundSynthèse. at: Historique.pdf Found at: WEF_Future_of_Jobs.pd New YorkNew (2015). Management. AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION BIBLIOGRAPHY . Université Laval. Found at: : Springer. http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/ . Ottawa: The Expert Panel on STEM Skills Panel on STEM for the Future, Expert The . Ottawa: Council Canadian of Academies. . Moncton, NB Quand élèves des adolescents de milieux minoritaires ont l’occasion d’écouter des . Found at: . Handbook of research on teaching L’école de langue française dans les provinces et territoires àmajorité anglophone au Montréal, interuniversitaire Centre de recherche en analyse organisations des http://www.coe.gouv.fr/IMG%2Fpdf%2FCOE_170110_Rapport_Automatisation_ http://www.cirano.qc.ca/pdf/publication/2013RP-12.pdf Le numérique, une chance àsaisir pour la France. 4études et 33 propositions pour . France. Found at:

f http://www.ontariodirectors.ca/CODE-TLF/docs/tel/Cadre_pancanadien_ Education and the Fourth Industrial Revolution ». Revue du (2010) Nouvel-Ontario 35-36 : Association canadienne d’éducation de langue Centre et française (ACELF) © 2017. Global Challenge Insight Report -The Future of Jobs -Employment, Skills : les impacts sur le volume, la structure et la localisation de l’emploi. Entre la langue la et culture, l’identité francophone jeunes des 21 rain Drain http://eduexpo.ca/fr/pdf/%C3%89du_EXPO_Synth%C3%A8se_ st Learning in the Digital Age Century Skills and Competences for Millennium New Learners in

Some Assembly Required: STEM Skills and Canada’s Economic https://www.cgi.fr/grenelle-du-numerique/livre GROUPE MÉDIA TFO , and : Why Some Do Post-Secondary Graduates Choose to Work

https://www.cmec.ca/682/Global_Competencies.html , No 41., No Paris (5 th ed.). American Educational Research Association. . Found at: Canada-wide framework for global : Éditions OCDE. . Found at: : 163– 187. 10.7202/1005969ar. DOI: http://www3.weforum.org/docs/ . Toronto, prepared for http://www.conferenceboard. Automatisation, Automatisation, ‑ : Bilan et blanc https://ruor. Actes Actes

54 INTRODUCTIONBIBLIOGRAPHY 54 • • • • • • • • • • • • • • •

document for French language schools and school boards in Ontario de compétitivité pour la France document for discussion, Winter 2016 Winter Edition. discussion, for document réussite World Economic Forum. (2016). World Economic Forum, in partnership with (2016). Cornell University and INSEAD. Ministry Education of Ontario. of (2016). Ministry Education of Ontario. of (2016 -revised version). Ministry Finance of Ontario of .(2014). Ministry Education of Ontario. of .(2014). GlobalMcKinsey Institute. (2017). France.McKinsey (2014). GlobalMcKinsey Institute. (2017). Louis J. P. (2015). « Howell O’Donnell et S. B. (2017). Hannon V. (2017). A. Peterson et Gérin-Lajoie D. « Frey C. (2013). B., Osborne A. M. World Economic Forum. (2016). Ontario Canadian Content Computerisation? Information Technology Report 2016 –Innovating in the Digital Economy academic/The_Future_of_Employment.pdf Executive summary Executive d’Amérique 18 (2004): 171–179. DOI Thrive_Preface.pdf mckinsey.com/global-themes/digital-disruption/harnessing-automation-for-a-future-that-works mutation-numerique-des-entreprises/fr-fr cforp.ca/wp-content/uploads/2016/02/Ontario-21st-century-competencies-foundation-FINAL- org/global-information-technology-report-2016/economies/#economy=CAN org/docs/GITR2016/WEF_GITR_Full_Report.pdf revue Les Échos.fr. Les revue Found at: www.omdc.on.ca/Assets/Research/Research+Reports/Digital+Trends+and+Initiatives+in+Education/ intelligence-artificielle---pourquoi-musk--hawking-et-gates-s-inquietent--.htm industrial-revolution/ Innovation Found Unit Press. at: https://pedagogienumeriqueenaction.cforp.ca/ Digital+Trends+and+Initiatives+in+Education.pdf Found at: FR_AODA_EDUGAINS_Feb-19_16.pdf AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION . Toronto, le Ministère. Found at: . Toronto. Found at: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth- Oxford Martin School. Found Oxford at: La problématiqueLa identitaire l’école et de langue française en Ontario.» Francophonies . Toronto, prepared for the Association Canadian of Publishers (ACP). Found at: .

Intelligence artificielle Accélérer la mutation numérique des entreprises www.fin.gov.on.ca/fr/budget/ontariobudgets/2014/papers_all.pdf https://www.lesechos.fr/30/01/2015/lesechos.fr/0204122175688_ . Found at: Country/Economy Profiles –Canada The 10 skills you to need thrive in the Fourth Industrial Revolution © 2017. http://www.innovationunit.org/wp-content/uploads/2017/04/ The Future Of Employment: Susceptible How Are Jobs To Digital Trends and Initiatives in Education: The Changing Landscape for Thrive: Schools Reinvented for the Real Challenges Face We Harnessing automation for afuture that works A Future That Works: Automation, Employment, and Productivity - : 10.7202/1005360ar 2014 Ontario budget :Des perspectives d’avenir garantes de notre www.edu.gov.on.ca/fre/about/renewedVisionFr.pdf Towards 21 Defining GROUPE MÉDIA TFO https://www.mckinsey.com/france/our-insights/accelerer-la- Atteindre l’excellence : pourquoi Musk, Hawking Gates s’inquiètent ? et

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Skills in the 21st Century Ministry Education of Ontario. of (2017). http://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-314-x/98-314-x2011003_1-eng.cfm http://www.ledevoir.com/societe/actualites-en-societe/506703/la-decouvrabilite http://ici.radio-canada.ca/nouvelle/1052071/universite-francaise-toronto http://www.edugains.ca/newsite/21stCenturyLearning/about_learning_in_ontario.html https://www.idello.org/ http://www.apprentissageenligne.org/cours-en-ligne/ http://tactic.cforp.ca/ecoles-accompagnees-2016-2017/ https://wetheeducators.com/ http://www.francophoniedesameriques.com/la-francophonie-dans-les-ameriques/amerique-du-nord/ Universities Canada. (2016). “Preparing Canadian students for the challenge change”. of Article (1970). A. Toffler People for Education. (2014). Oliveira (2013). M. (2016).OCDE. National Research Council. (2012). Ministry Education of Ontario. of (2017). Toronto. Found at: published in Globe and Mail. Found at: canada/ education/Global-competency-for-an-inclusive-world.pdf ontariodirectors.ca/CODE-TLF/docs/tel-2017/Framework_of_GC_FL_v_2-_clean_FINAL-AODA.PDF numerique-et-en-ligne-au-benefice-des-etudiants.html report-finds-1.1450080 Found at: to-steam/ AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION http://www.ctvnews.ca/sci-tech/canada-s-francophones-slower-to-adopt-new-technology- Global competency for an inclusive world Future Shock Future https://news.ontario.ca/maesd/fr/2017/03/lontario-favorise-lapprentissage- Canada’s Francophone slower to adopt new technology en . U.S.: National The Academies Press. Digital Learning in Ontario Schools: The ‘new normal’ . États-Unis: Bantam Books. © 2017. Education for Life and Work: Developing Transferable Knowledge and h ttps://www.univcan.ca/media-room/media-releases/from-stem- Global competencies framework Ontario Boosting Digital and Online Learning for GROUPE MÉDIA TFO

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56 APPENDIXES

© 2017. GROUPE MÉDIA TFO 57 INTRODUCTIONAPPENDIXES 57 OVERVIEW OF SELECTED RECENT STUDIES ON THE IMPACT OF OF IMPACT ONTHE STUDIES RECENT OFSELECTED OVERVIEW APPENDIX 1: AUTOMATION AND FUTURE OFWORK FUTURE AND AUTOMATION Source: McKinsey Global (2017). Institute. McKinsey Source: AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION McKinsey GlobalInstitute SOURCE: Exhibit E . . Keyrelevant findings the US labor market US the computerization on future of impact approximate the hand-labels) to confirm others and estimate to classifier Gaussian process followeda tailored by ML researchers, with working labeled hand- occupations (70 702 Analysis of Approach summary US Scope September Date Jobs/occupations of analysisUnit Osborne A.Michael and BenediktCarl Frey computerization probability of relationship with strong negative a attainment show educational and Wages decade ordecade overthe next automation perhaps at risk high of occupations are US 47% of About labor market , Bruegel, July 2014. 24, Bruegel, , jobs European of computerisation Bowles, April and und Jeremy2015; 14, für Arbeit Soziales, Bundesministerium 455, Forschungsbericht , Deutschland auf (2013) Frey/Osborne: Zierahn, and Ulrich Gregory, TerryBonin, Holger also See analysis. Institute Global McKinsey 2016; MayOECD, analysis A comparative countries: OECD in jobs for automation of risk The 2013; 17, September Osborne, A. and Michael Frey Benedikt Carl and workforce strategy for the fourth Industrial Revolution the for Industrial fourth and strategy workforce 9 2013 two total total . chain, etc.chain, value global changes, demographic examinationinclude of Further analyses automation globally. of impact estimate to data, Bank World Osborne using (2013), Extension of Frey regions and countries 50+ January Jobs/occupations Frey and OsborneFreyand Citibank with , Citibank, January 2016; 2016; January Citibank, be, to used it what is not The future v2.0: Work at Technology 77% in China77% in India69% in and tonumber rises automation. This susceptible to 57% of jobs are OECD,on average the in countries; many other higher in are risks the suggests Bank from the World data original work, and Osborne's Frey Building on A future thatworks:Automation,employment, and IMPACT OFAUTOMATION ANDFUTURE OF WORK OVERVIEW OFSELECTRECENTSTUDIESONTHE 2016 © 2017. Afuture that works: Automation, employment, and productivity, - The future of employment: How susceptible are jobs to computerisation?, are jobs computerisation?, to How susceptible of employment: The future . . regression analysis step, tailored followeda two by - occupational codes, PIAAC data the Osborne and Frey byindicators the automatibility of matching on based were developed tasks automatibility of of Estimates 21 OECD countries21 OECD June June Tasks OECD GROUPE MÉDIA TFO On On automatable arecountries OECD 21 the across jobs 12% Korea6% in vs. is automatable jobs share of the automation to comes it when OECD countries differences across There , World and Ulrich TerryGregory, Melanie 2016; World , Zierahn, Arntz,Economic January Forum, 2016 average, in Austria)in are notable (e.g 9% , OECD Social, Employment and Migration working paper number 189, 189, number paper working and Migration OECD , Employment Social, - ., of of productivity jobs gained/lost jobs extrapolatenumber of 2015– betweenfamilies job in changes the expected level of estimate tosectors, industry main WEF ofeach employers in largest global 100 employers, including major global of survey largeAnalysis-scale of . economies and emerging 15 January Not applicable Forum World Economic smaller job families job smaller several in jobs million 2 gain of family administrative job office and the concentrated in are two jobs million 7.1 oftotal loss a with between 2015– market changes disruptiveto labor 5.1 of more than employment impact net a lead to could advancements technological Automation and major developed -thirds of which million jobs lost million jobs 20 and and a total —and a 2016 — 20, The future of jobs: Employment, skills, skills, Employment, jobs: of The future Ubertragung der Studie von von Studie der Ubertragung technologies automation adoption of development and Scenarios for hourly wagelevels. on each activity and spent time analysis of capabilities. Further 18 performance in human against rating each constituentand activities 2,000 occupations into Disaggregation of of of representing 46 countries . . . Work activities Work January Institute McKinsey Global decades annually over 0.8 – be could productivityglobal Automation’sto boost constitute and the United States Japan, China, India, $ workers and touch automatable activities Technically automatable activities least have at30% of entirely;60% about beautomated can <5% of occupations current automated using the potential to be activitieshave globally Almost Almost global labor force laborglobal Oxford Martin School, 14.6 1.2 trillion in wages.trillion in 2017 half of work technology. billion over half about 80% 1.4% The 21 Page 21 58 INTRODUCTIONAPPENDIXES 58 edition 2016 Source: Ontario Ministry of Education (2016), Education of Ministry Ontario Source: APPENDIX 2 : APPENDIX EXAMPLES OF GLOBAL COMPETENCIES OFGLOBAL EXAMPLES AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION , Page 22 22 Table 1: and frameworks competencies Sample p. 9) 2014], Budget[Sousa, (2014 Ontario competitive globalmarketplace.” to thrive intheincreasingly solving, whichwillallow Ontario and problem thinking as critical such skills, leader inhigher-order 2025.Ontariowillbeaworld“By (Achieving Excellence, p. 6) and entrepreneurship. ” training ininnovation, creativity, in Ontarioschoolsby increasing Foster more young entrepreneurs “To achieve success, Ontariowill:. ( citizens.” need to become engaged actively they andknowledge the skills for others, willdevelop ourlearners sense ofcompassion andempathy challenges. Combined withadeep imaginative to overcome thinking perseverance, resilience, and develop suchas characteristics “[O]ur willalso need to learners Excellence, p. 3) ( entrepreneurship.” creativity, collaboration, and communication, innovation, thinking, likecritical order skills forexpectations valuable, higher- “Achievement alsomeansraising Based onResults ofPublic 21st Century Competencies21st Century Ontario Vision/BudgetOntario Consultations (2014) Achieving Excellence, p. 5) Achieving

© 2017. Towards defining 21 Living intheWorld Tools forWorking Ways ofWorking Ways ofThinking 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. (Summary ofInternational(Summary competence) cultural awareness and responsibility (including Personal andsocial leading others) producing results; guidingand diverse teams; beingflexible; effectively in working projects; managing directed learner; goals andtime;beingaself- adapting to change;managing Life andcareer (including Citizenship –localandglobal cation technology literacy Information andcommuni- Information literacy Collaboration (teamwork) Communication metacognition Learning to learn, solving, decisionmaking problem thinking, Critical Creativity andinnovation GROUPE MÉDIA TFO ATC21S (2012) Frameworks) st century competencies –Foundation document for discussion, Winter 6. 5. 4. 3. 2. 1. (Fullan 2014,p. &Scott, 7) pursue thoseideasinto practice.” and demonstrating leadershipto questions to generate novel ideas, theright asking opportunities, neurial eye’ foreconomic andsocial Creativity –“having an‘entrepre others.” (Fullan &Scott, 2014,p. 6) contributing to of thelearning together, from andlearning and substantive decisions making management ofteam dynamics, related includingeffective skills strong interpersonal andteam- synergistically inteams with to work interdependently and Collaboration – capacity “the (Fullan &Scott, 2014,p. 7) applying itinthereal world.” and knowledge meaningful and connections, constructing arguments, seeingpatterns evaluating information and Critical Thinking –“critically 2014, p. 6) of audiences.” (Fullan &Scott, tailored forand speaking arange of three fluencies:digital, writing, Communication –the “mastery (Fullan &Scott, 2014,p. 6) and environmental sustainability.” problems human that impact with othersto solve complex with genuineinterest inengaging understanding ofdiverse values global issuesbasedonadeep global citizens, considering Citizenship – like “thinking (Fullan &Scott, 2014,p. 6) reliability, andhonesty.” perseverance, resilience, world including:grit, tenacity, personally effective ina complex individual essential for being Character – “qualities ofthe Fullan and Scott (2014) Fullan andScott The Six Cs The Six 59 INTRODUCTIONBIBLIOGRAPHY 59 TECHNOLOGIES USED BY ONTARIO SCHOOL BOARDS, KEY PRACTICES, PRACTICES, KEY BOARDS, SCHOOL BYONTARIO USED TECHNOLOGIES Winter edition 2016 Source: Ontario Ministry of Education (2016), Education of Ministry Ontario Source: APPENDIX 3 : APPENDIX AND THEIR ROLE IN COMPETENCY DEVELOPMENT IN COMPETENCY ROLE THEIR AND AN EMERGENCYFORTHEWORLDOFEDUCATION: ADAPTINGTOTHEDIGITAL REVOLUTION learning practices/contexts, and competency development Table tools 2: and Connections resources, between digital key transformational 36 • • • • • • • • • • • • • • Examples: building knowledge Support andCollaborationSocial Examples: augmented realities Situate inreal-world learning and Immersive andSimulation Media Examples: creators andcommunicators Develop students asknowledge andCreationStorytelling Examples: conceptsabstract Help students to master Visualization Examples: beyond theschoolwalls Broaden access to education Hybrid andMobile , Page 36. File sharing Online discussions Blogs Interactive games worlds Virtual Presentation tools Video/music tools production Concept mappingtools Graphing tools Interactive maps 3D printers Cloud technology Laptops Tablets 21st Century Competencies21st Century Technologies © 2017. Towards defining 21 • • • • • • • • • • • • • • • • • • • • • • • • • Key TransformationalLearning Timely, descriptive feedback Personalized learning Student discovery/mastery Student creation tasks Authentic, real-world learning tasks andaudiences Authentic, real-world learning inlearning New partnerships (deeperlearning) knowledge Student creation anditeration of Student choice andvoice Timely, descriptive feedback Learner autonomy order thinking toElimination higher- ofbarriers Student discovery/mastery Differentiated instruction tasks Authentic, real-world learning ofaccessEquity inlearning New partnerships learning Self-directed Student-driven inquiry Timely, descriptive feedback learning) project- andproblem-based (including learning Inquiry-based inlearning New partnerships (deeperlearning) knowledge Student creation anditeration of Student voice andchoice Authentic audiences GROUPE MÉDIA TFO Practices/Contexts s t century competencies –Foundation document for discussion, • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Critical thinking Critical Creativity andinnovation Problem solvingandreasoning initiativeSelf-efficacy, andperseveranceGrit Curiosity Conflict resolution Cooperation Digital citizenship Digital literacy Innovation Creativity interpretationIntellectual Collaboration Communication Problem solvingandreasoning Numeracy Analysis Metacognition Communication Coordination Information literacy making Decision Analysis Productivity Responsibility Digital citizenship thinking Critical Conscientiousness openness Intellectual Leadership Negotiation Collaboration Communication 21st Century Competencies 21st Century