A study by the Institute for the Future (IFTF) for Dell Technologies found that 85% of the professions that will exist in 2030 have not yet been created. Although many details about these new professions are still unclear, there is no doubt that the digital revolution will continue to be the driving force for this important transformation. As a father of 2 boys who will face this new scenario early in their professional careers, I ask myself: are we properly training the generation that will land in this new market?
By 2030, it is estimated that 16 million Brazilians will face changes in their careers due to technological advances. Since 2010, the number of industrial robots has grown at an average rate of 9% per year. In addition, it is projected that six out of ten jobs may have 30% of their activities automated. In view of the evidence that the digital transformation process is a path of no return, it becomes essential to focus efforts on the development of skills that enable the efficient and safe integration between humans and machines.
The ability to adapt to the modernization of the means of work and study will be crucial for professionals to enter and prosper in the market. It is evident, therefore, the need for a deep and urgent revision in current models of training young people and children, which are still linked to disconnected educational models.
In this context, schools should, for instance, start teaching students from the initial cycles HOW to learn and not only WHAT to learn. The development of skills such as autonomy, creativity, logic, emotional intelligence, judgment and technological knowledge should be the fundamentals of learning to better prepare today’s students to access the market of tomorrow in a safe and capable manner. In short, knowing how to learn through physical and digital platforms and creating a link with the diverse knowledge acquired will be more important than mastering a particular theme or discipline in depth.
When we look back at the job market, we see that most companies still prioritize technical knowledge during the process of hiring people. At the same time, these same companies fire a large part of their employees for behavioral problems, not technical. When we cross this context with the projected market scenario for 2030, it becomes even more evident that we need to promote changes in thinking and attitudes at the whole chain, from basic educational to professional performance.
This reflection allows me to conclude that our role in this scenario will be mainly related to the ability to integrate people and technologies in an intelligent and harmonious way. To make it happens successfully, it is essential that schools dedicate greater efforts to the development of socio-emotional competences and include digital tools for greater practical experimentation. Thus, I believe that we will have a generation of professionals better prepared to land in the future market.
