Workforce of the Future

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Workforce of the Future - Partnerships

International Association for K-12 Online Learning, Ready AI, and Chevron are some companies or government institutions that have implemented programs to help prepare the workforce of the future.

International Association for K-12 Online Learning (iNACOL)

iNACOL carries out research on promising practices that shape the future of K-12 personalized, competency-based, education, and collaborates with experts and practitioners to share resources and advanced powerful, personalized, learner-centred experiences. The institution also researches, shares and advocates for the adoption of new next-generation learning models that have the potential to highly improve the outcomes of students by providing high-quality, scalable education opportunities. One of the teaching models advocated for is the “sage on a stage” model which leads to a more personalized teaching system for students, where individual students are actively involved in their learning through projects and teachers facilitate this learning process.


ready AI

Ready AI has come up with AI-in-a-Box, a program to empower students to improve the world with AI. The company is partnering with schools, districts and programs, such as STEM Boys and Girls Club of Western Pennsylvania, to help develop the first generation of AI-ready students and help them succeed in college and prepare them for their careers. The "AI-in-a-Box leverages STEAM and project-based learning to help students acquire a deeper knowledge of AI’s key concepts through the active exploration of real-world challenges and team-based problem-solving, cementing 21st-century skills needed for success in a changing world". Through the AI-in-a-Box formal training can be provided for teachers to support them in ways to teach AI concepts and lessons.

  • According to Christine Nguyen, Director of the STEM Boys and Girls Club of Western Pennsylvania, the AI-in-a-Box program has given students an opportunity to learn and understand the AI-based concepts and technologies experienced in everyday life, in order to help them build a better future and be connected with the careers of tomorrow.

  • James Carter, an early childhood educator at both the Jewish Community Center and the Boys & Girls Club in Pittsburgh, says that AI in K-12 not only teaches students the early fundamentals of coding, design and the evolution of robotics but has also been a stepping stone for future engineers and other career paths.


Chevron runs a program that invests in the workforce by partnering with education organizations, local communities, local governments, and nonprofit organizations, to champion STEM education in K–12 classrooms in the US. The company uses the programs and partnerships to help students and teachers attain the tools and resources needed to take full advantage of opportunities offered by STEM. Chevron also supported the National Academy of Engineering to launch Link Engineering, which is intended to assist pre-k-12 educators in the U. S to implement engineering education.

  • A video transcript from Chevron says that 130,000 students have participated in over 228 Chevron-supported STEM 'Project Lead the Way' programs.


We began the research by searching for a precompiled list of companies/government institutions that have implemented programs to help prepare the workforce of the future. Then, we search through education databases and companies social responsibility pages for the required data which led us to,, and websites.
We then searched these sources for programs that have been implemented to help prepare the workforce of the future and found three companies with such initiatives and included the data we found in our findings.

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Workforce of the Future - Expert Opinions

The best practice in preparing the workforce for the future, according to experts, is to come up with a framework for the future workforce that focuses on the individual, the employer, Business, or Organization, and the public policy-makers. This ensures an all-inclusive view and preparation for the work environment, the workforce, and the work itself.


We began our research by reviewing research articles and reports written by experts in the Workforce of the Future. From this review, we were able to identify several reports written by PWC and Deloitte, where the Deloitte article gave a comprehensive list of the best practices for the preparation of the Workforce of the Future. Here, we identified three articles that gave in-depth knowledge on Workforce of the Future. The main criterion for this selection process was that the research reports and articles acquired gave a way forward and the best practices for the future workforce.

Also, we searched for the accessible consortiums that work towards Workforce of the Future, where we found three consortiums. We focused on the partners involved make-up, which reduced the number of the consortiums to two. These two most viable consortiums covered individuals, public policy, and employees’ framework.



The future of work is a result of many forces of change affecting the three dimensions of an organization, namely work (the what), the workforce (the who), and the workplace (the where). We noted that the forces that face the future of work are demographic shifts, rapid advanced on technological innovation, rapid urbanization, climate change, as well as the shifts in global economic power and resource scarcity.


According to experts, the best way to prepare for the workforce of the future is to create a framework that will encompass the three main groups, namely individuals, public policy-makers, and the employer business or organization.


Personal success significantly depends on whether the worker accelerates learning throughout their lifetime, as well as takes action on their own to enhance their success potential through the engagement of lifelong learning. Workers of organizations will thus need to take initiative to shape their careers. They should also keep alert to emerging high-value skills at all times, as well as catch the wave at an early stage so they can capture the optimal value from these skills through personal passions.


Employers are required to plan for the reinvention and redesign of work and its environments, to combine people’s and machines’ capabilities, create meaningful careers and jobs, assist their employees with their learning, as well as support to navigate these evolving circumstances. They also need to source and integrate talent through the networks that are designed to access and evolve the best talents for specific works in an open talent economy. They should thus tap into these talents’ existence, in every geographical location. Employer organizations also need to implement new models of leadership, organization culture, and reward systems that enhance creativity in work done by diverse work groups linked on scalable platforms in a more flexible network structure. Organizations will also need to use sophisticated planning of the workforce as well as predictive analytic for the planning of talent pipelines in the numerous future scenarios.


Public policy-makers need to rethink education proactively to draw out the creative capabilities of students as well as establish a framework that will assist everyone develop their talent easily and more rapidly throughout their lives with the embrace of emerging technologies. They also need to update regulatory frameworks proactively to support new work types and workers, as well as a more entrepreneurial economy, which is being disrupted by emerging technology.



The Future of Work Research Consortium was launched 10 years ago by Professor Lynda Gratton and the Hot Spots Movement. The Consortium maintains a research platform, recognizes trends, and aids businesses and organizations in the identification of responses to these trends in an innovative, competitive, dynamic, efficient, and effective manner. The future of the work research consortium gathers prominent and high-profile professionals from organizations such as Tata Consultancy Services, the Coca-Cola Company, and Shell; and it has pioneered a co-creation methodology centered on its online community.

The members of the Consortium come together to compose, visualize, activate, and estimate how in future work will be, and how organizations can leverage it and align their work practices, leadership, and structure to engage and sustain long-term relationships with the best global talent. The Consortium thus welcomes partners from diverse places such as China, India, South Africa, and Japan; and so far it has involved over a hundred member organizations,

The future of work Consortium has done research on ways that the external forces and trends have rocked work and organizations, and this has led to the establishment of five macro-trends namely technology, society, economy, low-carbon, and globalization. It has also established 32 micro-trends, and examined how members in the Consortium respond to these change forces.


On 14th February 2019, the Canadian government announced its intention to form the Future Skills Center which they call the Center des Competences futures Consortium. It would be led by Ryerson University and would be tasked with Canadians in skill development required to succeed in the future economy. Some partners of the consortium are the Canadian government, The Conference Board of Canada, Ryerson University, Diversity Institute of Management which was co-created by the Ontario Chamber of Commerce and Ryerson University, and Blueprint. The Consortium is intended to bring together partners across the country as well as fund projects that develop, measure, and test new pathways to skill development, assessment, and transfer. Part of its core mission will be the innovation of solutions that can adequately address the needs of those not presently participating in Canadian prosperity such as persons with disabilities, indigenous people, veterans, women, youth, unemployed people, racialized people, as well as people living in rural, remote, and northern communities. The Center des Competences futures focuses on four major pillars, namely leading cutting-edge research, building a network of key and strategic stakeholders and partners, testing and evaluating innovative projects, as well as mobilizing knowledge.


In conclusion, preparation of the workforce for the future requires organizations to come up with a framework for the future workforce that focuses on the individual, the employer, Business, or Organization, and the public policy-makers. The Canadian government’s creation of the Center des Competences futures Consortium is a good illustration of this, where the consortium will bring together partners across the country as well as fund projects that develop, measure, and test new pathways to skill development, assessment, and transfer.

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From Part 01
  • "iNACOL researches and shares promising practices shaping the future of K-12 personalized, competency-based, education. "
  • "By working collaboratively with practitioners and experts, iNACOL publishes reports to advance powerful, personalized, learner-centered experiences."
  • "The “sage on a stage” model of teaching is evolving to a more personalized system for students, in which teachers facilitate the learning process of individual students who take a more active role in their learning through projects."
  • "Abel said this results in greater engagement of students, who begin to find their career paths at early ages. “They’re really experiencing learning rather than just sitting in a classroom all day.”"
  • "AI-in-a-Box, is already helping schools and districts move quickly toward developing the first generation of AI-ready students, preparing them for success in college, careers, and citizenship."
  • "AI-in-a-Box leverages STEAM and project-based learning to help students acquire a deeper knowledge of AI’s key concepts through the active exploration of real-world challenges and team-based problem-solving, cementing 21st-century skills needed for success in a changing world, such as collaboration, problem-solving, critical thinking and engagement. AI-in-a-Box also offers formal teacher training to support teachers in how to teach AI concepts and lessons."
  • ""
  • "Chevron champions science, technology, engineering and math (STEM) education in the United States, in K–12 classrooms and beyond. Through our programs and strategic partnerships, we help students and teachers get the tools and access the resources they need in order to take advantage of every opportunity STEM offers."
From Part 02
  • "The biggest challenge in understanding the future of work comes in surfacing the implications for three broad constituencies—the individual, businesses and other employers, and social and governmental institutions—and getting all three pointed in the same direction. Unless all three of these constituencies manage to align in their understanding and actions to address emerging opportunities and challenges, the road to the future of work will be bumpy at best."
  • "To succeed, organizations should zoom out19 and imagine the possibilities so that they can compose work, the workforce, and the workplace in a way that increases both value and meaning while taking advantage of the opportunities for efficiency we have at hand."
  • "This isn’t a time to sit back and wait for events to unfold. To be prepared for the future you have to understand it. In this report we look in detail at how the workplace might be shaped over the coming decade. "
  • "Our members come together to forecast what work will look like in the future and how corporations should adapt their work practices to attract and engage with the best global talent. Over the past 10 years, FoW has involved over 100 member organisations, welcoming participants from destinations as diverse as South Africa, India, China and Japan. 98% of members stay with us for more than one year, and the average membership duration is just under three years."
  • "FSC-CCF is a partnership of Ryerson University, The Conference Board of Canada, external link and Blueprint, external link that will forge a network of partners from across the country, and fund projects that develop, test and measure new approaches to skills assessment and development."
  • "The Centre’s work will focus on innovative solutions to best address the needs of those who are not currently participating fully in Canada’s prosperity—the under- and unemployed, women, youth, Indigenous people, newcomers, racialized people, persons with disabilities, veterans, and people from rural, remote and northern communities."