The Learning Challenge in the Twenty-first Century *

Abstract

Truth matters; and the norms associated with a democratic society, such as the common good, responsibility, ethics, and civic engagement, are under attack with the emergence of the post-truth society. There are concerns worldwide that public education is failing us on pushing back on disinformation. Schools are not seen as developing skills that permit students to adequately differentiate truth from nontruths. In this context, the education system also faces some unprecedented challenges. The quality of education in most of the world is low, and only slowly improving. Also, future workers are concerned with automation's threat – or perceived threat – to jobs. In most countries, education systems are not providing workers with the skills necessary to compete in today's job markets. The growing mismatch between demand and supply of skills holds back economic growth and undermines opportunity. At the same time, the financial returns to schooling are high in most countries, and growing skill premiums are evident in much of the world. Schooling remains a good economic and social investment, and there are record numbers of children in school today. The skills that matter in the coming technological revolution are likely the same as what is needed in a media environment of disinformation. More and better education, and noncognitive skills, will not only prepare students for the future world of work; they will also prepare them to navigate the increasingly complex post-truth society. They will be able to detect fake news – or deliberate disinformation spread through news or online media. It will also allow young people to gain trust. In other words, better education is democratizing, to the extent that it promotes truth, values, and civic engagement.