How the world is preparing the workforce for AI

Artificial intelligence is spreading into many aspects of life, from communications and advertising to grading tests. But with the growth of AI comes a shake-up in the workplace.

New research from the University of Georgia is shedding light on how different countries are preparing for how AI will impact their workforces.

According to previous research, almost half of today’s jobs could vanish over the next 20 years. But it’s not all doom and gloom.

Researchers also estimate that 65% of current elementary school students will have jobs in the future that don’t exist now. Most of these new careers will require advanced AI skills and knowledge.

"Human soft skills, such as creativity, collaboration and communication cannot be replaced by AI.” —Lehong Shi, College of Education

To tackle these challenges, governments around the world are taking steps to help their citizens gain the skills they’ll need. The present study examined 50 countries’ national AI strategies, focusing on policies for education and the workforce.

Learning what other countries are doing could help the U.S. improve its own plans for workforce preparation in the era of AI, the researcher said.

“AI skills and competencies are very important,” said Lehong Shi, author of the study and an assistant research scientist at UGA’s Mary Frances Early College of Education. “If you want to be competitive in other areas, it’s very important to prepare employees to work with AI in the future.”

Some countries put larger focus on training, education

Shi used six indicators to evaluate each country’s prioritization on AI workforce training and education: the plan’s objective, how goals will be reached, examples of projects, how success will be measured, how projects will be supported and the timelines for each project.

Each nation was classified as giving high, medium or low priority to prepare an AI competent workforce depending on how each aspect of their plan was detailed.

Of the countries studied, only 13 gave high prioritization to training the current workforce and improving AI education in schools. Eleven of those were European countries, with Mexico and Australia being the two exceptions. This may be because European nations tend to have more resources for training and cultures of lifelong learning, the researcher said.

The United States was one of 23 countries that considered workforce training and AI education a medium priority, with a less detailed plan compared to countries that saw them as a high priority.

Different countries prioritize different issues when it comes to AI preparation

Some common themes emerged between countries, even when their approaches to AI differed. For example, almost every nation aimed to establish or improve AI-focused programs in universities. Some also aimed to improve AI education for K-12 students.

On-the-job training was also a priority for more than half the countries, with some offering industry-specific training programs or internships. However, few focused on vulnerable populations such as the elderly or unemployed through programs to teach them basic AI skills.

Shi stressed that just because a country gives less prioritization to education and workforce preparation doesn’t mean AI isn’t on its radar. Some Asian countries, for example, put more effort into improving national security and health care rather than education.

Cultivating interest in AI could help students prepare for careers

Some countries took a lifelong approach to developing these specialized skills. Germany, for instance, emphasized creating a culture that encourages interest in AI. Spain started teaching kids AI-related skills as early as preschool.

Of the many actions governments took, Shi noted one area that needs more emphasis when preparing future AI-empowered workplaces. “Human soft skills, such as creativity, collaboration and communication cannot be replaced by AI,” Shi said. “And they were only mentioned by a few countries.”

Developing these sorts of “soft skills” is key to making sure students and employees continue to have a place in the workforce.

This study was published in Human Resource Development Review.