Humanity is undergoing multiple technological disruptions, the green transition, and complex macroeconomic conditions. The labor market is rapidly processing this new reality with an explosive increase in those who want to establish their own conditions about what to do, when, and where – catapulting multi-employment and small entrepreneurship worldwide – while the skills required by companies have already changed by 22% in the last three years (BCG, 2022), and the fear of being ‘replaced’ affects 75% of workers (Forbes, 2024).  

 

There are 73 million people adapting to global and remote jobs (WEF, 2024), and ‘speed’ is held up as one of the key business enablers. Nevertheless, 6 out of 10 companies feel hindered by people’s competencies and want to prioritize the search for ‘better skills’ over ‘the best titles,’ while inclusion becomes key to achieving another fundamental business enabler: innovation (BCG, 2022).  

 

In just the last three years, the digital maturity gap between leaders has increased by 60%, and the gap between companies with and without digital capabilities becomes almost insurmountable: 67% of the lowest digital maturity decile have no more than two people with digital skills in leadership roles, while 47% of the highest decile companies have seven or more (McKinsey Digital, 2024).  

 

“The risk is not that people will be replaced by Artificial Intelligence; the risk is being replaced by a person who knows how to use AI,” highlighted Hadi Partovi at Davos 2024, advocating for the theory of increasing ‘human productivity‘ (up to 40% according to PwC’s AI Predictions) over that of substitution. If this is the case, predictions suggest that it will be the rich countries that concentrate the benefits, anticipating a displacement of labor in the poorer ones. The aging population presents a window of opportunity to massify quality education in the latter, because in 20 years they will have 50% more working-age population, but structural inequality predicts that half of the 18 to 24-year-old group will be excluded from job and training opportunities by 2030 (Forbes, 2024).  

 

Lifelong learning and public policies in this line are growing worldwide. Europeans are betting on more relevance and lower costs than traditional degree programs, incentivizing ‘micro-credentials’ that, together with industries, build practical and specific training routes and packages. In the school environment, a good example is Uruguay, which has already started a transition towards a school curriculum with a competency-based approach.  

 

It is clear, then, that creating a workforce that massifies opportunities requires, more than ever, coordinated and decisive action by employers, governments, and individuals.    

 

Mónica Retamal F.

Executive Director Fundación Kodea