Innovation in the digital era: new labor market and educational changes

Abstract

The digital era highlights industrial advances, changes in the labor market, and in the educational system. This study investigates these factors through analytical indicators such as the workforce, education, and innovation in Brazil within a global context. It is a qualitative exploratory research that enables a reflection on the relations between the workforce and technological education for the skilled labor. The database used includes documentary data from the literature and data from census surveys in Brazil and abroad. Data indicate that Brazil is significantly delayed in the digital industry, human capital, and research – behind all the other BRICS countries (Russia, India, China and South Africa) in terms of innovation. About 11 million people aged 15–29 are not working and are not enrolled in high school, college, technical course, or vocational qualification. The number of students aged 15 to 19 years old attending technical courses is still around 9%. The network of national technical institutes is key for the rapid recomposition of the skilled labor with regard to industry. The Brazilian economy needs to grow to strengthen both the digital industry and research. Public policies need to heed the advice regarding the link between technical education and industry. This is equally important for the success of the Brazilian Agenda for Industry 4.0.

Digital Transformation in Higher Education: Drivers, Success Factors, Benefits and Challenges

“…Higher education is crucial for societal and economic development (Ratten, 2020;Teixeira et al, 2021). The main objective of education is to ensure the students have the necessary skills to succeed in the future (Teixeira et al, 2021) and emotional intelligence to collaborate and build relationships (Mello et al, 2020). The digital transformation in higher education can be considered from different aspects, namely learning and teaching, administration and management, curriculum, and, finally, infrastructure (Alenezi, 2021).…”

“…Digital transformation nowadays is one of the most important megatrends imposing changes and disruptions in the labour market, industries, and educational system (Mello et al, 2020), calling into question the traditional ways of interaction and interdependencies among businesses (Subramaniam et al, 2019). Digitalization has become an inevitable part of any sphere of human activity with the development of digital technologies and under the constant pressure from the external environment.…”

“…In response to the COVID-19 crisis, new online knowledge delivery models were created, enabling more knowledge to be used in a digital format, thus making it more accessible in a timely and practical manner (Ratten, 2020). The former teaching methods have become obsolete and these no longer meet the needs of students; the traditional in-class face-to-face learning is considered monotonous and unproductive, while the online environment makes learning more flexible and decentralised, yet engaging and more dynamic (Mello et al, 2020).…”

Promoting inclusion and equity in Higher Education: Is this the role of distance learning in Brazil?

“…The WORLD BANK (2019) showed that the educational indicators in Brazil are not compatible with its status as one of the largest world economies. In 2018, about 13.5% of young people between 15 and 29 years old were employed and studying in the country, 23.0% were neither employed nor studying, 28.6% were not employed but studying, and 34.9% were employed and not studying, out of a total of 47.3 million people in this age group (MELLO et al, 2019). The number of young people between 18 and 24 who do not study, or work, is well above the 14.0% average for the Organization for Economic Cooperation and Development (OECD) member countries (OECD, 2019).…”