The future of work: Part 2

The future of work: Part 2

The Mega-corporate Technoconomy

Jon Halligan, Director of Schools, VIE Education

Shifting focus onto a possible alternative economic future, we all become just players in the greater capitalistic game of a world run by mega-corporations – the Mega-corporate Technoconomy.

​This is a world in which consumer choice dominates, with decision-makers, extroverts, and risk-takers advancing past their softer-skilled counterparts. The haves from the have-nots grow increasingly apparent, and the demand for, and access to, hi-tech skills in areas such as machine learning, cybersecurity and blockchain takes centre stage.  

In the “big tech” economy, the following are in high demand from the participating workforce:

Range of meta-skills: The hi-tech economy is all about resilience, adaptability, and a growth mindset. This is an economy that is comfortable with leaving the “weak” behind. To remain relevant, everyone must be motivated, energised, and willing to work.

Proficiency in technology: Technology infiltrates everything we do, which means those with a relevant technology background are in high demand. Given the rapid pace of technological change, managers in any kind of industry need to be able to apply multiple new technologies and leverage AI to analyse, measure and interpret data within their decision-making processes.

Hi-tech innovators and disruptors: In order to remain competitive, companies need workers who are innovative and always looking to the future. Some companies use this workforce to take technology and apply it to wider societal problems, creating a better future using tools like machine-learning and Big Data.

Young people with tech proficiency: Older workers face tremendous pressure to remain relevant in this new world, as they struggle to keep up with the “young guns.”

What does this mean for education?

In order to prepare students for this big tech industry led economy, schools and universities around the world replace their traditional learning model with industry developed and linked online courses, built around large learning hubs. Industry has the dominant say in curriculum and content dictating which skills and competences match their current and future needs and demands. 

There is a rise in the development of remote e-learning internships linked to global mega-corporations which enables students to learn on the go and obtain real-world life experience without necessarily having to leave their bedrooms.

Highly specialised industry sponsored mastery model courses linked to new technologies are commonplace, adopted by schools and universities in a streamlined 14-16-week completion window, with credentialing that makes it easier for individuals to join the workforce at an accelerated rate and at different ages (14-21 years).

Universities also see a surge of individuals in their 50s and 60s returning to college to obtain new tech skills. Since all education occurs with some kind of technological lens, individuals in every corner of the globe are able to access the skills they need – it is up to them if they want to hone those skills. All of these skills and micro-certifications are held on a global online accreditation system for each individual, where industry can cherry-pick individuals for key tasks.

So what?

If industry is the new driving force, are you supportive of a world which promotes success at all costs? Will we as a society be able and willing to bear the cost of this success?