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(gentle music)

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(cool music)

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<v ->The school cannot be different,</v>

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like a sealed environment from the rest

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of the way the society operates.

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So those kids,

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those young people will be facing AI in the job market in

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everyday life where they enter, not only in the job market,

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in everyday life, absolutely everywhere they go.

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<v ->So our key focus is based upon what is it</v>

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that we're teaching, the curriculum?

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And at its core, it'll be a knowledge-rich curriculum

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because as we develop new digital technology and skills,

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ultimately, we still want our young people

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to have core underpinning knowledge,

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because that is the most powerful way to enable our children

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and young people to enhance the opportunities

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that we'll get in the future.
(soft music)

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<v ->In the age of AI, how do we prepare our children for jobs</v>

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of the future, not knowing what those would be?

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And on the other hand,

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how do we prepare our current workforce knowing

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that one in three people will find their jobs

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significantly impacted in this decade?

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<v ->The technology, the speed of evolution</v>

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there, is not the rate limiter anymore.

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What's the rate limiter for us is oftentimes people

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and their own individual capacity to change.

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<v ->Let me bring two really important points to bear.</v>

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The first is what we call the 10-20-70 principle.

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When you think about digital transformation

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or AI change that companies want to effect, 10% of time

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and resources should go to getting the algorithm right,

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20% to the technology or the tech stack,

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but 70% should focus on people, process,

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and change management.

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In other words, it's not enough to just do the hardware

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or the installation of AI.

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You really need to think about changing hearts and minds

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and get people understanding why it's important,

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what they need to do about it,

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and how they need to change day-to-day practice.

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<v ->We have to take a very serious look at the digital divide.</v>

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We have to see how we can bridge inequality

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and we can establish equity

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in this technological development.

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(soft music)

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<v ->We have to build it from the ground up.</v>

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And that's really the approach

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that we've taken in New Brunswick, is doing it with teachers

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and not to teachers.

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We took a different approach in that we didn't want to say,

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you can use this technology and only this technology.

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We didn't want to go all in with a company.

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We really wanted to take a step back

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and give the authority to the teachers to use the tools

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that they thought best would work in their classroom.

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That's how we've seen the comfort of teachers grow, is

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that they're learning from one another.

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They are encouraged to explore it.

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<v ->We put one, I think,</v>

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principle on the forefront with our strategy,

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and this is meaning pedagogy first, technology second.

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<v ->We launched what we call now AI Lead Program targeted</v>

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within the first year of the program to get every single

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of 5,000 teachers onboard.

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You get the teachers in, you train them,

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you give them competencies,

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and then you allow them with autonomy

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to make the decisions how they're using it in the classroom.

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(soft music)

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<v ->One of the challenges we have is there are plenty</v>

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of successful initiatives, what we call islands,

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sort of islands of innovation.

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And one of the major challenges is to scale up

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what is working.
(gentle music)

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<v ->To accelerate digital transformation,</v>

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I would push national

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and organizational leaders to think about alignment

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and think about aligning education systems,

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government priorities,

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and what industry needs our systems to go do

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and accomplish together.
(gentle music)

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<v ->So we have seen the impact that that kind</v>

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of public-private partnership can have.

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That kind of deep collaboration, vision setting together,

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and then implementing together hand in hand is

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what will have the biggest impact over time.

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<v ->And certainly these types of events</v>

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can also be some milestones

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which can also help ministries, policymakers

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to exchange and get confirmation

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that the policies they have put into place help them

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or they're going in the right direction.

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(cheerful music)

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<v ->It is time we put the will behind the skill.</v>

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(gentle music)

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<v ->They are prepared for their future, not for ours.</v>

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(light upbeat music)