Who doesn’t remember math class in school as a source of anxiety and insecurity? Math and science in general are often seen as the exclusive realm of the few able to master it. In the digital age, however, we can no longer afford to have people regard mathematics as scary or plain unnecessary.

The generation of appropriate skills is particularly relevant in the framework of the Sustainable Development Goals (SDGs). The achievement of quality education (SDG 4), decent employment (SDG 8), and innovation (SDG 9) are inevitably intertwined. Mathematical knowledge can empower people to better understand the interconnected nature of science, technology, and economic and social development. It can help create the conditions in countries to foster innovation and economic growth.

The Southern Voice State of the SDGs Initiative (SVSS) studies the nature of these connections. As developing countries are progressively reaching the goals of enrolment and coverage, it is becoming clear that this is not enough. High levels of schooling do not necessarily translate into high academic achievement or acquisition of relevant skills. The challenge of coverage versus performance is unmasking essential differences in countries’ and regions’ potential to actively participate and benefit from the Fourth Industrial Revolution.

Starting early, starting strong

No doubt, the acquisition of mathematical skills at an early age is fundamental. It is the cornerstone for understanding science, technology, and engineering. These are critical areas for a country’s ability to foster innovation and new scientific and technological expertise. In a 2012 report, the UNESCO already called for an increase in mathematical literacy. It is proven to strengthen one’s ability to understand and critically analyse data delivered by complex systems. It helps in making decisions based on comprehension, modelling, and prediction.

According to the World Economic Forum’s “The Future of Jobs” report (2016), 65% of children currently enrolled in primary education will eventually work in industries and job types that do not even exist today. A majority of those jobs will entail mathematical abilities and complex problem-solving skills. The widespread use of technologies, such as cloud computing, robotics, virtual reality or machine learning, will undeniably increase the demand of people able to understand technology.

Technology and the future of jobs

The result of the expansion of new technologies is an increased demand for labour in jobs that require social skills, numeracy, abstract thinking, and flexibility. Technology can enhance the opportunities and abilities of high skilled workers. When thinking about the achievement of the SDGs, it is essential to keep in mind that technology and innovation are two-faceted elements: they can act as drivers for change and opportunity, or they can exacerbate exclusion.

Technology can also deepen the gaps for medium- and low-skilled workers. They often do not possess the skills to participate in the new knowledge-intense job markets. The result is a surplus of low-skilled workers and a shortage of medium-skilled workers. In a 2018 report on equity in education, the Organisation for Economic and Co-operation and Development (OECD) points out that science self-efficacy, or the perception about one’s ability to do science, is still highly determined by the student’s socio-economic standing.

Education as a driver of economic growth

In this context, the nature and the quality of the skills that school systems around the world generate is more crucial than ever. In “The Knowledge Capital of Nations”, authors Eric Hanushek and Ludger Woessmann, argue that if all countries achieved the mathematical skill level of Finland (a top international performer), economic growth worldwide could be 13% higher. However, the majority of countries around the world, especially in the Global South, still face significant challenges to improve their achievements in mathematics and science. In the 2018 Future of Production Report, the World Economic Forum shows that among the top 25 countries considered well-positioned for the future, only two are not high-income economies. About 90% of the economies from Latin America, the Middle East and North Africa, Sub-Saharan Africa, and Eurasia display a low level of readiness for the future of production.

These trends show that the ability of countries to adapt to the Fourth Industrial Revolution relies highly on their human capital. Consequently, focussing on the quality of the education system and its pedagogical and thematic contents has gained renewed importance. The ability or inability of the education system to deliver scientific education is vital. Millions of children depend on formal education to acquire the skills that will allow them to participate in the labour market of the future. Governments need to urgently work on adapting contents and approaches of their countries’ education systems. Only then will they be able to respond to the new demands of the labour market and secure a future for their population in the digital era.

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