Employment Tech: School-for-Work University System

Guest Post by David Stephen looking at possible future trends for Employment Tech.

In the note announcing an event, ChatGPT and the future of work, it was stated that, “Understanding these trends is crucial for policymakers, company executives, and individuals because they will likely affect the types of jobs that will be in high demand, the types of tasks that individuals will have to perform on the job, and the skills needed to be successful in the labor market.”

Employment Tech: School-for-Work University System

These like several other lines in tens of recent articles on the future of work, post-ChatGPT, continue to address work as a complex block. Others do the same for education.

Simply, work is anything that can be done, regardless of remuneration. Education is the acquisition of knowledge.

Though these simplistic definitions are debatable, it can be said that the atom of education is knowledge and the atom of work is doing.

School-for-Work University System

Whatever [it is that] can be done is a potential work. There are values placed on some and pay, or required skills, but in general it is what can be done, that work [as an effort or less] is applied to. All the things that can be done are hiring opportunities. There is so much in any country or community that can be done. Itemizing everything, distributing all to most people would guarantee employment, as much as possible.

There are things that can be done by machines that are better done by them. Competing with them, where they are better, or where their improvements may get better may not be a good decision, but there is much more that can be done, beyond the block labor market roles.

Education is learning, which is mostly knowledge. Several things are learned, but not all of them are useful to doing, or to valuable work. Already, digital possibilities have made many of what can be learned available without necessarily going through the block education system. There are still key work responsibilities requiring accredited certifications, but even what has to be done within those are shifting into the purview of machines.

At this time when learning has morphed, yet education seems still and employment seems difficult in several nations, it is possible to adjust parts of the block labor economics structure to seek out doings and attach to learning-objectives.

There are several things done because of the pay and several others undone, because there isn’t. In an adjusted system, all doings would be outlined, rewards may not necessarily be pay, or immediate pay, but doings would occupy people and many things are not going to be left undone. There are doings that provide work for others without any compensation, in the adjustment, they would be reshaped.

A possible adjustment could be the guarantee that there is something to be done, before getting any university education. Those with doings are likely to be prioritized but not only the present-doing, but two-to-four successive possibilities should the current one layoff.

Enrollment would be doings driven, to avoid many of the sometimes-costly investment in education, with struggles for many afterwards. There is the chance to work on a new employment technology, first, for all doings, accountability, next to place populations by listed doings, especially on tier, brief shifts and pay or alternative. There are doings that are mostly individual based, but could become shared, to help prevent certain negative or costly outcomes in future, saving families and nations from losses.

Debates about AI stealing jobs is a factor of the block structure, which now requires major adjustments.

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