As a result of transformation processes, the German labor market is highly dependent on vocational training, retraining and continuing education. To match training seekers and offers, we present a novel approach towards the automated detection of access to education and training in German training offers and advertisements. We will in particular focus on (a) general school and education degrees and schoolleaving certificates, (b) professional experience, (c) a previous apprenticeship and (d) a list of skills provided by the German Federal Employment Agency. This novel approach combines several methods: First, we provide a mapping of synonyms in education combining different qualifications and adding deprecated terms. Second, we provide a rule-based matching to identify the need for professional experience or apprenticeship. However, not all access requirements can be matched due to incompatible data schemata or non-standardizes requirements, e.g initial tests or interviews. While we can identify several shortcomings, the presented approach offers promising results for two data sets: training and re-training advertisements.

The rise of artificial intelligence (AI) has led to a heated debate about its impact on employment. On one hand, AI has the potential to automate many tasks, freeing up workers to focus on higher-level tasks, and increasing efficiency and productivity. On the other hand, there is a fear that AI technology will eventually replace human workers altogether, leading to widespread unemployment. One of the key advantages of AI technology is its ability to automate routine and repetitive tasks. For example, AI algorithms can be used to process large amounts of data and make predictions based on that data, reducing the need for human intervention. In industries such as finance and customer service, AI has already been implemented to automate processes such as account reconciliation and customer service inquiries.

Viet Nam is facing a big shortage of human resources for artificial intelligence, said Nguyen Xuan Hoai, director of the Artificial Intelligence (AI) Academy Viet Nam. Hoai said in the process of working with both private and state businesses and agencies, awareness and demand for AI application and data analysis was increasing due to the strong digital transformation revolution. However, when talking with enterprise leaders about difficulties encountered in the working process, experts always receive the answer that the shortage of human resources was among the top three difficulties, he said. The director of the AI Academy Viet Nam said that AI was gradually becoming an industry and a profession, so the difficulty in resources was a matter for the whole world. In particular, the shortage of human resources for artificial intelligence in Viet Nam was quite large, he said.

Artificial intelligence has produced new teaching and learning solutions that are now undergoing testing in different contexts. In addition to its impact on the education sector, AI is substantially altering labour markets, industrial services, agriculture processes, value chains and the organization of workplaces in particular. Technical and vocational education and training (TVET) contributes to sustainable development by fostering employment, decent work and lifelong learning. However, the effectiveness of a TVET system depends on its links and relevance to the labour market. As one of the major drivers of change, there is a need to better understand the impact of AI on labour markets, and consequently on TVET systems.

With its unique ability to identify and'learn' from data patterns and to develop predictive mappings between variables – machine and deep learning – artificial intelligence (AI) has proved to be an indispensable tool in the fight against the coronavirus pandemic. AI has enabled the deployment of predictive models of potential disease contagion and containment, and has been used for screening and tracking patients. AI has been deployed across the globe to improve understanding of the potential consequences of the viral infection for different economy sectors. Companies have increasingly relied on machine-learning-enabled systems to reengineer production delivery in the face of a massive disruption in supply chains. Policy-makers have also turned to AI technologies due to their great promise in strengthening the quality of remote education delivery, at times where schools and education systems struggle to remain accessible to learners.

In the future, machines will replace humans in jobs. This is not controversial: it's what machines have done since well before the start of the industrial revolution. Petrol pump attendants were replaced by automated pumps, secretaries were replaced by Microsoft Office. This is what economists call the substitutive effect of automation: humans are substituted in jobs by machines. From time to time, fears have been expressed that humans would run out of jobs entirely. I first wrote about this concern back in 1980, and like many other people at the time, I under-estimated the resilience of what economists call the complementary effect of automation.

Artificial Intelligence is now a part of our normal lives. We are surrounded by this technology from automatic parking systems, smart sensors for taking spectacular photos, and personal assistance. Similarly, Artificial Intelligence in education is being felt, and the traditional methods are changing drastically. At the World Innovation Summit for Education global summit in Doha, Qatar, I sat with Professor of Learner Centred Design at the UCL Knowledge Lab in London, whose research involves the design and evaluation of educational technology using theories from the learning sciences and techniques from Artificial Intelligence (AI). "AI has come to stay in our life. So, I think we need the population at large to understand more about Artificial Intelligence (AI). So that they can use it to their benefits. And so that they can keep themselves safe. And we need a small percentage of the population to understand enough about AI. To be the people who develop the next generation of AI technology. And we need a small percentage of the population to understand enough about AI. To develop the next generation of ethical guidelines and regulations for AI. And actually, we don't really know how to regulate and provide people with the right guidelines for development. But we need more people to understand enough about AI to help with the process. And then the third area and that we need to pay attention to, is to change the way that we educate and train the people. Because the world is changing and much of that change is driven by automation. So, we need to think about how we change our education systems. So, these areas are not different. There are areas all of which we need to pay attention to."

Artificial intelligence (AI) and emerging technologies (ET) are poised to transform modern society in profound ways. As with electricity in the last century, AI is an enabling technology that will animate everyday products and communications, endowing everything from cars to cameras with the ability to interact with the world around them, and with each other. These developments are just the beginning, and as AI/ET matures, it will have sweeping impacts on our work, security, politics, and very lives.1 These technologies are already impacting the world around us, as Darrell West and I wrote in our April 2018 piece "How artificial intelligence is transforming the world," and I highly recommend that anyone just discovering the topic of AI policy read it thoroughly. There, Darrell and I describe several important implications related to AI/ET, but chief among them is that these technology developments are on the cusp of ushering in a true revolution in human affairs at an increasingly fast pace. As AI continues to influence and shape existing industries and allows new ones to take root, its macro-level impact, particularly in the realm of economics, will become more and more apparent.

The Air Force is seeking emerging technologies and ways to apply artificial intelligence and cloud-based systems to "enhance the effectiveness" of air education and training, according to a request for information submitted Nov. 27. Air Education and Training Command (AETC) is seeking new methods and processes as well as new products that can "maximize and accelerate learning, both holistically for all Airmen and for individuals," according to service documents. The command is focused on four key investment areas as part of its 2018 strategic plan, including emerging technologies, games and simulation, experiential learning and big data analytics, the RFI said. The Air Force is looking for advanced technology that can contribute to "abundant computer devices, flexible classroom designs, innovative visual displays, games and simulations, collaborative tools, and mechanisms that both track and assess an Airmen's learning efforts," the document said. It is also interested in ways to exploit artificial intelligence, along with virtual and augmented reality systems for areas such as "intelligent tutors," which can help to gauge a student's strengths and weaknesses in areas of study and present materials accordingly. In terms of gaming and simulation efforts, AETC seeks simulation technologies including image generation, visualization and interoperability to help warfighters "keep pace with operational training demands to maximize mission readiness."

John Harris asks what happens next to all the jobs that technology will obliterate (Ten million jobs could be gone in 15 years. He fears that inequality will worsen. Let robots do the boring, repetitive stuff. Humans can do all those jobs required to create a better life for all, and provide decent pay and good working conditions to boot. We need many more care, support, youth and early years workers.