 Good afternoon and a very warm welcome to you all to this panel discussion, which is a part of the World Economic Forum's Jobs Reset Summit. My name is Sally Bundalk. I am the moderator for this discussion. I work for BBC News, depending on where you're watching us in the world will depend on when you can find me on BBC World News. But I'm in Europe for European time. I am the morning anchor, the morning presenter of the news. And my specialism is business and economics and finance. And I'm a regular attendee at the World Economic Forum in Davos, which I will miss not being there this January, I have to say. So that's who I am. I'll be moderating this discussion today, which will look at the the WEF Future of Jobs report in more detail, which was released yesterday, of course, and discuss the global skills outlook scenarios for learning a reset. So we have got a fantastic lineup of panelists for you today. And before I introduce them to you, we have a short video to put this discussion into context. COVID-19 is one of the biggest crises of our time. It has impacted every single one of us, shaken our social systems and disrupted every sector of our economies. The automation of work combined with the global recession led workers to lose their jobs at an accelerated pace compared to previous years. And this trend is expected to continue. The ongoing shift in the division of labor between humans, machines and algorithms might displace 85 million jobs worldwide in the next five years. While 97 million new roles, ones that are more adapted to this new task distribution may emerge. By 2025, companies expect to displace roughly 6% of their total workforce. One in two workers will need reskilling, and those remaining in their current roles will need to update 40% of their skillset to adapt to the changing labor market. There is a way to collectively benefit from these challenging times. Decades of research have shown that the most valuable asset of any economy or company is its human capital. Around the globe, companies are already experiencing a shortage in relevant skills for future roles, and are investing in reskilling and upskilling their workforce. By 2025, organizations say they will train over 70% of their employees to ensure they can smoothly transition into the jobs of tomorrow. These include DevOps engineers, artificial intelligence specialists, digital marketing managers, talent acquisition specialists, and customer success specialists. It will take on average between two weeks and five months for workers to pick up new skills, allowing them to move into these new roles. But data shows they won't need to have the perfect skillset to start transitioning. While two thirds of employers expect to get a return on investment in employees reskilling programs within just one year, governments will also need to step in to update and fund education and training systems and to ensure displaced workers have adequate safety nets. With purposeful leadership and collaboration, we can turn this global crisis into a unique opportunity to transition into a future of jobs that is inclusive, fair, and sustainable. So let me introduce to you our panelists today who have got a broad range of expertise and experience to share with us all. And so let's get started. First up, we have got Saadia Zahidi, who's a managing director of the World Economic Forum. It's great to have Saadia with us because she's co-author of the Future of Jobs report. She heads up the forum's center for the new economy and society and is a member of the managing board at WEF. Also, we have Jeff Magion Calder, who is chief executive of Coursera, and it's a company dedicated to transforming lives through learning and is a partner with WEF and has been involved in the compilation of this report as well. Jeff and his company, they're based in California, but they work with millions of people from all over the world who want to learn and retrain and they also work of course with employers as well, those who are looking for help in transforming their talent. We also have with us Saadia Zulfiqar Abbas Bukhari, who's joining us from Pakistan, is minister of state and special assistant to the prime minister for overseas Pakistanis and the human resource development. Saadia is also chairman of Pakistan's National Tourism Coordination Board. Also joining us from Parasize Tume, where the OECD is, we have Andreas Schleischer, who is director of education and skills with the OECD. He's been with them since 1994 and has had several key roles at the OECD. We have Majid Jafar as well, who is chief executive of Crescent Petroleum in the UAE. It's the Middle East's oldest privately held oil and gas company. Majid though is also a supporter of many initiatives in the field of education and tackling youth unemployment and sits on various non-profit boards. And also we have joining us from Indonesia, we have Kang Paak, who's direct deputy secretary general, ASEAN, socio-cultural community. His role includes supporting the secretary general of ASEAN and oversees the implementation of projects under ASCC that focuses on forging a common identity and building a caring and sharing society. So very warm welcome to all our panellists and thank you for being available today. And also for all of you watching us right now, who are watching us live as we stream this panel, we would like you to be very much involved as well. If you press the chat button, you'll see the chat conversation that's ongoing and you'll see the directions there from the forum where they're saying please share your reflections, your comments, your questions for our panellists. And we'll have some time within this discussion to put your questions to them. But also we'll have a poll in the middle of this discussion. So we'd love to get your votes and your opinions in the poll as well. So be as interactive as you possibly can and share on social media, hashtag jobs reset is the hashtag to use. So let's get started. Sadiya, if you can begin the proceedings, if we start with you, can you outline for us the skills outlook in the future of jobs report? Thank you, Sally. Let me try to offer three facts that are starting to emerge from the report and then what the implications may be. The first is that regardless of whether certain roles are growing or declining, if you take the average job in just the next five years alone, 40% of the core skills in that job will change. That roughly means that about half of what each of us is doing today will look very different in just five years time. This applies across the board as an average across all jobs. The second element is the types of skills that are going to be important again in the next five years. So analytical thinking and innovation, active listening and learning strategies, technology use and monitoring, creativity, originality and initiative. These are the types of things that traditionally have not been emphasized by education systems and are things that people tend to pick up in the workplace. Now these are going to be at a premium and rising. And then the third element is do we have a case for a return on investment? And we find yes. Two out of three employers said that they will get a return on investment if they invest in people's skills. But in this current recession and with the economic pressures that they are facing, they're not necessarily taking a decision based on that clear dollar value return on investment and in fact are taking very short term decisions that lead to layoffs. So implications, workers will have to take much more ownership of their own reskilling and upskilling. Second implication, businesses will have to think differently about the math. They'll have to think differently about the long term thinking here as opposed to the short term quarterly thinking that they're currently doing when it comes to retaining workers and reskilling and upskilling them. And finally, governments, we find that right now most businesses who are responding to us are saying they're only able to get public sector support for about 21% of them. Now that is too little even at a time where governments are providing so much fiscal stimulus. So governments will have to think very differently about the type of funding that is allocated to retraining and reskilling workers so that they are actually ready for the jobs of tomorrow. Thanks, Sally, back over to you. Okay, thank you. Andreas, if I bring you in at this point, you know, from the perspective of the OECD and what it is finding in your area of specialism in light of what Sally has just said of what is ahead. What's the OECD's findings on this? Sorry. Yeah, I think the biggest dilemma for education at least at the foundations is that the kind of things that are easiest to teach and maybe easiest to test have also become easiest to digitize to automate. Now the world simply no longer rewards people just for what they know Google knows everything. It rewards people for what they can do with what you know, the state of the art knowledge of course is always going to remain somewhat important but success in education is no longer just about reproducing knowledge. It's about extrapolating from what we know, applying our knowledge creatively and novel setting. In fact, I think the report from the web captures those things really, really well. It's about, you know, can you think like a scientist rather than, you know, do you know a specific formula and equation, the social and emotional skills are becoming so much more important. I mean, these are the ones that complement the artificial intelligence that we've created at our computers actually best and we're weakest in developing them. So education is no longer should no longer be just about teaching people some things but about providing them with the kind of reliable compass and navigation tools to find their own way. Now you can no longer quit people once for the life, but you need to provide, and we don't have so much a supply problem. There's a lot of lifelong learning out there. It's more of a demand problem equipping people with the foundations, the learning strategies, the pandemic has perfectly brought it out as well and the fact today, we're publishing at the OECD our first assessment of global competency. We look beyond, you know, reading maths and science to what extent, you know, students are open to change to what extent can they think imaginatively, can they to what extent can they work with people who are different from them and you have a few countries you know like you know Singapore or Canada doing great on this but it also shows most of our education system have such a long way to go to get them. And this is just about the foundations. Sayed, would you agree with that I know that in Pakistan that the governments work very very closely with the private sector hasn't it when it comes to education and what they're trying to achieve. Sayed, are you able to hear us. I just, yeah, I can hear you. I think I think he's right but I think what's most important at the moment is that there's been a whole series of things with COVID. Things become pear shaped from where you went. Our government was focused by heavily we had to three programs youth programs, which is in particular in Pakistan, which is a 65% youth under the age of 35, it's massive youth goals coming in. And so the Prime Minister had put in three different various programs in order to engage them. And then all of a sudden you get hit by COVID. So the first thing that you're looking at is live view rather than reskilling and vocational training technical training. Now what we are doing is that we're trying to spend we're trying to bring in more accreditation and standardization into our scaling. It's something which is very important for a country like Pakistan where previously it didn't have any. We have certain technical vocational training and national training centers, but they weren't accredited anywhere. So that was the big problem for our youth, especially or for our citizens, especially being employed nationally and internationally. So we put a program together where we're, where we're looking over around 10,000 centers across Pakistan to bring them to a certain standard. When you talk of human capital going abroad, standardization plays a big role, like Philippines, as my colleague has just mentioned, and Sri Lanka and other countries have done fairly better than Pakistan. The main thing that we are looking at is trying to bring standardization and accreditation into the country, along with bringing the private sector into this. A country like Pakistan can't in five years set up enough centers or educational institutions. So what it can do is involve the private sector. When you're short in funding, when you put other economic restraints, it's very important to bring in the private sector with it. And that's what we're trying to do now, in the future, become more of a tech-based, as Saadia mentioned in one of the questions, is technology and bringing the tech-based because of the 65% youth. Jeff, this is completely what your business is doing, isn't it? In a sense, not so much with those within education, but already in the workplace, is that correct? And if that is the case, in terms of the report coming out from West this week, what are your insights into what is needed going forward? Yeah, thanks, Sally. It is absolutely our business. Many people remember Coursera and others that launched at the same time, edX and Udacity and others, for open courses that are available directly to individuals. And that direct channel, I think, was important to galvanize access to high-quality learning. In the last five years, Coursera has also started offering courses from our university and industry partners through institutions. Six years ago, we started working on it. We launched about five years ago, Coursera for business. We now have almost 3,000 businesses using our partners' courses on a platform, which is highly dynamic and accessible. We have courses on desktop as well as mobile. They are using our partners' courses in order to upskill and reskill their employees. We have governments now, over 300 government agencies, including some of the participants here, upskilling and reskilling their workforces, both with university courses as well as industry certifications. And then just a year ago in October, we launched Coursera for campus. This allows other educational institutions to offer our partners' online courses to their students. And this is where we've seen the biggest growth. We had 30 customers in February who were universities that has grown to 4,000 in the last seven months. So institutions are really coming to play in terms of providing these kinds of skilling platforms for individuals. And presumably, the pandemic has really accelerated all of that. It must have done. It did. It started immediately with individuals. We saw 600, 700% increases in the mid to late March through, I'd say, June time period. That tapered off a little bit in the summer, although it's still higher than it was last year. We've seen really the sustained demand, though, and still increasing is with the institutional response, which has grown from, I mean, it's grown by probably 20, 30 times. The number of learners through institutions learning on Coursera. So, yeah, really a very, very large demand directly from individuals as well as through institutions. Secretary General Kong, if I could bring you in at this point, if you had an opportunity for a reset, which we may do now, what would you want our education and learning systems of the future to look like? Well, actually, you know, we start talking about, you know, the impact of forced industrial revolution, automations, you know, all of this, you know, disruptions, even before the pandemic. But then, you know, pandemic came, it adds, and you know, not the challenges, you know, to how we are going to address all of those problems. Of course, you know, in addressing, you know, the skill problems in the region, I would like to also highlight, you know, we are a bit unique in a sense that we are very diverse. You have countries that are, you know, at the low end, and then you also have countries at the higher end. So you look at, you know, the key strategies that we put in place that reflect, you know, such diversity. But of course, you know, when we look at the education systems in the region, you know, prior to the pandemic and now, you know, with this severe crisis, of course, you know, how we can prepare, you know, our region to be future ready, you know, especially our young people in terms of what kind of skills they need, the 21st century skills and so on. And another component that I would like to also highlight is what is different also this time that we are trying to, you know, to strengthen the partnership between the education institutions, the ministry that are responsible for, you know, providing the education in the private sector, because this is also very important. I mean, those other people are going to provide the job for the students in the region. So such a partnership is also, you know, built through the institution that we established and also, you know, the key document that we put out. Of course, I think we have to also acknowledge the fact that we have to also get the basic right, right. I mean, lifelong learning, you know, early childhood education and even the curricula. Now we're also looking at it again, how we can make it, you know, more adaptive and can tell her, you know, to specific need of students and so on. So all of this, you know, combinations of how we are going to, you know, see ourselves in the next five or 10 years in terms of the skill prospects, but also how we can, you know, continue to strengthen, you know, our foundations in terms of, you know, the kind of education that we are going to provide to our people. You know, of course, we want to make sure that they have all of this new skills and so on so that they can, you know, adapt to the kind of, you know, works in the future, but at the same time, we have to ensure that they have the literacy skills, they have the, you know, numeracy skills. So these are, you know, some of the basic skills that we want to make sure that they have it before we, you know, kind of, you know, imagine further to, you know, other sets of skills. And of course, you know, we are doing all of this at the same time. And, you know, the strategies are also, you know, kind of tailor, depending on the situation of the member states as well as I mentioned, you know, they have different level of development. You have Singapore, but you also have Laof Myanmar, you know, so we have to be practical when it comes to, you know, what kind of policy we advise our member state. Yeah, I must admit, you're absolutely right. You probably have got one of the most diverse regions in terms of, you know, the economic challenges and all the other challenges as well and the changes that's just going on. Majid Jafar, from your perspective, with the COVID pandemic, one of the outcomes has been, of course, one of the terrible consequences has been millions of people are now finding themselves out of work and quite a large proportion of those are young people. Now you do a lot of work when it comes to youth unemployment. In terms of this report that's come out in terms of a reset, what can we put in practice for the young, those who are out of work and in some countries youth unemployment is extremely high. In our region in the Middle East, it is the highest in the world, unfortunately, 30%, according to the World Bank and climbing, and it's even worse, female youth unemployment is 40%. So it's been a chronic problem and now it's become even more of an acute crisis, where on top of all the conflicts, refugees displaced people we have in our region, we now also have the COVID crisis. And it's hitting young people harder and it's hitting developing countries harder around the world. So we've found that through looking at all the research, three key areas of skills which are lacking in the public education system that we have in the region here and in many developing countries is English language skills, basic IT skills and soft language skills. And we have the strange situation here in the Middle East where for many years now, employers, companies are trying to recruit and complaining they can't find the right skilled labor, and yet there's high youth unemployment. So there's a mismatch clearly between what the modern job market requires and what the public education systems are providing for the graduates. So reform of education systems is absolutely important, I totally agree, but that's a generational challenge and it's not easy in many of these countries. So we try to think what can we do now, you know, using the online, using the fourth industrial revolution tools. And so we partnered with a drug which is the massive online open course platform of the Queen Rania Foundation at the British Council to create a bespoke course that we call the career readiness track in these three key areas English language basic IT skills and soft skills we launched it earlier this year. It was building on an excellent initiative we did in partnership with the World Economic Forum with Saudi actually two years ago, but we thought we'd scale it up. And we launched it earlier this year, we targeted half a million young people across the Middle East and North Africa, and we're very pleased to see that already, as of now, we've had two over 240,000 registrants. So the appeal has been high. And this is, you know, one example of ways we can help young people who are trying to get on to the career ladder. And it's that first job that's always the hardest to bridge the gap in skills for the modern workplace. And in terms of government involvement, you know, getting the attention of government because this is a tricky thing right now with COVID happening with many economies in recession. There is so much pressure on government, especially the money is just pouring out of its coffers as well. So, what are you finding in terms of support and a listening ear in government in terms of what they need to do. So for our particular initiative, we did not squarely government support, it's totally private sector and these nonprofit organizations with whom we're involved. And it directs in this is the beauty of an online open course platform, you go direct to the users, you don't need to rely on schools and universities and actually we're targeting those of university age and post university age who are already, you know, who are really the key segment when it comes to youth unemployment, definitely government's role and tackling the reforms in the education systems as we heard from, you know, my other co-panelists is very important, but that's further upstream. That's for the children of today to be better prepared for the jobs of the future, and that absolutely has to happen hand in hand, but we cannot allow ourselves to neglect the current generation. We don't want a lost generation, and it was already very much a risk in our region and many other regions of the world, particularly as we only have the financial crisis in 2008-2009. But then on top of that, now we have COVID. So we really need to act now to try and help those currently seeking a job who are already out of education. Yeah. Okay, I'm just looking at some questions we're receiving now from various people who are watching us and it's great to get all your questions in. There is a question here about the global education system and how governments in the developing world can help improve early childhood education to help shape the future of society. Private sector in every country is working hard on this while governments are staying behind. That is Mohammed Tahrir who's put this to all the panellists. Sadiya, what would you say in response to that question? I think the framing there is correct in the sense that there has been some focus on trying to reform education systems. But as I'm sure Andreas and many others would agree, much more needs to be done to upgrade those systems. However, when it comes to lifelong learning and adult retraining and reskilling in particular, that's where there really is a vacuum. There are three billion people in the world's workforce who will not go back to basic education systems. And as we just heard from Majid, that is where a lot of the focus needs to be if we want to ensure that as a revival comes back into the economy, as the jobs market gets more dynamic again. We use this current window of opportunity to actually give people the right kinds of skills. At the World Economic Forum, we are aiming to work with multiple governments to actually set up the kinds of public-private collaboration systems that allow for this to happen. It won't be from government alone, it won't be from business alone, but if we bring those two sectors together and provide a lot more online learning and training, this can work. And we have 10 countries at the moment that are doing such experiments, we'll announce a bit more of that later on today, but it's become very clear that you need a model like that to be able to accelerate that kind of adultery skilling. Okay, unconscious of time. So I want to introduce the poll now because we have talked quite a bit about what the obstacles could be to, you know, equipping students and workers with the skills of the future. So we'd like to ask all of you watching us right now to give us your response to this and we will look at the results shortly and we'll discuss the results. So what is the biggest obstacle? Is it inability to accurately identify the skills of the future? Inefficient government planning and action lackluster private sector involvement in skilling, insufficient skills, delivery mechanisms, low motivation investment of individuals in lifelong learning, or maybe something else. And you can use the Zoom chat function to give us your response to that. So do give us your reply to that poll and we shall discuss that in more detail in a moment. But here's more questions from those watching us at the moment. Miroslav Dragunov, who is in touch and says, do you consider as the most necessary to upskill all tech workers now in the next five years with people's peoples and soft skills? And what is the best way to do so according to you? So if I can put that to you initially, Jeff, what do you consider as is it necessary to upskill everyone? All tech workers, should they be upskilled? Should they be retrained in areas such as soft skills? I think every worker does need new skills. The world's just changing so quickly. The tools that we use to work together, the ways that we work together collaboratively in online workspaces. There's a lot more around design thinking. There's a lot more around agile product development. There's a whole new world of creativity with respect to creating digital experiences for customers. So I think everybody does need new skills. When we look at institutions and we advise them on how do you go about this? It's a massive problem. It's much more difficult, by the way, for the K through 12 than the adult learning. Adult learning, at least there is a more immediate and measurable economic payback. Usually the buyer is the person who's going to enjoy the benefit. And of course adults have a motivation in looking for jobs. I do think that the adult piece of this to Saudi's point is a bit easier to do. But what we have seen companies do initially, I'd say five years ago, a lot of it was we need to reskill people and then they would announce and it's better than doing nothing. But it was sort of, hey, everybody, you need to start learning. Here's a huge cornucopia of learning resources, like go figure it out. And most individuals are busy. Many don't really have so much motivation, unless they're given a little bit more incentive and structuring guidance. And the companies that seem to be for us as we watch the skills development, the engagement and the completion rates. It's the companies that really pick which jobs first are the ones that are going to need which skills first for my business to perform well against competition. So really looking at the job role and looking at the particular skills and often looking at the precise tools that the people need to use so that you can apply the skill that the knowledge that you're learning. As Andreas said, I think is spot on. And so if you look at the at the at the report that the World Economic Forum put out. It's just spot on if you look at the increasing demand start with the jobs data analysts and scientists AI machine learning big data specialist digital marketing and strategy specialist process automation. Those are the jobs that are in high demand, and the skills to do those jobs are the first skills to learn in the long term creativity persuasion self management. All the soft skills are also going to be important, but the economic payoff to those hardcore skills in order to do those emerging jobs seems to be where companies are getting the earliest traction. Andreas, do you want to give us your take on that as well. Yeah, you know I think also I want to. Sorry. We can't hear you don't worry. No, I want to introduce another dimension I think what we can see clearly in the COVID pandemic is that a study holds is that those countries that have been able to integrate the private and public sectors and actually quickly draw on new technologies and new providers. It's been extremely successful and as Jeff explained that there's a lot of opportunity for people to learn from, but the one area I think governments have a key role to play is to create a currency to recognize that learning. The big issue that we have today is why is it so hard to move someone from in who's got unemployed in the airline industries to become you know a medical kind of worker or to move someone who's in the hospitality industry to become people to care for the elderly. They are not very good in recognizing the skills. I'm a great fan of course there, you know, you can learn a lot of things, but you actually don't get credited for that and employers have a still a hard time to recognize the skills and I do see the quick, the quick answer that governments can do is to create a currency that actually allows people to not market the kind of things that they learn, because at the moment we have lots of people who do not see who are not motivated and incentivize to keep on learning simply because it doesn't translate into better jobs and better lives, at least not in the immediate future. So I think that's an area where I think we should not lose attention creating good, you know, qualification frameworks creating good standards and ones that are open to not just to the big monopolies like universities but that are open to any provider. Siad, if I could bring you in at this point, because there's an interesting question from someone watching us, Karen Manjia, hello to you Karen, she raises the issue of access, just a very basic point worldwide she says 346 million youth are not connected to the internet. Three out of five young people in Africa are offline compared to one in 25 in Europe. So how are we going to retrain when basic access is lacking? I mean that's a very good point isn't it? Absolutely, absolutely, especially for countries with with Asian populations and with countries like Africa that she was mentioning that in Africa they don't have the access and it's very difficult for them to pick it up at this stage even when they do get involved. I think what's two things I just saw that two of the colleagues mentioned, especially David's point about currency and about payback. I think those two are extremely vital. Reason being is that governments or the private sector only get involved or only try to do things based on their behavior. If you look maybe 20 years ago you wouldn't see someone with an environmental degree going into banking, but as time progressed you see people coming into the banking sector and others that are from different, they have different degrees and factors. That's because the whole, there's been a primary shift towards doing that and they look at how well you've done in your region. I think if you can bring that in, that sort of mindset into employment in general, formal and informal employment. You know, it's about 76 million labor force out of which give and take is about 72 millions informal. So it's even more difficult for us, you only have about a 4 million formal employment over here. And then you've got this bolt of two and a half million people coming in every year that are in the employment stage, age rather. Coming back to your question about how do we bring them in, the people that don't have the access, let's say you use the example of the internet. I think that's where, again, I saw David mention and I mentioned earlier is the partnership between the private and the government. The government has to set the policy has to give the governance of where it wants to go has to give the vision, the mindset and that and the private sector has to then fund that bring that in and bring it in and execute it. And in, for example, in Pakistan, like I said, especially with with Kobe, we became even prior to Kobe we were very supply driven. We just decided that these are two three sectors, and we ended up just skilling people and making sure that they went into these certain sectors. Actually, later, we really had an oversupply and less demand, because we're never following what was being demanded of us. I think when countries follow the demand shift, you'll find it coming far more successful because again you have a payback for it. And that's very important that it be private, let it be public. Yeah, absolutely. Put a spanner in the works in many, in many senses. Let's have a look at the poll results then and see what people feel the obstacles are. So we asked what what is when the key obstacles in terms of equipping students and giving them the skills. It looks like most believe more than 30% inefficient government planning and action. We've got behind that inability to accurately identify the skills of the future you can understand why that would seem to be an issue. Let's now bring in Deputy Secretary General Kong. What would you say in response to the poll that we've just had where government is seen as one of the biggest obstacles in terms of a skills reset? Well, you know, in my opinion, of course, when there's, there's a problem we often related to the failures of the government's, you know, in terms of doing some things and so on. But I would like, you know, to also put this in a broader context as well. Of course, you know, all colleagues, you know, all the identifies, you know, the need, you know, for the government to invest in providing high quality education and the right skill for the people because there's also a high economic return to that. So of course, the government understand, you know, this basic fact, you know, there's some things that they need to, you know, do more and invest. So for us, you know, at least, you know, as a regional body, we are trying to, you know, support the government as much as possible in terms of identifying the areas that they can look at, you know, again, you know, we have different level development. So there are different skills set that each country may need in terms of, you know, putting the money to further develop those skills. It's a job in progress, I have to say. Now, you know, what we are trying to do is to improve the government capability and capacity, you know, to better plan for that. Again, if you're talking about the commitment of the government, it is something they're trying to do, but at the same time, you know, we need to also support them in terms of identifying what are the skill sets, you know, that each country need to focus more on how they are going to, you know, spend the money in improve, you know, those areas. It's still a challenge, I have to say, you know, we have a lot of, you know, regional priorities and commitment. And we are still working very hard, you know, to translate all of those regional commitments and priority into national policies. And that's only the first step, because we also need to make sure that we have enough resources to implement all of those. So I think that's one of the problems and of course there are other issues of, you know, governance and so on. But I think the main issues is how we are going to support the governments in terms of identifying the priority area that they can continue to invest on. Because I think, you know, from what we have been doing with the member state, we know clearly that this is something that they really want to know. But then, you know, there's always the problems of, you know, the lack of capacity and capability when it comes, you know, to do the planning and putting in place, you know, a concrete and sound, you know, strategies. All right, we've got five minutes to go. So we want to try and get as many questions to you as we can. Magid, if I just put this question to you and also would like to get your response to the poll as well as second element, which is it's quite hard to identify what skills are required going forward and that's part of an obstacle, people's lack of understanding. But we've got Leila Toplick who says, what role do you envision for teachers and other facilitators of learning in the future? How do we make sure that they too can become lifelong learners and have the support that they need to create meaningful learning experiences for their students? That's a very good point there. I think that's an excellent point. And in too many countries, in our part of the world here, but across the world, teacher training and teacher salaries in the public health, the public education system isn't where it needs to be. Teaching is almost seen as a kind of backup option as opposed to a proper career lifelong dedication, which of course it is. So there needs to be much more investment there. And then another thing in our part of the world, and I think it applies to other developing countries, there's an over reliance on public sector employment and yet the governments are complaining that the private sector isn't recruiting enough. A big part of that of course is job security. Public sector jobs are seen as lifelong jobs, even if they pay less and in some countries in our region they actually pay more than they're preferred. So I think if you have a social safety net that at least has basic unemployment benefit in health and education, then the over reliance on the public sector for employment isn't there. And the last point is on expectations. A lot of young people today, and I think it's in our part of the world, the Middle East, North Africa, but we also see it in Europe and elsewhere. There's a university degree is where everybody heads to and then based on that graduation from the university program, there's an expectation of an office job or a management position, rather than investing in the necessary technical skills. Now, some countries do it better than others Germany, Switzerland, where there are technical colleges and also apprenticeship programs and a much closer linkages between the education sector and the private sector. And that really helps people get on to the career ladder. Unfortunately, in many other parts of the world, particularly the developing world, those linkages are not there and they really need to be built. We're almost out of time Jeff I know you wanted to add some points there and also if you can identify what you think are the top priorities now. So I was one of the 13% I guess, who said that learning motivation and ability of individuals is one of the limiting factors. I feel at what we're seeing at Coursera is the fastest and most highly leveraged way to get access to create impact is for governments, mostly to create a coordinating mechanism, the marginal cost of delivering online learning this is both knowledge in terms of the concepts that are taught by universities and industry, as well as hands on learning we have Coursera labs it'll teach you how to use any software in the world any desktop software, any, any cloud based software I mean the ability to learn, even on mobile phones, even offline, even with limited data the ability to learn is, is very high and it's growing even higher, knowing what to learn, and having the discipline to learn and having the incentive to learn, I think is a big part of this. I will say that a sort of, we call them learning credentials. As, as I had mentioned, I think that it's important for individuals to believe that if they invest the time to learn something they're going to get rewarded with some economic benefit. The credential from some institution says this person knows this thing is important. The one thing I'll throw out there to Andrea's point, there are existing credentials, like university degrees that are completely being reinvented from the inside out. Universities, thousands of universities are now offering, we've had 20 million course enrollments in seven months, among students in universities using courses on Coursera online to earn their college degree. We don't necessarily need to bring in all new credentials, we can bring in new content and if the, if the regulators allow that content to act to count towards an existing credential, that could be a speedy way to reform and upgrade the skills being learned with existing credentials like college degrees. Right, and we're going to have to end it here I'm afraid, because we are now out of time so I would just like to say thank you so much to all our panelists for sharing your thoughts, your expertise, your experience with us this afternoon. Thank you also to all of you who've been so active in the chat room and sharing your thoughts and your questions do keep it going keep this conversation going as the day continues but now I'm going to say goodbye from us all and and again thank you for your attention and and let's continue this very very important conversation and let's hope that the increase in understanding and the identification of priorities will help us all up skill in the future. Thank you all so much.