 Thank you, Professor Wan, for a great introduction. My name is Keiko Tanaka. I'm going to present how can industry initiative help promote open education. I believe this is a lightening talk with Pecha Kuchia style. So I will try to go with the training second for each slide. So last year I was able to visit Milan for the first time to attend OE Global 2019. So for those of you who have met me, you can spot me here and there. I am assistant professor at the Kyoto College of Graduate Studies for Informatic, the first professional IT graduate program in Japan. And I normally lecture on media and communications. As we experiencing this COVID-19 and I have my focus slightly moved on to doing a lot of cooking. More specifically, I've started cooking a little bit more Chinese home remedy type of food. And when I do, I try to re-envision the food I ate in China when I had a business trip there. But sometimes I extended family, although I don't have a Chinese language ability, my extended family in China sends me these things that I don't know the name of it. But I try to figure out what it is and try to cook this healing soup. But even though if you own these materials, if you don't know how to use it and you don't know the name of it, this is very likely this is astragas root. I hope that is correct because I try cooking it. But if you don't own, if you own it, but if you don't know the name for it and how you cook it, you can't make use of it. And this is a very healing for me, even though it is only partially scientific, it's very stress relieving. So enough about soup and I'm going to move on talk about hiking industry initiative how promote open education. So in 2016, the president of the school that I belong to established a new industry association called Information Technology Federation of Japan, bundling more than 50 society of all these Japanese IT industry groups responsible for four million employees across the nation. So it's an umbrella organization and they formed this to as they were facing this huge skill gap in Japan. Japan is facing a huge talent deficit in IT and estimate says that more than 789,000 item talent is needed by 2030, but it's not being filled. And we don't know how to fill them. They've been trying to warn you for the deficit for a long time since the 80s, but it's never been filled. And here's what is happening when you go talking to the people in the industry, they care about talent, they care about achievement, they care about training, they care about competency. Just that's, they really care about trying to find talents, you know. However, when you as I work in the education sector, we have a completely different set of language when we care about students and textbook and program and a gradations and curriculum development. And it's as if that we don't talk king, we are not talking in the same language. So, the IT associate industry of IT industry has put together and a concept to explore the idea of I competency dictionary, I competency dictionary is a skill framework developed by the Japanese information technology processing agency, a quasi government organization. So they put together this skill framework consisting of tasks and skills. So, because this is a matrix of tasks and skills, you can look at the task and see what skills are needed to achieve the task. So, ICD is a reference framework for IT professionals in Japan, developed by the information technology promotion agency, a quasi government organization. So industry are now use making news of ICD. So, most of skill frameworks and skill standards consist of skills. In reality, often cases they have tasks inside side, which is why things are really complicated. So ICD put the task aside against the skill set so you can use ICD to look for a particular profile of a job and see what skill sets are needed using the dictionary. The IT industry association prospects that we want to have a e-learning that associates I competency dictionary. So I competency dictionary can be used in every aspect of human development, human resource development. If you have a job profile, you can look at the dictionary, I competency dictionary and see if what tasks that need to be achieved, what tasks need to be done in particular job profile. You can look at education and see the particular course can be matched with a particular element of skills or tasks in I competency dictionary. You can also look at the qualifications and certification and see, because in IT, there are all kinds of different vendor qualifications and vendor certificates, and we don't know which one is how transversal. But if you can look at in the I competency dictionary, you know what are the elements that contained in a qualification. So ICD sort of becomes the catalyzer for the every stage of ICT professional development. And it may not seem like this has anything to do with opening up, opening up education from learners perspective, if you want to be a data scientist, for example, you try to figure out what task this person is going to achieve and you start from there. And then, if you want to become a particular figure, you will start choose from various learning providers, it may be schools like formal education, or programming boot camp, or it can be online courses. But as long as competency is aligned in every learning provider provisions, you can sort of see what education best fits. And same thing goes to credentials. If you don't have to have a degree, it could be a badge as long as it represents a particular competency demonstrated by the learning outcome. So this creates a perspective where industry can sort of recognize the learning outcome with as long as the competency is aligned. So information technology Federation of Japan proposed in 2019 that they want to push for competency alignment using ICD to education in the field of IT, as well as expansion of online courses. This is a proposal that is publicly available online. I am not representing them, I am referencing to it. And just this year, last July, released a new agreement with Japan's online MOOC provider and Information Processing Society of Japan to collaborate on industry academia cooperation to accelerate the supply chain of talent development. So competency alignment is, is accomplished in every aspect, every stage of ICD professional development, it will create room for open recognition and open validation and catalyze formal and non formal learning. So there is still a lot to explore. I still don't know how we can strategize on credentialing. I don't still don't know how we can promote the use of iCompetency Dictionary to be used in industry as well as education. We don't really have the, the scheme there yet, but as an concept, the competency alignment help enable open education without really even advocating it. And I hope this is kind of like a translation of tasks and skills and industry and education, just like I needed the book to figure out the ingredients to cook a soup. So thank you for listening. Thank you very much.