Speaking at the UN Summit of the Future 2024, Google CEO Sundar Pichai described AI as the most transformative technology yet and announced a $120 million Global AI Opportunity Fund. The fund would provide AI education and training worldwide through partnerships with local NGOs and nonprofits.
Pichai highlighted four key areas where AI can contribute to sustainable development: language accessibility, scientific discovery, climate disaster alerts, and economic progress. He stressed the importance of harnessing AI for global advancement while addressing its risks.
He also warned of the potential for an ‘AI divide,’ where some regions may need to catch up in access to the technology. To combat this, Pichai called for smart global regulations that mitigate harm without promoting national protectionism, which could limit the benefits of AI.
Although Pichai did not mention the environmental impacts of AI, he emphasised the need for balanced regulation to ensure equal access and opportunities for AI development worldwide.
The International Telecommunication Union (ITU) recently hosted the Digital Skills Forum in Manama, Bahrain, addressing the pressing need for digital skills in today’s technology-driven society. With nearly 700 participants from 44 countries, the forum emphasised urgent calls to action aimed at bridging the digital skills gap that affects billions around the globe.
‘Digital skills have the power to change lives,’ asserted Doreen Bogdan-Martin, ITU Secretary-General, highlighting the union’s dedication to fostering an inclusive digital society. In response to this challenge, ITU introduced the ‘Digital Skills Toolkit 2024,’ a comprehensive resource to support policymakers and stakeholders in crafting effective national strategies to close digital skills gaps.
That toolkit seeks to empower diverse sectors, including private enterprises and academic institutions, by providing essential insights and resources within an ever-evolving technological landscape. Furthermore, the forum underscored the importance of lifelong learning and continuous upskilling, particularly in advanced fields such as AI and cybersecurity. ‘Addressing the digital skills gap requires strong partnerships and a commitment to investing in digital education,’ emphasised Cosmas Luckyson Zavazava, Director of ITU’s Telecommunication Development Bureau.
Bahrain’s leadership in promoting digital skills was prominently featured, reflecting its dedication to international cooperation and innovation. Young entrepreneurs showcased their innovative approaches to digital education, demonstrating the transformative potential of technology in shaping the future.
Tech giant Apple announced that it will expand the language support of its generative AI, known as Apple Intelligence, to include German, Italian, Korean, Portuguese, Vietnamese, and more in 2025. This follows the introduction of English versions tailored for India and Singapore. The update will initially arrive with American English in iOS 18.1, expected later this year, with localised English for Australia, Canada, and other regions by the end of 2024.
In 2025, support for languages like Chinese, French, Japanese, and Spanish will also be added. However, Apple faces challenges in major markets, including the European Union, where regulatory hurdles linked to the Digital Markets Act delay its launch on iPhones and iPads. Despite this, the AI feature is already available in the EU through the macOS Sequoia 15.1 developer beta.
China presents even bigger obstacles due to strict local regulations on AI models. Apple is in talks with authorities in both the EU and China to resolve these issues and expand the availability of Apple Intelligence.
Italy is testing AI-assisted learning tools in selected schools to close the nation’s significant digital skills gap. Prime Minister Giorgia Meloni’s government has introduced the initiative in 15 classrooms across four regions, aimed at supporting both students and teachers through virtual assistants.
The AI tools are designed to tailor education to individual needs, providing an improved learning environment. Though few details have been provided, officials remain optimistic that the experiment will offer insights into a potential wider rollout. Education Minister Giuseppe Valditara emphasised the importance of these digital advancements for future generations.
Italy currently lags behind most EU countries in basic digital skills, ranking near the bottom of the bloc. The government has also introduced a ban on mobile phones in classrooms, a move aimed at reducing distractions and promoting focus.
The trial will be carefully monitored throughout the year to assess its effectiveness and inclusiveness, with the hope of addressing past struggles to digitalise Italy’s education system.
O’Reilly has launched its AI Academy, designed to help businesses upskill their workforce in generative AI technology. The Academy offers hundreds of learning materials, including books, live events, and on-demand courses, to enhance productivity through GenAI tools.
The demand for GenAI skills has surged, with global executives planning to invest more in AI technologies. Despite this, a vast number of workers remain untrained in the tools required to implement GenAI. Only 10% of workers have gained these skills, and confidence in executives’ understanding of AI remains limited, highlighting a clear need for upskilling.
O’Reilly’s AI Academy addresses this gap, providing tailored learning tracks to meet specific industry needs. Courses focus on essential skills such as productivity enhancement and AI integration, covering roles from HR to project management. Additional role-specific tracks will be introduced, enabling even greater personalisation.
Completing these learning tracks earns participants badges and certificates, which can be shared on platforms like LinkedIn. This helps employees showcase their expertise in GenAI, empowering them to adapt and drive business outcomes in an AI-driven world.
The US Department of the Treasury’s Office of Foreign Assets Control (OFAC) has recently updated its Russia General License (GL) 25E, maintaining authorisation for essential and incidental transactions to telecommunications involving the Russian Federation. That license facilitates various internet-based services, including instant messaging, social networking, and e-learning platforms.
It supports the ongoing exchange of communications and allows for the export or reexport of related software, hardware, and technology, provided such transactions comply with the Department of Commerce’s Export Administration Regulations. However, it is important to note that transactions involving significant Russian telecommunications companies designated by OFAC remain unauthorised under this license and must be carefully analysed.
The Department of the Treasury’s Office of Foreign Assets Control has also issued a critical alert regarding Russia’s attempts to evade sanctions by establishing new overseas branches and subsidiaries of Russian financial institutions. That alert warns that these efforts to open new international branches or subsidiaries should be considered potential red flags for sanction evasion.
Financial institutions and foreign regulators are advised to exercise caution when engaging with these entities, as activities such as maintaining accounts, transferring funds, or providing financial services may carry significant risks of facilitating Russia’s attempts to bypass sanctions.
An international school near Brussels, Belgium has implemented a strict policy to curb smartphone use by requiring students to place their devices in a locker at the start of the day. If students are found using smartphones, the devices are confiscated and returned at the end of the school day.
This initiative, led by school director David Bogaerts, is set to be adopted by hundreds of schools across Brussels and Wallonia. The new Francophone community government plans to enforce a smartphone ban in primary schools and the first three years of secondary schools. This reflects a growing trend across Europe, with the Netherlands already enacting such bans and France and Ireland contemplating similar measures. The same debate is also ongoing in the US.
These bans are driven by rising concerns over distractions and cyberbullying associated with smartphones, along with the negative effects of excessive screen time on children’s mental health. European Commission President Ursula von der Leyen highlighted these concerns, emphasising the critical importance of teenage years for brain and personality development and the susceptibility of young people to social media’s harms. In classrooms, teachers face challenges managing apps like TikTok, Snapchat, and the newer TenTen, which distract students significantly.
In response, the Francophone school federation Wallonie-Bruxelles Enseignement (WBE) has announced a comprehensive smartphone ban, arguing that previous, less restrictive measures have failed.
Why does it matter?
While some support the ban for its clarity and positive impacts on behaviour and attention spans, others also warn it may prevent students from learning responsible smartphone use during formative years. Alternatives include using apps to monitor smartphone use as educational tools and integrating laptops for digital learning, providing a balanced approach to managing technology in schools.
Huawei and Vodacom Tanzania have launched the DigiTruck initiative, a groundbreaking program to enhance digital education and skills across Tanzania. The initiative aligns with the Tanzanian government’s vision of promoting innovation, inclusion, and sustainable development through digital technologies. DigiTruck seeks to empower individuals with the skills necessary to thrive in an increasingly digital world by focusing on underserved populations, particularly youth and women.
The DigiTruck program is designed to provide digital skills training and education, with plans to cover ten regions in its first year. By the end of the second year, the initiative aims to reach all areas of Tanzania, benefiting thousands of individuals. A vital feature of this initiative is its emphasis on inclusion, as the DigiTruck will serve as a mobile classroom equipped with innovative ICT solutions. The setup will make quality education more accessible, especially for those in remote areas.
The DigiTruck initiative is supported by a Memorandum of Understanding (MoU) signed on 15 February 2024 between Huawei and Vodacom Tanzania. This agreement outlines plans for collaboration in corporate social responsibility, startup acceleration, and digital skills development.
Huawei’s global experience with DigiTruck initiatives in 18 other countries, impacting over 93,000 people, underscores the program’s potential to transform lives through digital education.
Plans to introduce AI-powered textbooks in South Korean classrooms have sparked concerns among parents. The government aims to roll out tablets with these advanced textbooks next year, with the goal of using them across all subjects by 2028, excluding music, art, physical education, and ethics. The AI textbooks will be designed to adapt to different learning speeds, and teachers will monitor student progress through dashboards.
However, many parents are uneasy about the impact of this new technology on their children’s well-being. Over 50,000 have signed a petition urging the government to prioritise overall student health rather than focusing solely on technological advancements. They argue that excessive exposure to digital devices is already causing unprecedented issues.
One concerned parent, Lee Sun-youn, highlighted worries about the potential negative effects on children’s brain development and concentration. She pointed out that students in South Korea are already heavily reliant on smartphones and tablets, and increased screen time in classrooms could exacerbate these problems.
The government has yet to provide detailed information on how the AI textbook program will be implemented. As the rollout approaches, the debate over the balance between technology and student welfare continues to intensify.
Prime Minister of Pakistan, Shehbaz Sharif, has highlighted the significant role of provinces in supporting students through the National Finance Commission (NFC), which allocates 60 percent of its shares to them. Speaking at the International Youth Day event, he pointed out that provinces now have ample resources to invest in educational initiatives, including the distribution of laptops, a practice he championed as Chief Minister of Punjab.
The Prime Minister announced that the federal government would distribute smartphones to one million high-achieving students, while provinces will continue to provide laptops. Emphasising the importance of technology in education, he underlined that equipping the new generation with modern tools is essential for the country’s future. AI, he noted, is a key area for growth.
Citing China’s success through technological advancements, the Prime Minister of Pakistan vowed to make all necessary resources available to students. He also reflected on accumulated debt over the past 70 years, contrasting it with the vision of the country’s founders. The speech included a call to action for a long-term educational programme to be launched after 14 August.
Sharif’s remarks stressed the need to bridge the gap between different social classes in Pakistan, with a focus on ensuring that every child, regardless of background, has access to the latest technology. He expressed hope that these initiatives would lead to a brighter future for the nation.
