Leaders TalkX: Future-ready: enhancing skills for a digital tomorrow

Summary

The discussion focused on enhancing digital skills for tomorrow’s workforce, moderated by Cheryl Miller from the U.S. Council for International Business. The panel featured government officials from Estonia, Tanzania, the United Kingdom, and Turkey, along with Jennifer Corriero from Taking It Global, all addressing the urgent global priority of building digital literacy and inclusion.

Maggie Jones from the United Kingdom emphasized that digital skills must be accessible, affordable, and inclusive for meaningful participation in the digital world. She highlighted the UK’s digital access program, which has helped 15 million people in underserved communities across five countries and reduced the digital gap by 26% in 2024. Estonia’s Liisa Pakosta shared her country’s comprehensive approach, noting that Estonia became fully digital after regaining independence in 1991, with 100% of government services now digital. Most notably, Estonia launched the world’s first AI program for schools in September, providing free access to AI tools for all 10th and 11th graders and teachers.

Tanzania’s Jerry William Silaa outlined five key pillars for creating an enabling environment: political commitment, infrastructure investment, legal frameworks, inclusivity partnerships, and skills development. Turkey’s Ömer Abdullah Karagözoglu discussed the BTK Academy, launched in 2017, which now serves 2.65 million users with 317 training programs covering digital skills from basic to professional levels. Jennifer Corriero emphasized the importance of experiential learning in K-12 education, advocating for virtual field trips and youth-led community projects to inspire children and ensure technology enhances rather than replaces human connection. The panel collectively demonstrated that successful digital transformation requires comprehensive strategies combining infrastructure, education, policy, and international cooperation.

Keypoints

**Major Discussion Points:**

– **Digital inclusion and accessibility as a global priority** – Multiple panelists emphasized that one-third of the world’s population still lacks internet access, and that connectivity must be both available and affordable to create meaningful digital participation for all segments of society.

– **Integration of digital skills into national education systems** – Countries shared their approaches to embedding digital literacy from elementary through university levels, with Estonia pioneering AI programs for all 10th and 11th graders, and Tanzania incorporating digital skills throughout their curriculum.

– **Creating enabling environments for digital transformation** – Panelists discussed the infrastructure, legal frameworks, political commitment, and multi-stakeholder partnerships necessary to support successful digitalization initiatives, including investment in broadband connectivity and innovation hubs.

– **Youth-centered approaches and experiential learning** – The discussion highlighted the importance of hands-on, experiential learning opportunities for K-12 students, including virtual field trips, community-based projects, and ensuring young people have agency in their digital education journey.

– **International cooperation and knowledge sharing** – Countries emphasized the value of partnerships, sharing best practices, and collaborative approaches to bridge the global digital divide, with examples of successful international programs and initiatives.

**Overall Purpose:**

The discussion aimed to explore strategies for building digital skills as a global priority, focusing on how different countries are approaching digital inclusion, education, and skills development to prepare people for meaningful participation in a digital future. The panel sought to share best practices and promote international cooperation in bridging the digital divide.

**Overall Tone:**

The discussion maintained a consistently positive, collaborative, and inspiring tone throughout. Panelists were enthusiastic about sharing their countries’ achievements and approaches, while emphasizing partnership and mutual learning. The tone was professional yet passionate, with speakers demonstrating genuine commitment to digital inclusion and youth empowerment. The moderator maintained an encouraging atmosphere, and the session concluded on an uplifting note with the youth advocate’s call to collective responsibility for future generations.

Speakers

– **Cheryl Miller** – Moderator, U.S. Council for International Business

– **Liisa Ly Pakosta** – Her Excellency, Estonia (referred to as “Liisa Pakosta” in introduction but speaks as “Liisa Ly Pakosta”)

– **Maggie Jones** – The Honorable, United Kingdom – Digital development and digital skills integration

– **Jerry William Silaa** – The Honorable, Minister of Ministry of Communication and Information Technology, United Republic of Tanzania – Digitalization and enabling environments

– **Omer Abdullah Karagozoglu** – The Honorable, Chairman of the Board and President of the Information and Communications Technology Authority, Turkey – ICT skills and digital literacy access (referred to as “Ömer Abdullah Karagözoglu” in introduction but speaks as “Omer Abdullah Karagozoglu”)

– **Jennifer Corriero** – Executive Director of Taking It Global – K-12 education and youth digital skills development

**Additional speakers:**

– **Michael Furtick** – Co-founder of Taking It Global (mentioned by Jennifer Corriero as being present in the room, but did not speak)

# Enhancing Digital Skills for Tomorrow’s Workforce: A Global Perspective

## Executive Summary

The discussion on enhancing digital skills for tomorrow’s workforce, moderated by Cheryl Miller from the U.S. Council for International Business, featured government officials from Estonia, Tanzania, the United Kingdom, and Turkey, alongside Jennifer Corriero from Taking It Global. Each panelist presented their country’s or organization’s approach to building digital literacy and inclusion, showcasing diverse implementation strategies across different national contexts.

## National Approaches and Key Initiatives

### United Kingdom: International Cooperation and Digital Access

Maggie Jones from the United Kingdom emphasized that connectivity alone is insufficient for digital inclusion. She stated, “we won’t bring them online by just making an Internet connection available to people. Connectivity must also be affordable. And for people to engage with the digital world meaningfully and safely, we must ensure they have the necessary digital literacy and digital skills.”

Jones highlighted that one-third of the world’s population still lacks internet access. The UK has launched a new digital development strategy and implemented a digital access programme that has reached millions of people across multiple countries. She noted that digital and computing roles are projected to grow more than double the rate of the wider workforce by 2030, emphasizing the economic importance of digital skills development.

### Estonia: Comprehensive Digital Transformation and AI Integration

Liisa Pakosta from Estonia announced that Estonia became the first country to implement AI programmes for all 10th and 11th graders and teachers starting in September 2024. She explained the challenge facing education systems: “We all know that all that you learned like two years ago is not very relevant maybe today, and we do not know exactly what are the skills you need after two years. But in education systems, you build education systems for 10 or 15 years.”

Estonia’s digital transformation began after regaining independence in 1991, with the country achieving 100% digital government services. The Tiger Leap programme delivered internet access to all schools, including primary schools. Pakosta emphasized Estonia’s commitment to knowledge sharing, stating that the country is “fully open to sharing experiences, lessons learned, and mistakes with other countries interested in digitalisation.”

### Tanzania: Multi-Stakeholder Partnerships and Infrastructure Investment

Jerry William Silaa from Tanzania reported significant infrastructure achievements, with the country reaching high levels of mobile broadband connectivity across 3G, 4G, and 5G networks through substantial infrastructure investment. Tanzania’s approach is built on five key pillars: political commitment, infrastructure investment, legal frameworks, inclusivity partnerships, and skills development.

Tanzania has integrated digital skills throughout its educational system from elementary to university level and is designing a digital technology institute to serve both in-school and out-of-school experts. The country is also building eight innovation hubs to incubate youth ideas and develop startup ecosystems. President launched a 10-year digital economy strategy in July 2024, demonstrating sustained political commitment to digital transformation.

### Turkey: Structured Training and Institutional Capacity Building

Ömer Abdullah Karagözoglu from Turkey presented the BTK Academy, launched in 2017, which now serves 2.65 million users with 317 training programmes across 12 thematic categories. The academy covers digital skills from basic to professional levels, with particular focus on rural and underserved regions.

Karagözoglu emphasized that “basic digital competencies promote equal opportunities in labour markets and help narrow regional development gaps,” highlighting the economic and social benefits of comprehensive digital skills programmes. Turkey views digital literacy as a foundational skill and core element of modern education strategy.

### Taking It Global: Youth-Centered Learning and Community Building

Jennifer Corriero from Taking It Global focused on K-12 education and youth empowerment, advocating for experiential, hands-on learning opportunities. She emphasized the importance of maintaining human connection in digital transformation, arguing that “investment in public education should utilize technology for enrichment opportunities for every child” while ensuring that “focus should be on community building and ensuring technology doesn’t interfere with human connections.”

Corriero engaged the audience by asking them to identify as parents, aunties, uncles, or mentors, connecting individual responsibility to systemic change. She concluded with an ethical framework: “So, it’s our duty. It’s our collective duty to care, not only for the babies of today, but for those that are unborn, and to make sure that the ways that we’re creating technologies and using technologies are truly enriching generations to come to help them thrive.”

## Common Themes and Approaches

### Educational System Integration

All speakers emphasized the importance of integrating digital skills into national education systems from early levels through professional development. Countries demonstrated varying approaches, from Estonia’s AI integration to Tanzania’s comprehensive curriculum development and Turkey’s extensive training platforms.

### Infrastructure and Accessibility

The discussion highlighted that digital inclusion requires both infrastructure development and skills training. Speakers emphasized that connectivity must be accompanied by affordability, safety measures, and meaningful engagement opportunities.

### International Cooperation

Multiple speakers emphasized the importance of collaboration between countries, sectors, and stakeholders. The UK’s international programme, Estonia’s knowledge-sharing commitment, and Tanzania’s multi-stakeholder partnerships demonstrate different models of cooperation in digital development.

### Youth Focus and Innovation

All presentations included strong emphasis on youth engagement and innovation, from Tanzania’s innovation hubs to Estonia’s comprehensive school programmes and Taking It Global’s community-based approach.

## Implementation Strategies

### Government Leadership

The discussion revealed the importance of high-level political commitment supported by comprehensive strategic frameworks. Tanzania’s 10-year digital economy strategy and the UK’s new digital development strategy demonstrate sustained political vision.

### Partnership Models

Tanzania’s multi-stakeholder approach highlighted partnerships between government, private sector, civil society, and international organizations. This model enables resource sharing and broader reach than single-sector initiatives.

### Adaptive Systems

Estonia’s rapid AI integration demonstrates the importance of adaptive approaches that can respond quickly to technological changes. Estonia’s willingness to experiment and share both successes and failures provides lessons for other countries.

## Conclusion

The panel demonstrated diverse approaches to digital skills development, from comprehensive government-led initiatives to international cooperation models and community-based programs. Each speaker presented concrete examples of programs and policies their countries or organizations have implemented to address digital inclusion.

The discussion highlighted both the technical and human dimensions of digital transformation, with speakers emphasizing that successful digital skills development requires not only infrastructure and training but also attention to community building, equity, and meaningful participation in the digital economy.

The speakers’ willingness to share experiences and lessons learned suggests opportunities for continued international cooperation and mutual learning in addressing the global challenge of digital inclusion.

Cheryl Miller: Good morning, Your Excellencies, distinguished panelists and esteemed colleagues. My name is Cheryl Miller and I’m with the U.S. Council for International Business. It is an honor to moderate today’s Leaders’ Talk X Future Ready Enhancing Skills for a Digital Tomorrow. Building digital skills is an urgent global priority. We need to equip people with the tools needed to meaningfully participate in an open, inclusive and people-centered information society. As we dive into this important discussion, I would like to first introduce our distinguished panel. We have the Honorable Liisa Pakosta of Estonia, the Honorable Jerry William Silaa of Tanzania, the Honorable Maggie Jones of the United Kingdom, the Honorable Ömer Abdullah Karagözoglu of Turkey, and the Executive Director of Taking It Global, Ms. Jennifer Correiro. I’d like to pose my first question to the United Kingdom, the Honorable Maggie Jones. And I understand that the United Kingdom has its own unique approach to digital development and the progression of skills. How are digital skills integrated into the UK’s approach and how does that support the United Kingdom with its agenda on digital inclusion and connectivity?

Maggie Jones: Thank you very much for giving me the opportunity to present the UK’s approach to digital development. And our approach in the UK to the development of our own digital skills is exactly the same as the approach that we apply internationally. And our approach is simple. Our approach is simple. For ICTs to benefit all aspects of life, they must be accessible to people. One third of the world’s population still doesn’t have access to the Internet. We won’t bring them online by just making an Internet connection available to people. Connectivity must also be affordable. And for people to engage with the digital world meaningfully and safely, we must ensure they have the necessary digital literacy and digital skills. The UK’s digital access program has helped drive affordable last-minute connectivity for over 15 million people in 5,000 underserved communities in Kenya, Nigeria, South Africa, Brazil and Indonesia. By promoting sustainable technology and business models, our digital access program helped partner countries to reduce their digital gap by 26% in 2024. It shows what can be achieved through international cooperation and partnership. We must also be inclusive. Promoting digital skills is a key part of the UK’s approach to achieving this goal of inclusive digital development. Digital skills are not just for the tech savvy. They are enabling all of us to use new technology with confidence and safety. Digital skills are also critical for a thriving economy. Digital and computing roles are projected to grow by more than double those in the wider workforce by 2030. The UK also partners with developing countries through initiatives such as Skills for Inclusive Digital Participation within the British Council. That project helps build the whole spectrum of digital skills to increase digital literacy and to raise cybersecurity awareness. We fully support the WSIS agenda and its priority to connect the remaining third of the world’s population. The UK’s new digital development strategy was launched last year. It outlines a vision to bridge the global digital divide in partnership with developing countries and to promote a more inclusive, responsible and sustainable digital transformation. It recognizes international cooperation and multi-stakeholder approaches are vital to achieving inclusive and responsible digital transformation. The UK has partnered with the ITU since 2020, and we’re very proud of that work and partnership. Inclusive digital development is fundamental to unleashing technology’s potential as an enabler across all of the sustainable goals, and those are our priorities.

Cheryl Miller: Thank you. Thank you so much. Let’s give a warm round of applause. Thank you. We turn next to Estonia, and I understand that Estonia has been consistently scoring high in results, and so I’d like to pose this question to Her Excellency Liisa Ly Pakosta. How do we approach teaching and skills development in a rapidly changing environment, and what can other countries learn from what Estonia has put into place?

Liisa Ly Pakosta: Thank you. So, Estonia is a fully digital country, and I can share very quickly some of our experiences. First, we regained our independence after Russian occupation in 1991. During the Russian occupation, learning at school was a way to show resistance, so when we regained our independence, we were very poor, but we had a lot of talent out there who had really learned at schools, also IT. So this was the baseline to build up a fully digital society where we now have 100% of government services digital. Going forward from that, we had Tiger Leap, so we delivered internet to all the schools, including the primary schools, and started… with Teaching IT Skills from the Very Beginning. And what we are doing now, now during the AI era, we all know that all that you learned like two years ago is not very relevant maybe today, and we do not know exactly what are the skills you need after two years. But in education systems, you build education systems for 10 or 15 years. So in order to fulfill the requirements of innovation, economy, democracy, justice for everybody, equity, and all the values that we really have, we start from the 1st of September this year, as the first country in the world, AI program for the schools. So all the 10th graders and 11th graders and all the teachers in Estonia will get free access, free access for everybody to use actually the AI tools throughout the school learning. So we would like to be our children to be the best users and the best developers of artificial intelligence in the world. And this is absolutely needed if we want to go on with innovation, with digitalization, using AI, developing AI for the good of our citizens. So this very shortly has been the Estonian path, and now I have to underline that this has all supported learning all other subjects as well. We have constantly been in top rows of the PISA tests that measure the general understanding and skills of students throughout the world. So democratic values, equity, but offering the free access to absolutely everybody to learn and use all the technological possibilities out there has been the ground for Estonian success for digitalization. And we are fully open to share our experiences and to share our cornerstones, lessons learned, but also mistakes made to everybody who is interested in. So because only with a cooperation we can build a better world. Thank you so much.

Cheryl Miller: Thank you so much. It is truly inspiring to hear the amount of effort that you all are putting into this preparation. I know that it really takes an enabling environment to roll out these types of initiatives and skill building. I’d like to turn next to the Honorable Jerry William Silaa, Minister of Ministry of Communication and Information Technology for the United Republic of Tanzania. And I understand that Tanzania has been doing a lot of work to get ready, and so my question to you is, in terms of an enabling environment, what is the enabling environment that you’ve created?

Jerry William Silaa: Good morning. Thank you, the moderator. It’s quite a privilege to be part of this high-level panel. In Tanzania, we are really proud of how we provide a good environment for digitalization. And there are like, I’ll mention, like five pillars out of many. We start with the political wheel. We have a big and huge commitment from Her Excellency Dr. Samia Sulohasan, the President of the United Republic of Tanzania herself, through the 10 years digital economy strategy she launched on the 29th of July 2024. Also, on the infrastructure, we have a massive and high investment in infrastructure. We are having 93, 91, and 25 mobile broadband connectivity in 3G, 4G, and 5G, respectively. We are having about currently 13,820 national ICT backbone, connecting 109 districts out of 139 districts, and we are doing a massive investment in last-mile connectivity. And also on legal framework, we’ve just enacted a Personal Data Protection Act, and we have formed a Personal Data Protection Commission. We have strong legal institutions to manage the digitalization in the country. The regulator, and a very huge inclusivity in terms of partnership, in terms of government, private, civil society, the international organization, the ITU, and the global platform players. Also, in terms of youth, we have a very high level inclusion of youth. We are now building eight innovation hubs, which will incubate the ideas and innovation of youth in the startups ecosystem to make sure that they are not being left behind. But also, we are having a huge commitment of the government in terms of putting up a level playing field for all players so that when we go for digitalization, we don’t leave behind anyone in the society. And the best and the major huge pillar is the skills. We have incorporated digital skills in our curriculum from the elementary level and primary school to the university. But also, as my colleague from Houston has said, digitalization knowledge is changing. The government is currently now designing a digital technology institute, which will be an institute to act as a leverage for out-of-school and in-school experts to brush their knowledge in terms of emerging technologies, artificial intelligence, big data analytics, and all the emerging technologies which now are growing in a steady pace so that we can be compatible to the whole digitalization process, as Tanzania should be also a player. Thank you.

Cheryl Miller: Thank you so much. And I think a key aspect to this all is access, making sure that we have access to ICT skills. And so, I’d like to turn next to the Honorable Omar Abdullah Karaguzoglu. He is the Chairman of the Board and President of the Authority for the Information and Communications Technology Authority in Turkey. And my question to you, I understand that Turkey has been very much focused on the access portion. And so, what is the significance of ensuring widespread access to ICT skills and digital literacy in Turkey? And what steps are being undertaken to address the issue?

Omer Abdullah Karagozoglu: Thank you, Madam Chair. Excellencies, esteemed colleagues, and valuable participants, good morning to all and to our great panel. I wish everyone a fruitful and successful session. Ensuring nationwide access to ICT skills and digital literacy is a strategic priority for both individual empowerment and inclusive national development. It is also vital for fostering meaningful and sustainable international cooperation. First and foremost, basic digital competencies help promote equal opportunities in the labor market. Educational resources and training opportunities must be accessible to all, not just those who are already digitally skilled or well-connected. Such inclusivity helps narrow regional development gaps and alleviates youth migration pressure from underdeveloped areas. Moreover, equipping businesses and entrepreneurs with digital skills significantly enhances productivity and facilitates access to global markets, enabling stronger integration into international value chains. Inclusive ICT education also plays a key role in enabling the full participation of all segments of society, including persons with disabilities and the elderly. In today’s world, digital literacy is no longer optional. It is a foundational skill and a core element of any modern education and development strategy. In line with this vision, the BTK Academy was launched by the Information and Communication Technology Authority of Turkey at the end of 2017. It serves as a comprehensive online training portal designed to provide individuals with the knowledge and skills they need to thrive in the digital era. Beyond online access, the Academy also delivers in-person and camp-based trainings, particularly targeting rural and underserved regions. It offers programs for all levels, from beginners to professionals, with content developed by experts in areas such as software development, cybersecurity, artificial intelligence, and cloud computing. As of today, the BTK Academy hosts 317 training programs, in total 165,000 minutes of content across 12 thematic categories, and serves a growing community of over 2.65 million users. We believe that investing in digital literacy and ICT skills is investing in a more inclusive, innovative, and future-ready society. We are proud of the progress achieved so far and remain fully committed to expanding and diversifying our efforts. Our goal is to ensure that no one is left behind in the digital transformation journey, and we believe we are on the right track. Thank you.

Cheryl Miller: Thank you so much. One of the great things about this was this high level has been the focus on youth. There have been many different sessions and conversations around young people and their interaction in tomorrow’s digital economy. And so, I’d like to turn next to our final panelist, Ms. Jennifer Corriero. She’s the Executive Director of Taken Inc. Global, and I understand that there are different phases of our journey with these technologies, and you focus on K-12. And so, we’d love to hear your perspective. What approaches are needed in K-12 education to support students in developing their skills for a digital tomorrow?

Jennifer Corriero: Thank you. I am so happy to be here. And in a nutshell, I think we need to focus on experiential hands-on learning opportunities to inspire kids. How many of you are a parent, an auntie, an uncle, or a mentor to a young person in your life? Please raise your hand. Tell me if you have a child in your life. I hope to see more hands up. All right. So, together, I hope that we can increase investments in public education so that we can utilize technology in ways that allow for enrichment opportunities for all children, for every child to feel that they are surrounded by role models, by people who they can relate to through offering virtual field trips. This is where Connected North was recognized from Canada. We were the Canadian project highlighted in the WSIS Champion recognition earlier this week. Virtual field trips with galleries, museums, science centers, aquariums, the space station, inspiring children to see what the possibilities are for their futures. And also, how can we focus on community building and well-being and not let technology get in the way of our humanity and the importance of connecting with one another as people and to feel a sense of agency? I believe that we should invest in funds for youth-led, community-based projects. 25 years ago, I started this charity, Taking It Global, with my co-founder, who’s here in the room, Michael Furtick. We started as teenagers in the early days of the Internet. We were high school students wishing for a more interactive learning experience while we were at school. And so, we created one of the world’s first online communities, one of the world’s first multilingual websites on the Internet. We were the founders of the Youth Caucus for the World Summit on the Information Society back in 2002, 2003, with the prep comms, of course. We were there in Geneva. We had a youth pavilion. We were there in Tunis. And here I am, 20 years later, still advocating, not as a young person, but as a mother, as an auntie, as a mentor, as someone who is so grateful to the people who gave me a chance, who gave me the mic and asked for my inputs when I was young. So, that’s why I invited you to think about the young people in your life, but also think about when you were a child. Who were the people who gave you a chance? Who are the people that encouraged you to be the leader that you are today? And what can we do collectively as a global community to take that responsibility, not only for our own kin, but for those children who we may have never met before, because they can’t be here on this stage. So, it’s our duty. It’s our collective duty to care, not only for the babies of today, but for those that are unborn, and to make sure that the ways that we’re creating technologies and using technologies are truly enriching generations to come to help them thrive. Thank you.

Cheryl Miller: Thank you so, so very much. And that concludes our panel, but I would love to give you all just the warmest round of applause. I thought this was an awesome panel, and thank you all in the audience for joining us. Louder, we can’t hear you. Gotta get ready for lunch. Thank you, Cheryl. Could we please invite you for a group photograph before you leave the stage? Recording stopped.

Agreement points

Digital skills education must be integrated throughout educational systems from early levels

Speakers

– Liisa Ly Pakosta
– Jerry William Silaa
– Jennifer Corriero
– Cheryl Miller

Arguments

Estonia delivered internet to all schools including primary schools through the Tiger Leap program

Tanzania incorporated digital skills in curriculum from elementary to university level and is designing a digital technology institute

K-12 education needs experiential hands-on learning opportunities and virtual field trips to inspire children

Building digital skills is an urgent global priority to equip people for meaningful participation in an inclusive information society

Summary

All speakers agree that digital skills education should start early and be systematically integrated throughout educational systems, from primary school through higher education levels.

Topics

Development | Sociocultural

International cooperation and partnership are essential for successful digital development

Speakers

– Maggie Jones
– Liisa Ly Pakosta
– Jerry William Silaa
– Jennifer Corriero

Arguments

UK’s digital access program helped 15 million people in 5,000 underserved communities across multiple countries

Estonia is fully open to sharing experiences, lessons learned, and mistakes with other countries interested in digitalization

Tanzania maintains inclusivity through partnerships between government, private sector, civil society, and international organizations

Global community has collective duty to care for children and ensure technology enriches future generations

Summary

Speakers unanimously emphasize that digital development cannot be achieved in isolation and requires collaborative efforts between countries, sectors, and stakeholders.

Topics

Development | Sociocultural

Digital inclusion must ensure no one is left behind in the digital transformation

Speakers

– Maggie Jones
– Omer Abdullah Karagozoglu
– Jerry William Silaa
– Jennifer Corriero

Arguments

Digital skills must be accessible to all people, not just the tech-savvy, to enable confident and safe technology use

Basic digital competencies promote equal opportunities in labor markets and help narrow regional development gaps

Tanzania maintains inclusivity through partnerships between government, private sector, civil society, and international organizations

Investment in public education should utilize technology for enrichment opportunities for every child

Summary

All speakers advocate for inclusive digital development that provides equal access and opportunities to all segments of society, regardless of their background or current skill level.

Topics

Development | Human rights

Digital skills are critical for economic development and workforce preparation

Speakers

– Maggie Jones
– Omer Abdullah Karagozoglu
– Jerry William Silaa
– Cheryl Miller

Arguments

Digital and computing roles are projected to grow more than double the rate of the wider workforce by 2030

Equipping businesses with digital skills enhances productivity and facilitates access to global markets

Tanzania is building eight innovation hubs to incubate youth ideas and startups ecosystem

Youth engagement and their interaction with tomorrow’s digital economy requires focused attention in education

Summary

Speakers agree that digital skills are not just educational goals but essential economic drivers that prepare workforce for future job markets and enhance business competitiveness.

Topics

Economic | Development

Similar viewpoints

Both countries have developed comprehensive, government-led digital education platforms that provide extensive training programs and embrace cutting-edge technologies like AI to prepare their populations for digital futures.

Speakers

– Liisa Ly Pakosta
– Omer Abdullah Karagozoglu

Arguments

Estonia became the first country to implement AI programs for all 10th and 11th graders and teachers starting September 2024

Turkey’s BTK Academy offers 317 training programs across 12 thematic categories for all skill levels

Topics

Sociocultural | Development

Both countries demonstrate high-level political commitment through comprehensive national digital strategies that emphasize long-term planning and international cooperation.

Speakers

– Jerry William Silaa
– Maggie Jones

Arguments

Tanzania has strong political commitment through President’s 10-year digital economy strategy launched in July 2024

UK launched new digital development strategy to bridge global digital divide through international partnerships

Topics

Legal and regulatory | Development

Both speakers emphasize that technology should serve human values and democratic principles, maintaining focus on community, equity, and human connections rather than technology for its own sake.

Speakers

– Jennifer Corriero
– Liisa Ly Pakosta

Arguments

Focus should be on community building and ensuring technology doesn’t interfere with human connections

Estonia’s approach emphasizes democratic values, equity, and free access to technological possibilities for everyone

Topics

Sociocultural | Human rights

Unexpected consensus

Rapid adaptation to emerging technologies like AI in formal education systems

Speakers

– Liisa Ly Pakosta
– Jerry William Silaa

Arguments

Estonia became the first country to implement AI programs for all 10th and 11th graders and teachers starting September 2024

Tanzania incorporated digital skills in curriculum from elementary to university level and is designing a digital technology institute

Explanation

It’s unexpected that both a highly developed digital nation like Estonia and a developing country like Tanzania are equally committed to rapidly integrating cutting-edge technologies like AI into their formal education systems, showing that technological advancement in education is not limited by economic development level.

Topics

Sociocultural | Development

Emphasis on youth-led innovation and entrepreneurship across different development contexts

Speakers

– Jerry William Silaa
– Jennifer Corriero

Arguments

Tanzania is building eight innovation hubs to incubate youth ideas and startups ecosystem

Global community has collective duty to care for children and ensure technology enriches future generations

Explanation

The consensus between a government minister from a developing country and a youth advocacy leader on prioritizing youth-led innovation shows unexpected alignment between institutional and grassroots perspectives on empowering young people in digital transformation.

Topics

Economic | Development

Overall assessment

Summary

The speakers demonstrated remarkable consensus across key areas: the need for early and systematic digital skills education, the importance of international cooperation, the imperative for inclusive digital development, and the economic significance of digital skills. All speakers emphasized that digital transformation must be people-centered and leave no one behind.

Consensus level

Very high level of consensus with no significant disagreements identified. This strong alignment suggests a mature global understanding of digital development challenges and solutions, indicating that the international community has converged on fundamental principles for digital skills development. The implications are positive for coordinated global action, as shared understanding facilitates collaborative implementation of digital inclusion initiatives.

Different viewpoints

Unexpected differences

Overall assessment

Summary

The discussion revealed remarkably high consensus among speakers with no direct disagreements identified. All speakers shared common goals around inclusive digital development, education integration, and economic benefits of digital skills.

Disagreement level

Very low disagreement level with high consensus on fundamental principles. The main differences were in implementation approaches and emphasis rather than conflicting viewpoints. This high level of agreement suggests strong international alignment on digital development priorities, though it may also indicate limited diversity of perspectives or insufficient challenging of assumptions in the discussion format.

Partial agreements

Similar viewpoints

Both countries have developed comprehensive, government-led digital education platforms that provide extensive training programs and embrace cutting-edge technologies like AI to prepare their populations for digital futures.

Speakers

– Liisa Ly Pakosta
– Omer Abdullah Karagozoglu

Arguments

Estonia became the first country to implement AI programs for all 10th and 11th graders and teachers starting September 2024

Turkey’s BTK Academy offers 317 training programs across 12 thematic categories for all skill levels

Topics

Sociocultural | Development

Both countries demonstrate high-level political commitment through comprehensive national digital strategies that emphasize long-term planning and international cooperation.

Speakers

– Jerry William Silaa
– Maggie Jones

Arguments

Tanzania has strong political commitment through President’s 10-year digital economy strategy launched in July 2024

UK launched new digital development strategy to bridge global digital divide through international partnerships

Topics

Legal and regulatory | Development

Both speakers emphasize that technology should serve human values and democratic principles, maintaining focus on community, equity, and human connections rather than technology for its own sake.

Speakers

– Jennifer Corriero
– Liisa Ly Pakosta

Arguments

Focus should be on community building and ensuring technology doesn’t interfere with human connections

Estonia’s approach emphasizes democratic values, equity, and free access to technological possibilities for everyone

Topics

Sociocultural | Human rights

Key takeaways

Digital skills development requires a multi-faceted approach combining infrastructure investment, educational integration, and inclusive access policies

International cooperation and partnership models are essential for bridging the global digital divide, as demonstrated by successful programs reaching millions of people

Educational systems must adapt rapidly to technological changes, with Estonia leading by implementing AI programs for students and teachers

Government leadership and political commitment are crucial enablers, supported by comprehensive legal frameworks and strategic policies

Digital literacy is now a foundational skill equivalent to traditional literacy, requiring integration from elementary education through professional development

Inclusive development must ensure no one is left behind, including rural communities, persons with disabilities, elderly populations, and underserved regions

Youth engagement and experiential learning approaches are critical for preparing students for future digital economies

Economic benefits include projected doubling of digital job growth by 2030 and enhanced productivity through global market access

Resolutions and action items

Estonia committed to sharing experiences, lessons learned, and mistakes with other interested countries

Tanzania announced plans to complete connectivity to remaining 30 districts through national ICT backbone expansion

Turkey committed to expanding and diversifying BTK Academy efforts to ensure no one is left behind in digital transformation

UK reaffirmed support for WSIS agenda to connect the remaining third of the world’s population without internet access

Tanzania is building eight innovation hubs to incubate youth ideas and startup ecosystems

Tanzania is designing a digital technology institute for both in-school and out-of-school experts to update skills in emerging technologies

Unresolved issues

How to effectively address the challenge that skills learned two years ago may not be relevant today while education systems are built for 10-15 year timeframes

Specific mechanisms for ensuring affordability of connectivity beyond just availability

Detailed strategies for addressing youth migration pressure from underdeveloped areas through digital skills

Concrete measures for preventing technology from interfering with human connections and community building

Funding mechanisms for scaling successful programs globally, particularly for youth-led community-based projects

Standardization approaches for digital skills curricula across different educational systems and countries

Suggested compromises

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We won’t bring them online by just making an Internet connection available to people. Connectivity must also be affordable. And for people to engage with the digital world meaningfully and safely, we must ensure they have the necessary digital literacy and digital skills.

Speaker

Maggie Jones (UK)

Reason

This comment reframes the digital divide discussion by highlighting that access alone is insufficient. It introduces the critical distinction between mere connectivity and meaningful digital participation, emphasizing affordability and safety as essential components.

Impact

This established the foundational framework for the entire discussion, moving beyond simple infrastructure provision to holistic digital inclusion. It set the tone for subsequent speakers to address comprehensive approaches rather than just technical solutions.

We all know that all that you learned like two years ago is not very relevant maybe today, and we do not know exactly what are the skills you need after two years. But in education systems, you build education systems for 10 or 15 years.

Speaker

Liisa Ly Pakosta (Estonia)

Reason

This comment captures the fundamental paradox of digital education – the tension between rapidly evolving technology and the inherently slow-moving nature of educational systems. It articulates a core challenge that all countries face in digital skills development.

Impact

This observation shifted the discussion from what to teach to how to create adaptive learning systems. It influenced subsequent speakers to focus on flexible, future-ready approaches rather than specific technical skills, and justified Estonia’s bold move to integrate AI into their curriculum.

So all the 10th graders and 11th graders and all the teachers in Estonia will get free access, free access for everybody to use actually the AI tools throughout the school learning. So we would like to be our children to be the best users and the best developers of artificial intelligence in the world.

Speaker

Liisa Ly Pakosta (Estonia)

Reason

This represents a paradigm shift in educational policy – being the first country to systematically integrate AI tools into education. It’s provocative because it challenges traditional educational approaches and demonstrates unprecedented commitment to emerging technology adoption.

Impact

This concrete example of radical innovation elevated the discussion from theoretical frameworks to bold practical implementation. It likely influenced other panelists to think more ambitiously about their own digital education initiatives and set a new benchmark for educational technology integration.

How many of you are a parent, an auntie, an uncle, or a mentor to a young person in your life? Please raise your hand… Who were the people who gave you a chance? Who are the people that encouraged you to be the leader that you are today?

Speaker

Jennifer Corriero

Reason

This interactive moment transformed the discussion from policy-focused to deeply personal, connecting individual responsibility to systemic change. It challenged the audience to see digital skills development as a personal mission rather than just institutional responsibility.

Impact

This dramatically shifted the tone and engagement level of the discussion, making it more emotionally resonant and actionable. It moved the conversation from what governments should do to what individuals can do, creating a bridge between policy and personal responsibility that concluded the panel on a more humanistic and inspiring note.

So, it’s our duty. It’s our collective duty to care, not only for the babies of today, but for those that are unborn, and to make sure that the ways that we’re creating technologies and using technologies are truly enriching generations to come to help them thrive.

Speaker

Jennifer Corriero

Reason

This comment elevates the discussion to an intergenerational and ethical level, framing digital skills development as a moral imperative that extends beyond current policy cycles to future generations. It introduces the concept of technological stewardship.

Impact

This provided a powerful philosophical conclusion that recontextualized all the previous technical and policy discussions within a broader ethical framework. It challenged participants to think beyond immediate outcomes to long-term societal impact and responsibility.

Overall assessment

These key comments collectively transformed what could have been a routine policy discussion into a multi-layered exploration of digital inclusion challenges. Jones’s opening reframing established comprehensive thinking about digital access, while Pakosta’s observations about the pace of change and Estonia’s AI initiative introduced urgency and innovation. Corriero’s personal appeals and ethical framing provided emotional depth and moral context. Together, these comments created a progression from technical infrastructure concerns to adaptive educational systems to personal and intergenerational responsibility, making the discussion more nuanced, actionable, and inspiring than a typical policy panel.

How can countries effectively adapt their education systems for rapidly changing technology when building education systems typically takes 10-15 years?

Speaker

Liisa Ly Pakosta

Explanation

This addresses the fundamental challenge of keeping pace with technological advancement in educational planning, as highlighted when discussing how skills learned two years ago may not be relevant today

What are the best practices and lessons learned from Estonia’s AI program implementation that other countries can adopt?

Speaker

Liisa Ly Pakosta

Explanation

Estonia offered to share their experiences, mistakes, and lessons learned from being the first country to implement AI programs in schools, indicating this as an area for knowledge transfer

How can countries ensure no one is left behind in digital transformation while maintaining a level playing field for all players?

Speaker

Jerry William Silaa

Explanation

This relates to the inclusive approach Tanzania is taking and represents a broader challenge for developing nations implementing digital strategies

What specific strategies are most effective for reaching rural and underserved regions with digital literacy programs?

Speaker

Omer Abdullah Karagozoglu

Explanation

Turkey’s BTK Academy targets these areas specifically, and understanding effective approaches for underserved populations is crucial for inclusive digital development

How can we increase investments in public education to better utilize technology for enrichment opportunities for all children?

Speaker

Jennifer Corriero

Explanation

This addresses the funding gap in educational technology and the need for equitable access to digital learning opportunities

What are the most effective methods for connecting the remaining one-third of the world’s population that still lacks internet access?

Speaker

Maggie Jones

Explanation

This represents a significant global challenge mentioned as part of the WSIS agenda and UK’s digital development strategy

How can technology be used to enhance human connection and community building rather than replacing it?

Speaker

Jennifer Corriero

Explanation

This addresses the balance between technological advancement and maintaining human relationships and agency in digital transformation