Two years ago, we could not have foreseen the critical role that digital technologies would play in enabling our economy and society to adapt and transform in the midst of the pandemic.

They have helped protect lives and livelihoods, helped people stay connected, enabled much of the workforce to successfully work remotely and students to learn from home, supported continuity activities and, in many cases, enabled organizations to pivot and grow.

I have seen many changes since I joined Microsoft in 1993. However, the rapid evolution in the way we live, work and do business is unprecedented.

Digital steering

I believe now is the time to harness this progress and experience as we work together to position Ireland as Europe’s digital leader by 2025. Accelerating Ireland’s journey to a digital future will strengthen our sustainable recovery while enabling new and better services for citizens, increasing competitiveness, boosting productivity and, significantly, creating the jobs of the future.

A continued focus on cloud services, digital health solutions and cybersecurity presents immediate opportunities for Ireland to cement its digital leadership credentials.

Importance of the skills sought Digital technology alone is not enough to achieve our ambitions. To become a true digital leader, we need to ensure that our people have the skills that are not only in demand in today’s digital world, but will be vital in the Irish economy of 2025 and beyond.

From digital marketing to cloud services, from CX (customer experience) to engineering, the jobs of the future are already here. According to the World Economic Forum, 90% of all jobs in 2030 will require digital skills.

Despite advances in technology adoption, there is a persistent digital skills gap that needs to be addressed. Today, only 54% of our population has basic digital skills. That’s why Microsoft Ireland has a particular focus on helping people gain the digital skills they need to participate fully in society, while creating the next generation of digital leaders.

life paths

Since Microsoft became one of the first multinationals to invest in Ireland 37 years ago, we have sought to encourage and empower people of all backgrounds and levels of experience to acquire the skills necessary to participate in equally to a digital economy.

From our 12-year active involvement in the Springboard skills development initiative to our own programs supported by this initiative, such as Microsoft Ireland’s Pathways For Life, we are committed to providing people who lack basic digital skills with the supports they so badly need to develop these new skills.

We also know that the future of business transformation and innovation lies in having qualified talent capable of unleashing the full potential of cloud and other digital technologies. That’s why we help the industry not only improve the skills of its workforce, but also foster a culture of continuous learning that will allow it to be competitive and innovate.

In December, we partnered with Mayo, Sligo and Leitrim Education and Training Board to launch the Microsoft Cloud Traineeship program to equip people with the in-demand skills needed to move into cloud-based roles.

This follows the rollout of the Microsoft Skill Forward webinar program which provides upskilling opportunities in emerging areas such as AI, data and security.

Partnership approach

Given the scale of our ambition, we have forged many valuable partnerships to help us deliver on our initiatives and reach more people.

In direct response to the thousands of people displaced during the pandemic and as part of our Pathways for Life education and training programme, we launched StepIn2Tech last year in collaboration with FIT to train 10,000 people with the necessary digital skills. to move into in-demand roles within the digital economy.

One of them was David whose work had been affected by the pandemic. Finding StepIn2Tech has given her the skills to secure a place in a pre-tech apprenticeship that will provide her with a springboard to a career in technology.

Meanwhile, the Microsoft Dream Space experience, through which we have been able to engage more than 80,000 young people in science, technology, engineering and mathematics (STEM), has recently been boosted through our collaboration with RTÉ , which culminated in the recent launch of Ireland’s Future is MINE, an exciting national digital skills competition for primary schools.

We have also partnered with Maynooth University, Ireland’s fastest growing university, to roll out the Digital Wealth and STEM Passport for Inclusion projects, school programs designed to address the digital skills gap in education. and further strengthen the future Irish talent pool.

The reality is that no single entity can equip Ireland’s current and future workforce with the in-demand skills that will shape our economy and society today and tomorrow. As an active industry partner in the Human Capital Initiative which prioritizes skills development, we know that business needs to work with the Irish education sector, NGOs and government.

Stay competitive in the future

Ireland’s attractiveness as a top location for FDI relies and will continue to rely on its focus on the future and ensuring that our workforce has the skills and tools to innovate and be internationally competitive.

With an ever-changing global investment environment and a growing number of international competitors, this focus takes on even more importance.

Although Ireland currently ranks 13th in the IMD Global Competitiveness Rankings, we must strive to do better. By building Ireland’s skills, we can take the lead in an increasingly digital world and strengthen Ireland’s future competitiveness.

The road ahead

Looking to the future, one thing is clear: standing still is no longer an option. The government’s development of a new national digital strategy provides a unique window of opportunity to accelerate the digital transition underway across the public and private sectors so that Ireland can become the true digital leader in Europe.

Achieving this mission requires an inclusive approach, an approach that offers each person the opportunity to develop the skills needed to succeed. The launch of a report on Inclusive Education for Learners with Intellectual Disabilities by Minister Simon Harris in December is a welcome development in this regard.

I am extremely optimistic about the digital future of the country. With its remarkable group of technology companies and cutting-edge research, there has never been a better time for Ireland to set its benchmarks for digital leadership on the European and global stage.

That’s why I’m calling on business leaders, educators, community champions and policy makers to come together to make skills and lifelong learning a priority.

By working together, I believe we can build a digital economy and society that empowers every person and organization to achieve more.

Dear readers,

Five-state Assembly elections begin this week. Voters will consider a range of factors before casting their ballot. At ExplainSpeaking, we analyze various economic trends.

We watched how per capita income rose in all five states on the ballot.

Then we looked overall employment levels and found that in four of the five states for which data was available – Uttar Pradesh, Punjab, Goa and Uttarakhand – the total number of people employed at the end of December 2021 was lower than five years ago.

Next, we looked at another key election issue – inflation – and a related issue – the wage rate. We have seen that in the run-up to these elections, all states have witnessed inflation rates above the national averagein particular food price inflation.

Today we will delve deeper into the question of employment or lack thereof. We will examine the employment levels of young people (those aged 15 to 29), highly educated people (graduates and above) and women. [But we will not be able to consider Manipur since data is not available].

Why look at these categories in particular?

There are several reasons.

In India, the overall unemployment rate is quite unevenly distributed. In other words, unemployment

– is highest in young people,

– increases with the level of education,

– and is higher in women.

Here are three graphs (from the Center for Monitoring Indian Economy) that support these claims.

Figure 1 (CMIE, December 2021) highlights the challenge of youth unemployment. The blue line shows the labor force participation rate (LFPR). The LFPR is the percentage of the working-age population (that is, people over the age of 15) who are actively seeking employment. As such, it includes both the total number of employed people and those who are unemployed. The red line is the unemployment rate, which is expressed as a percentage of the labor force.

Source: Indian Economy Watch Center

Chart 1 shows us that the unemployment rate (TUE) is highest among young people (15 to 29 years old) even when the LFPR in this age group is relatively lower than the other age groups. In other words, even when a relatively smaller percentage of people in the young age group (15-29) are looking for (or “demanding”) work, the economy is unable to create (or to “provide”) enough jobs.

Chart 1 illustrates one of the main reasons why so many young people are on the streets, angrily demanding answers from the government.

Chart 2 (CMIE, December 2021) captures the other big reason for youth unrest. In India, the unemployment rate increases with education. The CMIE calls it the “Skills Challenge” because, obviously, the skills acquired by young people during their studies do not correspond at all to those they need in the labor market. In December 2021, one in five Indian graduates seeking employment were unemployed. This does not mean that graduates who have a job could do what they like or be paid as they wish. This number also does not include the millions of people who drop out of the workforce when they are disappointed (and stop looking for a job).

Source: Indian Economy Watch Center

Chart 3 and Chart 4 (both from December 2021) highlight the gender aspect of unemployment in India.

Source: Indian Economy Watch Center

Chart 3 shows that whichever way you slice the data, female unemployment is significantly higher than male unemployment. Chart 4 highlights an even more frightening aspect of female unemployment. Female unemployment (e.g. urban women in this case) is higher even though a very small percentage (only 7.2%) of women are looking for (or demanding) employment.

Source: Indian Economy Watch Center

In the recently released Global Risks Report, the World Economic Forum, famous for the annual Davos meeting, highlighted “widespread youth disillusionment” as one of the main risks for India.

By “widespread youth disillusionment”, the WEF refers to “youth disengagement, lack of trust and/or loss of faith in existing economic, political and social structures globally, negatively impacting social stability, individual well-being and economic productivity”.

Loud scenes of young people clamoring for jobs in UP, India’s most populous state, are a strong indicator that unemployment may well be a deal breaker for voters, especially the young, educated and women .

So where do the poll-linked states rank on each of these metrics?

ExplainSpeaking analyzed publicly available CMIE data to arrive at the following results. The tables below present the total population belonging to the category concerned and the total number among those who have a job. The ratio is calculated as the employment rate (i.e. the total number of employees expressed as a percentage of the total population in that category) to help us compare the state to each other as well as to the national average.

The data is compiled for three periods:

> Sept-Dec 2016 (as he gives the picture just before the start of the Assembly’s term)

> Sept-Dec 2019 (because it provides a comparable picture before the Covid pandemic)

> Sept-December 2021 (as this is the latest available data and provides a clear 5-year trend)

Uttar Pradesh (See FIGURE 5)

Source: Indian Economy Watch Center

On all three counts – youth, educated and female employment – ​​not only is Uttar Pradesh far behind the national average, but it has also seen a steep decline over the past five years.

For example, in December 2016, 15.39 million young people were employed. Five years later, even though the total youth population had increased by 9 million (or 90 lakh), the total number of employees had decreased by more than 3 million (or 30 lakh).

This should put into perspective the claims of job creation by the government in power. It also shows that the youth of UP suffered the worst fate because the state failed to create new jobs.

The employment rate for graduates (and above) increased slightly between 2016 and 2019, but since then it has fallen sharply.

When it comes to women, UP has always been a terrible laggard. Over the past five years, this situation has worsened further. While the population of working-age women has increased by 12 million, the number of employed women has halved from the already paltry number of December 2016. Less than 2% of all women in the working-age population working age (15 years and over) have a job.

Punjab (See TABLE 6)

Source: Indian Economy Watch Center

Youth employment rates in Punjab are much better than the national average, but the fact remains that they have declined over the past five years. While the total youth population increased by 10 million, the number of jobs decreased by 5 million.

Similarly, employment rates for both graduates (and above) and women have fallen sharply.

Goa (See TABLE 7)

Source: Indian Economy Watch Center

Earlier analysis of RBI data showed that Goa is a state where per capita incomes have contracted (rather than grown) over the past year. It is therefore hardly surprising to see a fairly sharp drop in the youth employment rate.

As of December 2016, the youth population was 4.05 lakh. Among them, 1.71 lakh had a job. But over the past few years, even though the youth population has shrunk by one lakh, the number of young people with jobs has completely dropped. According to the CMIE, only about 30,000 people belonging to this age group are employed today.

The situation is much better if we consider graduates and (better) educated people. But this employment rate has also declined over the past five years and is now below the national average.

The percentage of working-age women with jobs has also dropped in Goa.

Uttarakhand (See TABLE 8)

Source: Indian Economy Watch Center

This is yet another state where youth employment has been hit hard. The youth employment rate, which was already quite low, has fallen by a quarter over the past five years.

However, the employment rate of highly skilled people has increased and in this respect Uttarakhand is an exception.

But female employment is again following the general downward trend.

That’s about unemployment.

But before we close this issue, there are a few more tips.

The Union’s budget for 2022-23 was presented last week. If you were a regular reader of ExplainSpeaking, you would have been ahead of the curve in understanding the budget. For example, a week before the budget, ExplainSpeaking explained how a fiscal strategy based on investment-led growth can unfold in the future.

If you register today, here is most of the budget.

The central idea of ​​the last budget is not that the government will spend more to stimulate the economy. Far from there.

The main thrust of the Budget lies in the passage of expenditure from “revenue” to “capital”. In other words, the government will spend a lower percentage of its total expenditure on daily consumption needs and a higher percentage on capital construction. In 2019-20, capital spending was only 11% of total government spending, but increased in FY21 and 22, and is expected to reach 18% in FY23.

What is the salience of this change in spending? Simply put, this type of spending shift was the central objective of the Fiscal Responsibility and Fiscal Management Act 2003 (FRBM Act). Such a change is seen as an improvement in the quality of public spending (see chart 9).

For a more detailed understanding, please watch this episode of the recently launched video series — called The Economist Express – where Professor NR Bhanumurthy (VC, Dr BR Ambedkar School of Economics in Bangalore) explains (in very simple language) the difference between income and capital expenditure and their different impact on the economy.

Another issue that was conspicuously absent from the EU budget was any reference to the plight of farmers. Here’s another episode of The Express Economist in which JNU’s Professor Himanshu explains the origins of Indian farmers’ woes and why farmers won’t be doubling their incomes (which was supposed to happen in 2022) any time soon.

Finally, the Reserve Bank of India will release its latest monetary policy review this week. In all likelihood, the RBI will increase the reverse repo rate. Here is a piece that explains what is a reverse repo and how increasing it will impact the economy.

Stay safe and stay masked.

Audit

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05 January 2022

LEXINGTON – The University of Kentucky Board of Trustees approved a $ 3 million donation to the College of Engineering from a former student and longtime supporter of James F. Hardymon University at the meeting of the December 14.

The donation will support the renovations and, where applicable, the expansion of a laboratory space dedicated to biomedical engineering; laboratories and classrooms for the college’s new engineering technology department; and lab space for the college’s upcoming aerospace engineering undergraduate program.

“The University of Kentucky was established to advance the Commonwealth, through discovery, economic advancement and workforce development,” said British President Eli Capilouto. “This generous donation helps fuel this mission. It further incorporates ingenuity and innovation into the distinctive experience we deliver, in our labs, in our classrooms, and in cutting-edge programs supporting fields of the future, such as aerospace engineering. We are deeply grateful for this investment which will help us build a better future for Kentucky. “

“This donation will create more than 8,200 square feet of state-of-the-art learning spaces and promote the professional development of more than 500 engineering students each year,” said Rudy Buchheit, Dr. Rebecca Burchett Liebert Dean of College of Engineering. . “The impact will be significant and immediate and will accelerate the growth of these new programs at a critical time for college and university.

Hardymon, born in Maysville on Veterans Day 1934, received bachelor’s and master’s degrees in engineering from the University of Kentucky in 1956 and 1958, respectively. He began his career with the Browning Manufacturing Company in Maysville in 1961, after two periods of service in the United States Army. He then held various executive positions at Emerson Electric before becoming CEO of Textron Inc., a $ 10 billion multi-industry global company with cutting-edge operations in aerospace, automotive, industry and finance. He retired in 1999.

“The UK College of Engineering is doing a remarkable job of educating young people to make our world a better place,” said Hardymon. “I am pleased to make this donation which directly supports student success in the college’s exciting new undergraduate programs.

The College of Engineering has launched four new undergraduate specializations over the past two years: Biomedical Engineering, Lean Systems Engineering Technology, Computer Engineering Technology, and Aerospace Engineering.

The UK has offered biomedical engineering studies since the 1950s; however, the program provided only graduate degrees and a BME minor until the fall semester of 2020. While the administrative offices of Br Joseph Halcomb III, MD Department of Biomedical Engineering occupy the fifth floor of the building of robotics and manufacturing, additional space is needed to support the rapidly growing program. So far, 180 students have declared their intention to pursue a degree in biomedical engineering.

F. Joseph Halcomb III, MD Chair in Biomedical Engineering Guigen Zhang says Hardymon’s donation will create new labs in the Grehan Building, which itself has undergone extensive renovations and reopened to support engineering training in 2020.

“We are extremely grateful to Mr. Hardymon for his generous and timely donation. These labs will provide BME students with hands-on and experiential opportunities to stimulate their interest in DIY and hone their practical skills at the interfaces of engineering and medicine. This generous donation will have a lasting impact and allow us to provide a unique and quality education to future biomedical engineers in an integrated engineering-medicine environment at the University of Kentucky, ”said Zhang.

The Engineering Technology Department, which offers bachelor’s degrees in lean systems engineering technology and computer engineering technology through a partnership with Bluegrass Community and Technical College, began its programs earlier this fall. The college’s ninth department was made possible in large part by a $ 2.25 million donation from Toyota.

Hardymon’s investment will create 4,900 square feet of classrooms and teaching laboratories and an administrative headquarters for the new department.

“This donation enables the Department of Engineering Technology to implement its vision of hands-on engineering experiences and design projects for students,” said department chair Nelson Akafuah. “This will enable students to design and create with a limitless mindset through an education focused on hands-on, project-based learning. “

Starting in the fall 2022 semester, the Department of Mechanical Engineering will begin offering courses leading to a bachelor’s degree in aerospace engineering. The new undergraduate aerospace program will be the first in Kentucky.

Hardymon’s donation will enable the development of a hands-on lab course for all undergraduate aerospace engineering students and provide state-of-the-art facilities for students to develop experiments relevant to air and space systems. The laboratories will include a large wind tunnel to test the design and control of the cell; installations for the development of aerodynamic profiles for wind power; and equipment for testing the resilience of spacecraft hardware to vibration and vacuum environments.

“These hands-on experiences are essential in preparing our graduates for modern careers in aerospace engineering,” said Michael Renfro, department director and professor at the Tennessee Valley Authority.

Are you looking for a more efficient way to be productive? Then you might want to try “time blocking”.

This latest TikTok trend is ideal for those who want to get more out of their day and stick to a productive schedule. If you do it right, you can stop procrastinating on important projects and let things fall through the cracks. ‘Time blocking’ is the perfect way to start 2022 if you want to stick to your goals.

What is “time blocking”?

TODAY correspondent Morgan Radford explains that “time blocking” is “a way to break your day into chunks, devoting specific and limited time to each task.” By focusing deeply and exclusively on progressing these tasks. And the key? You develop this plan the day before. “

Does “time blocking” really work?

Georgetown Associate Professor Cal Newport said the “blocking of time” can be “almost miraculous” for anyone who wants to be more productive in their day.

“Young people are realizing: ‘I have a lot to do. We don’t know how to do it. “” he told Radford. “What I hear over and over from people who switch to ‘time block’ planning is that they are doing twice as much in the same working time.”

Small business owner Dana Walton, who is also a single mother to her 3-year-old son, said TODAY that the “time block” has helped her “eliminate all the distractions” in her life. everyday.

Additionally, Britney Brown, a mother of five, told Radford that establishing a “time block” schedule has helped her a lot with her ADHD.

ADHD is the abbreviation for Attention Deficit Hyperactivity Disorder, which according to The John Hopkins School of Medicine website, is “a behavioral disorder, usually first diagnosed in childhood, characterized by inattention, impulsivity and, in some cases, hyperactivity”.

“It takes away that amount of panic that happens when you’re not exactly sure what you’re supposed to be doing,” Brown said of his “time blocking” schedule. “It helps a lot that.”

How should you make your “time block” schedule?

Walton makes sure she plans her day from when she wakes up at 6 a.m. until she falls asleep around 11:30 p.m.

“It’s literally: waking up, having breakfast, brushing your teeth, making breakfast for your child, dropping off, picking up, all the meetings I have for work, all the non-negotiable items of the day and the times I need that – it’s literally all blocked, ”she said.

Remember to allow as much time as necessary to complete a task. Newport says it’s the # 1 mistake people make when they start “blocking time.” He also suggests grouping all your small tasks like scheduling appointments or calling your doctor’s office so you can get them done quickly and give yourself more time throughout the day.

What about your breaks?

While “time blocking” is great for sticking to your schedule, you should also make sure you allow time for breaks. Newport says this practice is “crucial” for your mental health.

When you first start “blocking out time,” Newport said you shouldn’t expect to feel like you’re off to a good start. People usually tell him that ‘it’s exhausting at first’, but once they get into the habit of doing it, they ‘can’t believe the amount of work’ they do.

How is “time blocking” different from a to-do list?

“A to-do list is at the heart of what I call the reactive method,” Newport explained. “You react to what lies ahead and say, ‘What do I want to do next? “Time blocking” can be much more proactive. You say, “OK, I’m actually going to watch the day ahead. What is the best allocation of what I could do in relation to the time available? And then once you have that plan, you can just put your head down and execute. “

Related:

This story first appeared on TODAY.com. MORE FROM TODAY:

Arthur J. Bangs, FSC, Ph.D., ’53, MA ’54, a brother of the Christian schools and two-time alumnus of La Salle whose university service spanned nearly half a century, is died on December 11. was 89 years old.

Bangs’ main ministry at La Salle supported his students at the University’s Student Guidance Center, where he served as a clinical psychologist and licensed counselor. (He received his doctorate in counseling from the Catholic University of America.) Bangs also taught in the education department at La Salle on several multi-year assignments, beginning in 1969. His career as a teacher and counselor at 20th and Olney ended in 2018 on his retirement after 49 years of service. Along the way, he has contributed to several functions relating to student well-being and the student experience. Notably, from 1979 to 1982, Bangs served as local director in Friborg, Switzerland, as part of the University’s study abroad program.

His greatest satisfaction came from “working with young people in any capacity,” Bangs said in 1999 in an interview with La Salle Magazine. “Teaching and counseling seems more rewarding than ever to me. ”

Born in Philadelphia, Bangs graduated from what is today known as West Catholic Preparatory High School. Moving from one Lasallian institution to another, he continued his studies at La Salle and obtained an undergraduate degree in Latin in 1953 and an MA in 1954. He then obtained a MA in Classics at the University of Pittsburgh, and Masters and Doctorates in Counseling from Catholic University.

Described by his peers as “a good and kind man” and “a calm and faithful person,” Bangs was a regular at campus functions and masses. He was quick, said Bob Kinzler, FSC, assistant vice president of academic ministry, service and support, a Christian brother who had a prayer ready anytime or event.

Bangs made student mental health and well-being a priority, making appointments with students who needed to talk to someone about their stress, anxiety, depression, relationship issues, and Other problems. His counseling expertise extended to the classroom, where he led an educational psychology course for undergraduate students at La Salle.

“I love seeing my role as a classroom teacher as a mentor, as someone that students can turn to for help for any reason, and as a good listener,” he said. he declared in 2006. in a university newsletter. “I like to find all possible means to help them in their life. … All the pleasure of my life has been working with young people. It’s invigorating. Working with young people tends to keep you young.

To Jim Black, ’84, Ph.D., Bangs was simply “Uncle Art” or “AB,” the initials he used to sign letters or cards to family and friends. Bangs’ influence on Black led him to La Salle – where he met his wife Kathy, in 1985, and studied psychology – and to a career in Lasallian ministry.

“My uncle knew the importance of listening to those with whom he spoke and maintaining a positive attitude with everyone he met,” said Black, director of the youth services division of the Catholic Social Services of the Archdiocese of Philadelphia. “He was an old school educator who used an overhead projector until his last days in class. Whether AV (audiovisual) or computer (information technology), I’m not sure, but I remember him telling us that he was told it was the last bulb in the overhead projector. de La Salle because, by that time, most teachers had moved to PowerPoint or other styles of presentation. It’s just who he was: the old school.

Bangs possessed an affinity for travel and a knack for music, his colleagues said, recalling his ability to play several instruments, including the piano. Within the Brothers’ Residence, Bangs regularly participated in nightly Scrabble games with two former university presidents Daniel Burke, FSC, Ph.D., and Patrick Ellis, FSC, and Provost Emeritus Emery C. Mollenhauer, FSC , Ph.D., among others.

“Watching him play, you could tell it was as if Art had memorized the dictionary,” said Michael J. McGinniss, FSC, Ph.D., La Salle Honors Program Director and President Emeritus.

“Over lunch he would tell stories about his students,” Elder Mike continued. “That’s what I remember about Brother Art: his dedication to his teaching and his students.

—Christophe A. Vito