Tag Archives: Big Data

Tourism is Back to Pre-Pandemic Levels, but Challenges Remain

Developing countries (in terms of their income economies) such as Africa are also seeing gains.

High-income economies in Europe and Asia-Pacific continue to lead the World Economic Forum Travel and Tourism Index, with the United States, Spain and Japan topping the rankings again. Despite post-pandemic growth, the global tourism sector still faces complex challenges, with recovery varied by region; only marginal overall score improvements since the 2021 edition. Developing economies are making strides – who account for 52 out of 71 economies improving since 2019 – but significant investment is needed to bridge gaps and increase market share.

New York, USA, May 2024 – International tourist arrivals and the travel and tourism sector’s contribution to global GDP are expected to return to pre-pandemic levels this year, driven by the lifting of COVID-19-related travel restrictions and strong pent-up demand, as per the new World Economic Forum travel and tourism study, released today.  

Topping the 2024 list of economies are the United States, Spain, Japan, France and Australia. The Middle East had the highest recovery rates in international tourist arrivals (20% above the 2019 level), while Europe, Africa and the Americas all showed a strong recovery of around 90% in 2023.

These are some of the top findings of the Travel & Tourism Development Index 2024 (TTDI), a biennial report published in collaboration with the University of Surrey, which analyses the travel and tourism sectors of 119 countries around a range of factors and policies.

“This year marks a turning point for the travel and tourism sector, which we know has the capacity to unlock growth and serve communities through economic and social transformation,” said Francisco Betti, Head of the Global Industries team at the World Economic Forum. “The TTDI offers a forward-looking window into the current and future state of travel and tourism for leaders to navigate the latest trends in this complex sector and sustainably unlock its potential for communities and countries across the world.”

Post-pandemic recovery
The global tourism industry is expected to recover from the lows of the COVID-19 pandemic and surpass the levels seen before the crisis. This is largely being driven by a significant increase in demand worldwide, which has coincided with more available flights, better international openness, and increased interest and investment in natural and cultural attractions.
 
However, the global recovery has been mixed. While 71 of the 119 ranked economies increased their scores since 2019, the average index score is just 0.7% above pre-pandemic levels.
 
Although the sector has moved past the shock of the global health crisis, it continues to deal with other external challenges, from growing macroeconomic, geopolitical and environmental risks, to increased scrutiny of its sustainability practices and the impact of new digital technologies, such as big data and artificial intelligence. In addition, labour shortages are ongoing, and air route capacity, capital investment, productivity and other sector supply factors have not kept up with the increase in demand. This imbalance, worsened by global inflation, has increased prices and service issues.
  
TTDI 2024 highlights
Out of the top 30 index scorers in 2024, 26 are high-income economies, 19 are based in Europe, seven are in Asia-Pacific, three are in the Americas and one (the United Arab Emirates) is in the Middle East and North Africa region (MENA). The top 10 countries in the 2024 edition are the United States, Spain, Japan, France, Australia, Germany, the United Kingdom, China, Italy and Switzerland.

The results highlight that high-income economies generally continue to have more favourable conditions for travel and tourism development. This is helped by conducive business environments, dynamic labour markets, open travel policies, strong transport and tourism infrastructure, and well-developed natural, cultural and non-leisure attractions.

Nevertheless, developing countries have seen some of the greatest improvements in recent years. Among the upper-middle-income economies, China has cemented its ranking in the top 10; major emerging travel and tourism destinations of Indonesia, Brazil and Türkiye have joined China in the top quartile of the rankings. More broadly, low- to upper-middle-income economies account for over 70% of countries that have improved their scores since 2019, while MENA and sub-Saharan Africa are among the most improved regions. Saudi Arabia and the UAE are the only high-income economies to rank among the top 10 most improved economies between 2019 and 2024.

Despite these strides, the TTDI warns that significant investment is needed to close gaps in enabling conditions and market share between developing and high-income countries. One possible pathway to help achieve this would be sustainably leveraging natural and cultural assets – which are less correlated with country income level than other factors – and can offer developing economies an opportunity for tourism-led economic development.

“It’s essential to bridge the divide between differing economies’ ability to build a strong environment for their travel and tourism sector to thrive,” said Iis Tussyadiah, Professor and Head of the School of Hospitality and Tourism Management at the University of Surrey. “The sector has big potential to foster prosperity and mitigate global risks, but that potential can only be fully realized through a strategic and inclusive approach.”  
Mitigating future global challenges
According to the World Economic Forum’s 2024 Global Risks Report, the travel and tourism sector faces various complex risks, including geopolitical uncertainties, economic fluctuations, inflation and extreme weather. Balancing growth with sustainability also remains a major problem, due to high seasonality, overcrowding, and a likely return of pre-pandemic emissions levels. The report also analyses persistent concerns about equity and inclusion. While the tourism sector offers a major source of relatively high-wage jobs, particularly in developing countries, gender parity remains a major issue for regions such as MENA and South Asia.
 
Despite these challenges, the sector can play a significant role in addressing them. To achieve this, decision-makers should prioritize actions such as leveraging tourism for nature conservation efforts; investing in skilled, inclusive and resilient workforces; strategically managing visitor behaviour and infrastructure development; encouraging cultural exchange between visitors and local communities; and using the sector to bridge the digital divide, among other policies.
 
If managed strategically, the travel and tourism sector – which has historically represented 10% of global GDP and employment – has the potential to emerge as a key contributor to the well-being and prosperity of communities worldwide.
 
About the Travel and Tourism Development Index 2024
The 2024 edition of the TTDI includes several improvements based on newly available data and recently developed indicators on the environmental and social impact of travel and tourism. The changes made to the 2024 Index limit its comparability to the previously published TTDI 2021. This year’s report includes recalculated 2019 and 2021 results, using new adjustments. TTDI 2024 reflects the latest available data at the time of collection – end of 2023. The TTDI is part of the Forum’s broader work with industry communities actively working to build a better future enabled by sustainable, inclusive, and resilient industry ecosystems.

One year ago- The pandemic had all but decimated the tourism industry in South Africa

Case Against Students Being Forced To Memorize

“Pay attention students, write this down for memorization.”  The Trivium and Quadrivium, medieval revival of classical Greek education theories, defined the seven liberal arts necessary as preparation for entering higher education: grammar, logic, rhetoric, astronomy, geometry, arithmetic, and music. Even today, the education disciplines identified since Greek times are still reflected in many education systems. Numerous disciplines and branches have since emerged, ranging from history to computer science…

Now comes the Information Age, bringing with it Big Data, cloud computing, artificial intelligence as well as visualization techniques that facilitate the learning of knowledge.

All this technology dramatically increased the amount of knowledge we could access and the speed at which we could generate answers to our questions.

“New and more innovative knowledge maps are now needed to help us navigate the complexities of our expanding landscape of knowledge,” says Charles Fadel. Fadel is the founder of the Center for Curriculum Redesign, which has been producing new knowledge maps that redesign knowledge standards from the ground up. “Understanding the interrelatedness of knowledge areas will help to uncover a logical and effective progression for learning that achieves deep understanding.”

Joining us in The Global Search for Education to talk about what students should learn in the age of AI is Charles Fadel, author of Four-Dimensional Education: The Competencies Learners Need to Succeed.

“We need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.” — Charles Fadel

Charles, today students have the ability to look up anything. Technology that enables them to do this is also improving all the time. If I want to solve a math problem, I use my calculator, and if I want to write a report on the global effects of climate change, I pull out my mobile. How much of the data kids are being forced to memorize in school is now a waste of time?

The Greeks bemoaned the invention of the alphabet because people did not have to memorize the Iliad anymore. Anthropologists tell us that memorization is far more trained in populations that are illiterate or do not have access to books. So needing to memorize even less in an age of Search is a natural evolution.

However, there are also valid reasons for why some carefully curated content will always be necessary. Firstly, Automaticity. It would be implausible for anyone to constantly look up words or simple multiplications – it just takes too long and breaks the thought process, very inefficiently. Secondly, Learning Progressions. A number of disciplines need a gradual progression towards expertise, and again, one cannot constantly look things up, this would be completely unworkable. Finally, Competencies (Skills, Character, Meta-Learning). Those cannot be developed in thin air as they need a base of (modernized, curated) knowledge to leverage.

Sometimes people will say “Google knows everything” and it is striking, but the reality is that for now, Google stores everything. Of course, with AI, what is emerging now is the ability to analyze a large number of specific problems and make predictions, so eventually, Google and similar companies will know a lot more than humans can about themselves!

Smartphone with language learning app
Closeup of mobile phone with language learning application in jeans pocket. focus on screen

“What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms will allow us to focus on that goal even more, by ‘flipping the curriculum’.” — Charles Fadel

If Child A has memorized the data in her head while Child B has to look up the answers, some might argue that Child A is smarter than Child B. I would argue that AI has leveled the playing field for Child A and Child B, particularly if Child B is digitally literate, creative and passionate about learning. What are your thoughts?

First, let’s not conflate memory with intelligence, which games like Jeopardy implicitly do. The fact that Child A memorized data does not mean they are “smarter” than Child B, even though memory implies a modicum of intelligence. Second, even Child B will need some level of content knowledge to be creative, etc. Again, this is not developed in thin air, per the conversation above.

So it is a false dichotomy to talk about Knowledge or Competencies (Skills/Character/Meta-learning), it has to be Knowledge (modernized, curated) and Competencies. We’d want children to both Know and Do, with creativity and curiosity.

Lastly, we need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.

Given the impact of AI today and the advancements we expect by this time next year, when should school districts introduce open laptop examinations to allow students equal access to information and place emphasis on their thinking skills?

The question has more to do with Search algorithms than with AI, but regardless, real-life is open-book, and so should exams be alike. And yes, this will force students to actually understand their materials, provided the tests do more than multiple-choice trivialities, which by the way we find even at college levels for the sake of ease of grading.

Online Smart Educational School Business Web Technology. Man wit

What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms (search, AI) will allow us to focus on that goal even more, by “flipping the curriculum”.

Flipping-the-Curriculum-Charles-Fadel

Today, if a learner wants to do a deep dive into any specific subject, AI search allows her to do this outside of classroom time. What do you say to a history teacher who argues there’s no need to revise subject content in his classroom?

For all disciplines, not just History, we must strike the careful balance between “just-in-time, in context” vs “just-in-case”. Context matters to anchor the learning: in other words, real-world projects give immediate relevance for the learning, which helps it to be absorbed. And yet projects can also be time-inefficient, so a healthy balance of didactic methods like lectures are still necessary. McKinsey has recently shown that today that ratio is about 25% projects, which should grow a bit more over time as education systems embed them better, with better teacher training.

Second, it should be perfectly fine for any student to do deep dives as they see fit, but again in balance: there are other competencies needed to becoming a more complete individual, and if one is ahead of the curve in a specific topic, it is of course very tempting to follow one’s passion. And at the same time, it is important to make sure that other competencies get developed too. So, balance and a discriminating mind matter.

Employers consider ethics, leadership, resilience, curiosity, mindfulness and courage as being of “very high” importance to preparing students for the workplace. How does your curriculum satisfy employers’ demands today and in the years ahead?

These Character qualities are essential for employers and life needs alike, and they have converged away from the false dichotomy of “employability or psycho-social needs.” A modern curriculum ensures that these qualities are developed deliberately, systematically, comprehensively, and demonstrably. This is achieved by matrixing them with the Knowledge dimension, meaning teaching Resilience via Mathematics, Mindfulness via History, etc. Employers have a mixed view and success as to how to assess these qualities, so it is a bit unfair that they would demand specificity they do not have. And it is also unfitting of school systems to lose relevance.

students with smartphones making cheat sheets
people, education, technology and exam concept – close up of students with smartphones taking picture of books page and making cheat sheet in school library

“Educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college. The anchoring of this problem comes from university entrance requirements.” — Charles Fadel

There is a significant gap between employers’ view of the preparation levels of students and the views of students and educators. The problem likely exists partly because of incorrect assumptions on both sides, but there are also valid deficiencies. What specific inadequacies are behind this gap? What system or process can be devised to resolve this issue?

On one side, employers are expecting too much and shirking their responsibility to bring up the level of their employees, expecting them to graduate 100% “ready to work” and having to spend nothing more than job-specific training at best. On the other side, educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college.

The anchoring of this problem comes from university entrance requirements (in the US, AP classes, etc.) and their associated assessments (SAT/ACT scores). They have for decades back-biased what is taught in schools, in a very self-serving manner – narrowly as a test of whether a student will succeed at university. It is time to deconstruct the requirements to broaden/deepen them to serve multiple stakeholders. For the Silo, C.M. Rubin. 

Thank you Charles.

For More Information.

(All photos are courtesy of CMRubinWorld)

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C. M. Rubin and Charles Fadel

Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Charles Fadel (U.S.), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.

The Global Search for Education Community Page

C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, including The Real Alice in Wonderland, is the publisher of CMRubinWorld and is a Disruptor Foundation Fellow.

Follow C. M. Rubin on Twitter.