Recognizing the 2025 International Day of Education

Today is International Day of Education. This year’s International Day of Education focuses on "AI and education: Preserving human agency in a world of automation."

As per UNESCO, under the theme “AI and education: Preserving human agency in a world of automation”, the 2025 International Day of Education encourages reflections on the power of education to equip individuals and communities to navigate, understand and influence technological advancement.

As computer and AI-driven systems become more sophisticated, the boundaries between human intention and machine-driven action often blur, raising critical questions about how to preserve, redefine, and, ideally, elevate human agency in an age of technological acceleration.

We have had several knowledge revolutions over the years. From viewing literacy as the ability to read and write, we are now embracing digital literacy for using digital tools and technologies including AI. Of course, there is great value in the act of information gathering and acquiring knowledge.

But education is different from information. The way I see it, education is not just about acquiring knowledge, it is about fostering curiosity, building critical thinking, and developing compassion. Education includes developing skills in emotional intelligence, social awareness, and ethical decision-making. We now live in a world of increasing automation and AI where staying current is important, but staying flexible, adaptable, and always ready to learn is critical. It is through this active engagement in education that we can we can shift the focus from artificial intelligence to augmented intelligence, preserve our human agency and ensure that technology enhances, rather than diminishes, our humanity.

Growing up, the values and traditions in my background taught me that education is about developing a deeper understanding of the world and our role within it. After over two decades in adult education, I’ve come to see education as a journey toward self-realization and inner awakening. Education is not something we passively receive, but something we actively engage in by constantly questioning, evolving, and striving to become the best versions of ourselves, both for our own growth and for the good of the interconnected world we live in.

Photo by Taruna Goel

Recognition in Action: National Certification for Career Development Professionals

2024 has been a year of meaningful progress in Recognition of Prior Learning (RPL). A standout moment for me has been contributing to the National Career Development Certification (NCDC) program - an initiative that sets a new national standard for Career Development Professionals (CDPs) across Canada.

Over the last couple of years, I have worked alongside my colleagues at North Pacific Inc., to support the NSCDA, CCDF-FCDC, national stakeholders including the National Certification Advisory Committee, and the Technical Working Group made of dedicated career development professionals to bring this national certification to life.

I had the privilege of designing, developing, refining, and delivering a range of competency-based assessment tools that are now being used to recognize the competencies of CDPs across the country. This project represents my first involvement in a national RPL-based occupational certification program — a significant milestone in my journey from working on several provincial and occupation-specific initiatives to a national platform.

The collaborative effort behind this program and the passion and commitment of the CDP community has been so inspiring. This certification process not only reflects the critical contributions of the role of CDPs but also raises the bar for professional standards. I’m honored to have played a part in supporting the continued growth and recognition of this vital profession, which touches so many lives across Canada.

Beyond the technical aspects of creating assessment tools and frameworks this work has been about breaking down barriers to recognition. It’s about opening doors for individuals who face systemic challenges in having their prior learning and existing skills formally acknowledged. For me, the most fulfilling part of this journey has been seeing candidates achieve the recognition they deserve and step into new career opportunities.

As someone who is passionate about learning and the recognition of learning, I see 2025 as a year of possibility. The work I do in the areas of RPL/PLAR is more critical than ever, helping recognize uncredentialed workers, address skill shortages, and create equitable career pathways. I envision deeper integration of competency-based assessment models with emerging technologies including AI to scale recognition programs. I also hope to see greater collaboration between the Government, industry associations & sector councils, training institutions, and employers to design innovative pathways for recognizing prior learning.

But beyond the tools and technologies, I hope that the heart of my work remains the same: enabling individuals to realize their full potential and access opportunities that might otherwise feel out of reach. As the year ends, I’m grateful for the opportunity to make a difference and excited about what lies ahead.

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Congratulations Kathy McKee, Sareena Hopkins, Gail Langlais, Teresa Francis, Lindsay Guitard, Tara Deveau, BRM CCDPcm, Ashley, Connie Corse, CCDP and everyone who worked tirelessly to bring this certification to life. This National Certification is a true game changer for CDPs in Canada and I am so grateful I got a chance to play a role along with my incredible colleagues, Dan McFaull and Jennifer Boeda. 

https://www.linkedin.com/posts/tarunagoel_careerdevelopment-ncdc-ccdp-activity-7279917487675060225--LGx

Shaping the Future of Teaching and Learning in B.C.

This week, I had the pleasure of participating in the second annual Digital Learning Strategy Forum, hosted by BCcampus and the Ministry of Post-Secondary Education and Future Skills. It was an energizing two days filled with rich discussions, shared best practices, and innovative ideas to advance the B.C. Post-Secondary Digital Learning Strategy.

Maha Bali's keynote and her work on the Equity/Care matrix highlighted the importance of ethics, morality, equity and care in teaching and learning. One of my biggest takeaways was the shift she described as moving from designing with empathy to co-designing with compassion rooted in the ideas of recognition and learner agency. It’s a perspective that will stay with me.

Lucas Wright’s keynote on GenAI was equally thought-provoking and pragmatic. He described it as a sea change in teaching and learning and emphasized the skills we need to navigate this disruption—critical thinking, creativity, agency, and community. Lucas shared practical strategies to help us move forward, from building GenAI literacy to cross-institutional and local GenAI models, and rethinking assignments and assessments. His insights on prompt engineering, including the ACTOR Prompting Model, were both timely and actionable.

As a member of the Program Committee, I knew what was in store for the participants. But I was blown away by the way all the presenters brought their ideas to life. They created opportunities for interaction and reflection and challenged us to think bigger and deeper. As a participant, I found myself surrounded by a community who engaged with such honesty, curiosity, and thoughtfulness. Some of the feedback shared about the work done so far and the questions raised about the road ahead were insightful. What stood out most for me was the commitment and active engagement of the Ministry team, who are clearly in this for the long haul. Their presence throughout the two days was truly inspiring.

Some of you may have heard me share this sentiment during the forum: I view the implementation of the Digital Learning Strategy as an evolution, not a revolution. While there is a clear need to build policies, supports, and technologies to strengthen digital learning and competencies across B.C., I felt proud of the incredible work already happening in our post-secondary institutions. The forum reaffirmed the importance of the spaces that BCcampus and the Ministry are fostering for cross-institutional dialogue so that we all continue to become better, together.

In 1997, when Paul Gilster coined the term “digital literacy,” he said it was about “mastering ideas, not [computer] keystrokes.” That sentiment feels as relevant as ever. Over these two days—and in the ongoing conversations—we’re all working together to master ideas that will shape the future of teaching and learning in B.C. It’s a privilege to be part of these conversations, and I’m eager to see where they lead.