current issues in education in the philippines 2023

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The Philippines’ Basic Education Crisis

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Out of the country’s 327,000-odd school buildings, less than a third are in good condition, according to government figures.

Three Filipino schoolgirls walking home from school on a muddy road in Port Barton, Palawan, the Philippines.

Several recent studies have pointed out the alarming deterioration of the quality of learning in the Philippines, but this was officially confirmed in the basic education report delivered by Vice President Sara Duterte on January 30. Duterte is concurrently serving as secretary to the Department of Education.

Addressing stakeholders with President Ferdinand Marcos Jr. in attendance, Duterte highlighted the key issues that plague the country’s basic education system before announcing her department’s agenda for reform .

She echoed what previous surveys have indicated about the low academic proficiency of Filipino students. She also identified her department’s biggest concern. “The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

She presented the latest government inventory which shows that out of 327,851 school buildings in the country, only 104,536 are in good condition. There are 100,072 school buildings that need minor repairs, 89,252 that require major repairs, and 21,727 that are set for condemnation.

She added that the procurement practices in the agency “had red flags that demanded immediate actions.” She shared initial findings in the ongoing review of the K-12 curriculum that underscored the failure of the 10-year-old program to deliver satisfactory results.

“The K-12 curriculum promised to produce graduates that are employable. That promise remains a promise,” she said.

Duterte criticized the heavy workload assigned to teachers as she pressed for an immediate review of the current setup in public schools. “This is a system that burdens them with backbreaking and time-consuming administrative tasks, a system that provides no adequate support and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners,” she said.

She unveiled her education agenda themed “Matatag: Bansang Makabata, Batang Makabansa,” (Nation for children, children for the nation) and focused on curriculum reform, accelerated delivery of services, promoting the well-being of learners, and providing greater support to teachers.

Responding to the report, Marcos joined Duterte in acknowledging the government’s accountability to the nation’s young learners. “We have failed them,” he said. “We have to admit that. We have failed our children and let us not keep failing them anymore.” He promised to build better infrastructure by investing heavily in education.

He can cite as reference his government’s development plan , which was also released in January, about how the education crisis is linked to “decades of incapacity and suboptimal investment in education.”

Duterte’s admission about the dismal state of basic education was welcomed by some educators. Senators vowed to work with Marcos and Duterte in passing education reform measures. Opposition legislators urged Duterte to hear the views of school unions and student organizations whose appeals for better learning conditions are often dismissed by authorities as part of anti-government propaganda.

Meanwhile, the Alliance of Concerned Teachers (ACT) noted that the report “failed to present today’s real extent and gravity of the learning crisis due to the lack of an evidence-based learning assessment conducted after the pandemic-induced school lockdowns.” The group was referring to the prolonged closure of schools under the government of President Rodrigo Duterte.

“Her father was president for six years and had not done any significant move to improve the lot of our mentors and of the education system. It is the government who have failed the teachers and our learners,” the group insisted.

It was also under the Duterte government when around 54 Lumad schools for indigenous peoples in Mindanao Island were either suspended or forced to shut down by authorities based on accusations that they were teaching rebellion.

The report also didn’t mention that some of the major questionable procurement transactions in the education department took place under the previous government.

The ACT criticized Duterte’s reform agenda because it features “general promises that lack specific action plans and definite targets.”

“No specific targets and timelines were presented to convincingly show that the agency will cut down the classroom shortage significantly,” it added.

Duterte said the agency will build 6,000 classrooms this year, which is quite small compared to the backlog identified in the report. There’s also no deadline for the electrification of around 1,562 schools that still do not have access to power.

Despite her impassioned plea to uplift the working conditions of educators, Duterte was castigated for being silent about the pending proposals to raise the salary grades of public school teachers.

ACT reminded officials to prove their political will in reversing the decline of Philippine education. “The call to reforming education should not be a grandstanding cry but a sincere pledge to rectify the mistakes and shortcomings of the past and the present,” it said.

This can be measured in at least two ways this year. First, Duterte’s willingness to file appropriate charges against erring officials involved in anomalous transactions under the previous administration. And second, Marcos’ commitment to substantially increase the funding for education.

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State of Philippine Education Report 2023

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VP Sara: Lack of school facilities still basic education’s main problem

The lack of school infrastructure and facilities remains to be the basic education’s primary problem up to this date, Vice President and Education Secretary Sara Duterte said Monday.

During her presentation of the Basic Education Report (BER) 2023, Duterte acknowledged the need to build and repair school facilities in order to accommodate the learning needs of millions of students in the country.

“The lack of school infrastructure and resources to support the ideal teaching process is the most pressing issue pounding the Philippine basic education,” she said.

“The Department is not blind to the reality that there is a need to build, repair, and maintain school infrastructures to accommodate the growing number of learners all over the Philippines,” she added.

There are more than 28.4 million students enrolled in 44,931 public schools and 12,162 private schools nationwide in the current academic year.

Citing latest data, Duterte said only 104,536 out of the 327,851 school buildings in the country are in good condition.

There are also 100,072 school buildings that need minor repairs, 89,252 that need major repairs, and 21,727 that are set for condemnation.

Another challenge that Duterte pointed out with regard to infrastructure was that schools are not calamity-proof, thus prone to earthquakes, typhoons, landslides, flooding, and even armed conflicts.

She said Typhoon Odette in December last year damaged a total of 17,263 classrooms in the Visayas region alone.

“We need P9.82 billion for the repair and replacement of Odette-damaged classrooms in the Visayas alone. For 2023, the Department has allocated a total of P15.6 billion for new construction,” she said.

With this budget, Duterte said DepEd could build around 6,000 classrooms in 2023.

During the first day of the resumption of the in-person classes for School Year 2022-2023, Duterte had said that classroom shortage should not be an excuse to keep the students from going back to in-person classes .

Duterte also mentioned that DepEd is seeing a decline of enrollment figures in private schools, prompting some of them to stop their operations.

She said that more than 1,600 private schools nationwide closed down from 2020 to 2022.

As a solution to all these issues, Duterte discussed that as part of its “MATATAG” education agenda, DepEd is committed to take steps to improve the delivery of basic education facilities and services.

She said the agency recently established the School Infrastructure and Facilities Strand devoted to addressing long-standing issues on educational facilities and infrastructure. This strand will be headed by DepEd Undersecretary Epimaco Densing III.

“We commit to closing the remaining gaps in school infrastructure with policies to eliminate corruption, and insulate the allocation of school building funds from politicization,” she said.

The Education chief also vowed to provide schools with electricity within the next 5 years, and establish fully-functional library hubs in DepEd’s division offices.

Duterte also said that DepEd will optimize the use of technology, both online and offline, to make sure that students have opportunities to learn even in the event of a pandemic or other emergencies.

“We will provide e-classroom packages for teaching and learning. Each package will consist of 46 laptops, two charging carts, two wireless routers, and one smart TV. This will accelerate the integration of ICT in teaching and learning and institutionalize blended learning,” she added.  — RSJ, GMA Integrated News

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Basic Education Report 2023 unveils major challenges facing Philippine schools

Basic Education Report 2023 Sa pangunguna ni Vice President and Department of Education Secretary Sara Z. Duterte, samahan ang buong Kagawaran ng Edukasyon ngayong araw sa Basic Education Report (BER) 2023. Iuulat sa BER 2023 ang kasalukuyang estado ng basic education, napapanahong mga isyu, at implementasyon ng mga programang pang-edukasyon ng Kagawaran. #BER2023 #MATATAG #DepEdPhilippines #DepEdTayo Posted by DepEd Philippines on Sunday, January 29, 2023

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Basic Education Report 2023: Challenges and prospects

Read this in The Manila Times digital edition.

VICE President and Education Secretary Sara Duterte presented the Basic Education Report (BER) last Jan. 30, 2023, which basically lays out the agenda for her department. The report diagnoses the ills that plague the country's basic education system, which has since become a laggard in Southeast Asia.

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LIST: 5 education issues that the next DepEd chief needs to address

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

MANILA, Philippines – As the new government assumes office on June 30, the incoming administration of president-elect Ferdinand Marcos Jr. would inherit several long-standing issues across different sectors, including the education crisis worsened by the COVID-19 pandemic.

Two days after the elections on May 11, Marcos already appointed vice president-elect Sara Duterte as the new secretary of the Department of Education (DepEd). Critics have voiced out their concerns regarding the appointment, questioning her expertise and qualifications. For them, Duterte’s vision “does not address the current crisis besetting the sector.” (READ: Groups oppose Marcos Jr.’s decision to appoint Sara Duterte as DepEd chief )

But for her supporters, Duterte would do well as DepEd chief because she served as mayor for nine years in Davao City. This position, they said, made Duterte very much involved in many projects in her hometown, which means she would be a “hands-on” leader as well as DepEd chief. Davaoeños said that social service programs got bigger funding under Duterte’s watch. (READ: Sara, the other Duterte )

To head the agency tasked to fix the country’s education system would not be an easy job. Experts have said that the country’s poor education quality was a result of decades of neglect and underinvestment.

Rappler listed the issues that Duterte needs to address as she takes on the role of education secretary as the country recovers from the disruption in education brought by the pandemic.

Open all schools for in-person classes

Over two years into the pandemic, the Philippines is among the few countries in the world whose schools have not fully opened for in-person classes. As of April 22, there have been about 25,786 schools holding in-person classes. There are an estimated 60,000 public and private schools in the country.

Data from the World Bank shows that the Philippines’ learning-adjusted years of school (LAYS) proficiency would be pushed back from 7.5 years pre-pandemic to 5.9 to 6.5 years, depending on the length of further school closures and the effectiveness of the remote learning setup.

This means that while the Philippine basic education system offers 12 years of instruction, Filipino students show proficiency equivalent to only around six years spent in school. (READ: Distance learning in the Philippines: A year of hits and misses )

When asked at a recent press conference if more face-to-face classes would be allowed by August or the start of school year 2022 to 2023, Duterte replied,  “We are targeting that.”

Hire more teachers, aides

In a text message to Rappler, Philippine Business for Education executive director Love Basillote said that Duterte should hire more teachers and teaching aides for students to “recover from learning losses.”

The pandemic highlighted the plight of public school teachers as they struggled to attend to the learning needs of their students due to their administrative work. Lawmakers and senators earlier said that administrative work should be off-loaded from them so they could focus on teaching.

Better compensation package for teachers

In a statement on June 18, the Teachers Dignity Coalition (TDC) appealed for a better compensation package for teachers and educators both for public and private institutions. They also asked for provision of free laptops and internet services as most teachers had to dig into their own pockets to cover the costs of teaching under the remote learning setup. For years, teachers have been leaving the country in their quest for better pay and better working conditions.

The DepEd had said that the new normal in education would be a blended learning approach – a mix of online and in-person classes. (READ: What will be the ‘new normal’ in PH education post-pandemic? )

Addresss backlog of facilities in schools

Most schools are having a hard time meeting the building requirements for in-person classes, such as having separate entrance and exit doors, and making available basic health facilities – including hand-washing facilities and school clinics.

Classroom shortages have been a problem even before the pandemic. A class of  75 to 80 students was packed  into one classroom supposedly meant for a class of only 40. To make up for the lack of classrooms, class shifting had been implemented to accommodate enrollees every year. (READ:  Classroom shortages greet teachers, students in opening of classes )

Under the new normal, crowded classrooms are no longer allowed. The conduct of in-person classes currently imposes a ceiling of only 12 students in kindergarten, 16 students for grades 1 to 3, and 12 to 20 students for senior high school, although the DepEd said the health department had already advised them to ease physical distancing in classrooms. This doesn’t mean though that a class of 70 students would be packed again in a room.

Review K to 12 curriculum

“We want an education system that inculcates patriotism in the hearts of Filipinos and promotes peace and respect for human rights. A curriculum that will produce Filipinos who are proud of their history, culture and traditional values,” said TDC chairperson Benjo Basas.

Experts have been calling on the government to review the K to 12 curriculum to include important issues that need to be discussed, especially in this age of social media. For one, they said that media and information literacy should be taught, not only under the senior high school program, but for lower grade levels as well – because students as young as 7 years old are already attending online classes.

Filipinos have become more deeply immersed in the internet due to the pandemic, especially since almost everything, particularly classes, shifted online.

An informal Rappler survey conducted on its website showed that most of the respondents have been using social media more frequently because of the pandemic. Majority (60%) said they had been spending more than four hours on social media a day since the pandemic. Only 18% claimed to have already been spending the same amount of time on social media prior to the pandemic. The survey gathered over 33,000 responses but only those without fraudulent responses were included in the analysis (2,324 responses).

Aside from this, advocates have also been calling to bring back Philippine history classes to the core curriculum of instruction of  araling panlipunan  (social studies) in the high school programs. This is essential especially given the way information about Philippine history has been twisted in the last few years.

Read Rappler’s two-part series on History in Crisis : History in crisis: Easier for students to fall for disinformation in distance learning setup History in crisis: Review K to 12 curriculum, open the schools

There might be more issues in the education sector that need urgent attention. But those mentioned above already give an idea of how tough the job of the next DepEd chief would be. Will Sara Duterte be up to it and prove her critics wrong? – Rappler.com

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Global report reveals major gaps in menstrual health and hygiene in schools

NEW YORK, GENEVA , 28 May 2024 –  Around the world, menstrual health and hygiene needs are being overlooked due to limited access to information, education, products and services, as well as inadequate facilities and inequalities.

A new report, Progress on drinking water, sanitation, and hygiene in schools 2015–2023: special focus on menstrual health , launched by UNICEF and WHO on Menstrual Hygiene Day, analyses for the first time emerging national data on menstrual health and hygiene in schools globally.

Ten key facts from the report:

• Worldwide, only 2 out of 5 schools (39%) provide menstrual health education. This increases in secondary schools, with 84% of secondary schools in Central and Southern Asia, for example, providing menstrual education, compared to 34% in primary schools. 
• Less than 1 in 3 schools (31%) globally have bins for menstrual waste in girls’ toilets. This drops to 1 in 5 schools in Least Developed Countries (17%), and only 1 in 10 schools (or 11%) in sub-Saharan Africa. 
• Menstrual products are not always readily available, with many unable to afford them. In sub-Saharan Africa, for example, only 1 in 8 schools (12%) provide menstrual materials for free or for purchase. 
• In many countries, adolescent schoolgirls do not have access to a clean toilet or other dedicated private space to change menstrual products in school. 
• Unequal access to water and soap is an additional issue for millions of adolescent schoolgirls. Girls in urban areas, private schools and girls-only schools are more likely to have access to a private place with water and soap, highlighting inequalities even within the same country. 
• Millions around the world are unaware or unprepared for menstruation before having their first period. A study in Ethiopia, for example, reveals that less than half the surveyed girls knew about their periods before their first time. 
• Studies show that stigma related to menstruation remains widespread, with adolescents often feeling ashamed or unable to openly discuss the topic. This shame can affect their mental health and school attendance. 
• No national datasets were identified on how many teachers are trained to teach about menstrual hygiene, indicating a significant gap in educational support. Teachers play a crucial role in providing accurate information and creating a supportive environment, but without proper training they are ill-equipped to address students' needs. 
• Only 30 countries, over one-third in sub-Saharan Africa, have relevant data tracking at least one of the globally recommended priority indicators. This lack of data hampers efforts to understand and address the issues comprehensively. 
• While countries such as Zambia and the Philippines have shown marked improvements in making menstrual products and services available in schools, more needs to be done. Change is possible with targeted policies and investments. 

The report underscores the urgent need for global action to improve menstrual health and hygiene in schools. By addressing these issues, we can ensure that every schoolgirl can manage her menstruation with dignity, safety and confidence.

The new UNICEF-WHO report also includes progress on broader access to water, sanitation, and hygiene in schools. Today, 1 in 5 children (447 million) still lack basic drinking water services at their school, 1 in 5 lack basic sanitation services (427 million), and 1 in 3 children (646 million) don’t have access to basic hygiene services. Achieving the relevant Sustainable Development Goal by 2030 will require a two-fold increase in current rates of progress for basic drinking water, a two-fold increase for basic sanitation, and a four-fold increase for basic hygiene services.

Notes to Editors  

The WHO/UNICEF Joint Monitoring Programme (JMP) report - Progress on drinking water, sanitation, and hygiene in schools 2000-2023: special focus on menstrual health – compiles data on global progress towards achieving universal access to safe drinking water, sanitation, and hygiene (WASH), and for the first time includes a section on menstrual health. The emerging data measures global progress against several indicators which shed light on how many adolescent schoolgirls are not yet able to meet their menstrual needs across the world, and the efforts required until we are able to create a period-friendly world for all.

National data availability for menstrual health remains limited and indicator definitions vary making cross-country comparison difficult. Global and regional estimates are aggregates and should be treated as such.

Access the report and data here .

Dedicated to the well-being of all people and guided by science, the World Health Organization leads and champions global efforts to give everyone, everywhere an equal chance at a safe and healthy life. We are the UN agency for health that connects nations, partners, and people on the front lines in 150+ locations – leading the world’s response to health emergencies, preventing disease, addressing the root causes of health issues and expanding access to medicines and health care. Our mission is to promote health, keep the world safe and serve the vulnerable. www.who.int

About UNICEF

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.

For more information about UNICEF and its work for children visit  www.unicef.org

Follow UNICEF on  Twitter ,  Facebook ,  Instagram  and  YouTube

The WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene is responsible for monitoring global progress towards the Sustainable Development Goals (SDG) targets and indicators related to drinking water, sanitation, and hygiene (WASH). The JMP produces national, regional, and global estimates of progress on WASH in households, schools, and healthcare facilities.

Progress on drinking water, sanitation, and hygiene in schools 2000–2023: special focus on menstrual health

Download the infographic: Highlights - WASH in schools in 2023

More information on WHO's work on water, sanitation and hygiene

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For further information:

WHO media contact: [email protected]

Iris Bano Romero, UNICEF New York, +19178048093, [email protected]

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McKinsey Technology Trends Outlook 2023

After a tumultuous 2022 for technology investment and talent, the first half of 2023 has seen a resurgence of enthusiasm about technology’s potential to catalyze progress in business and society. Generative AI deserves much of the credit for ushering in this revival, but it stands as just one of many advances on the horizon that could drive sustainable, inclusive growth and solve complex global challenges.

To help executives track the latest developments, the McKinsey Technology Council  has once again identified and interpreted the most significant technology trends unfolding today. While many trends are in the early stages of adoption and scale, executives can use this research to plan ahead by developing an understanding of potential use cases and pinpointing the critical skills needed as they hire or upskill talent to bring these opportunities to fruition.

Our analysis examines quantitative measures of interest, innovation, and investment to gauge the momentum of each trend. Recognizing the long-term nature and interdependence of these trends, we also delve into underlying technologies, uncertainties, and questions surrounding each trend. This year, we added an important new dimension for analysis—talent. We provide data on talent supply-and-demand dynamics for the roles of most relevance to each trend. (For more, please see the sidebar, “Research methodology.”)

New and notable

All of last year’s 14 trends remain on our list, though some experienced accelerating momentum and investment, while others saw a downshift. One new trend, generative AI, made a loud entrance and has already shown potential for transformative business impact.

Research methodology

To assess the development of each technology trend, our team collected data on five tangible measures of activity: search engine queries, news publications, patents, research publications, and investment. For each measure, we used a defined set of data sources to find occurrences of keywords associated with each of the 15 trends, screened those occurrences for valid mentions of activity, and indexed the resulting numbers of mentions on a 0–1 scoring scale that is relative to the trends studied. The innovation score combines the patents and research scores; the interest score combines the news and search scores. (While we recognize that an interest score can be inflated by deliberate efforts to stimulate news and search activity, we believe that each score fairly reflects the extent of discussion and debate about a given trend.) Investment measures the flows of funding from the capital markets into companies linked with the trend. Data sources for the scores include the following:

• Patents. Data on patent filings are sourced from Google Patents.
• Research. Data on research publications are sourced from the Lens (www.lens.org).
• News. Data on news publications are sourced from Factiva.
• Searches. Data on search engine queries are sourced from Google Trends.
• Investment. Data on private-market and public-market capital raises are sourced from PitchBook.
• Talent demand. Number of job postings is sourced from McKinsey’s proprietary Organizational Data Platform, which stores licensed, de-identified data on professional profiles and job postings. Data is drawn primarily from English-speaking countries.

In addition, we updated the selection and definition of trends from last year’s study to reflect the evolution of technology trends:

• The generative-AI trend was added since last year’s study.
• We adjusted the definitions of electrification and renewables (previously called future of clean energy) and climate technologies beyond electrification and renewables (previously called future of sustainable consumption).
• Data sources were updated. This year, we included only closed deals in PitchBook data, which revised downward the investment numbers for 2018–22. For future of space technologies investments, we used research from McKinsey’s Aerospace & Defense Practice.

This new entrant represents the next frontier of AI. Building upon existing technologies such as applied AI and industrializing machine learning, generative AI has high potential and applicability across most industries. Interest in the topic (as gauged by news and internet searches) increased threefold from 2021 to 2022. As we recently wrote, generative AI and other foundational models  change the AI game by taking assistive technology to a new level, reducing application development time, and bringing powerful capabilities to nontechnical users. Generative AI is poised to add as much as $4.4 trillion in economic value from a combination of specific use cases and more diffuse uses—such as assisting with email drafts—that increase productivity. Still, while generative AI can unlock significant value, firms should not underestimate the economic significance and the growth potential that underlying AI technologies and industrializing machine learning can bring to various industries.

Investment in most tech trends tightened year over year, but the potential for future growth remains high, as further indicated by the recent rebound in tech valuations. Indeed, absolute investments remained strong in 2022, at more than $1 trillion combined, indicating great faith in the value potential of these trends. Trust architectures and digital identity grew the most out of last year’s 14 trends, increasing by nearly 50 percent as security, privacy, and resilience become increasingly critical across industries. Investment in other trends—such as applied AI, advanced connectivity, and cloud and edge computing—declined, but that is likely due, at least in part, to their maturity. More mature technologies can be more sensitive to short-term budget dynamics than more nascent technologies with longer investment time horizons, such as climate and mobility technologies. Also, as some technologies become more profitable, they can often scale further with lower marginal investment. Given that these technologies have applications in most industries, we have little doubt that mainstream adoption will continue to grow.

Organizations shouldn’t focus too heavily on the trends that are garnering the most attention. By focusing on only the most hyped trends, they may miss out on the significant value potential of other technologies and hinder the chance for purposeful capability building. Instead, companies seeking longer-term growth should focus on a portfolio-oriented investment across the tech trends most important to their business. Technologies such as cloud and edge computing and the future of bioengineering have shown steady increases in innovation and continue to have expanded use cases across industries. In fact, more than 400 edge use cases across various industries have been identified, and edge computing is projected to win double-digit growth globally over the next five years. Additionally, nascent technologies, such as quantum, continue to evolve and show significant potential for value creation. Our updated analysis for 2023 shows that the four industries likely to see the earliest economic impact from quantum computing—automotive, chemicals, financial services, and life sciences—stand to potentially gain up to $1.3 trillion in value by 2035. By carefully assessing the evolving landscape and considering a balanced approach, businesses can capitalize on both established and emerging technologies to propel innovation and achieve sustainable growth.

Tech talent dynamics

We can’t overstate the importance of talent as a key source in developing a competitive edge. A lack of talent is a top issue constraining growth. There’s a wide gap between the demand for people with the skills needed to capture value from the tech trends and available talent: our survey of 3.5 million job postings in these tech trends found that many of the skills in greatest demand have less than half as many qualified practitioners per posting as the global average. Companies should be on top of the talent market, ready to respond to notable shifts and to deliver a strong value proposition to the technologists they hope to hire and retain. For instance, recent layoffs in the tech sector may present a silver lining for other industries that have struggled to win the attention of attractive candidates and retain senior tech talent. In addition, some of these technologies will accelerate the pace of workforce transformation. In the coming decade, 20 to 30 percent of the time that workers spend on the job could be transformed by automation technologies, leading to significant shifts in the skills required to be successful. And companies should continue to look at how they can adjust roles or upskill individuals to meet their tailored job requirements. Job postings in fields related to tech trends grew at a very healthy 15 percent between 2021 and 2022, even though global job postings overall decreased by 13 percent. Applied AI and next-generation software development together posted nearly one million jobs between 2018 and 2022. Next-generation software development saw the most significant growth in number of jobs (exhibit).

Image description:

Small multiples of 15 slope charts show the number of job postings in different fields related to tech trends from 2021 to 2022. Overall growth of all fields combined was about 400,000 jobs, with applied AI having the most job postings in 2022 and experiencing a 6% increase from 2021. Next-generation software development had the second-highest number of job postings in 2022 and had 29% growth from 2021. Other categories shown, from most job postings to least in 2022, are as follows: cloud and edge computing, trust architecture and digital identity, future of mobility, electrification and renewables, climate tech beyond electrification and renewables, advanced connectivity, immersive-reality technologies, industrializing machine learning, Web3, future of bioengineering, future of space technologies, generative AI, and quantum technologies.

End of image description.

This bright outlook for practitioners in most fields highlights the challenge facing employers who are struggling to find enough talent to keep up with their demands. The shortage of qualified talent has been a persistent limiting factor in the growth of many high-tech fields, including AI, quantum technologies, space technologies, and electrification and renewables. The talent crunch is particularly pronounced for trends such as cloud computing and industrializing machine learning, which are required across most industries. It’s also a major challenge in areas that employ highly specialized professionals, such as the future of mobility and quantum computing (see interactive).

Michael Chui is a McKinsey Global Institute partner in McKinsey’s Bay Area office, where Mena Issler is an associate partner, Roger Roberts  is a partner, and Lareina Yee  is a senior partner.

The authors wish to thank the following McKinsey colleagues for their contributions to this research: Bharat Bahl, Soumya Banerjee, Arjita Bhan, Tanmay Bhatnagar, Jim Boehm, Andreas Breiter, Tom Brennan, Ryan Brukardt, Kevin Buehler, Zina Cole, Santiago Comella-Dorda, Brian Constantine, Daniela Cuneo, Wendy Cyffka, Chris Daehnick, Ian De Bode, Andrea Del Miglio, Jonathan DePrizio, Ivan Dyakonov, Torgyn Erland, Robin Giesbrecht, Carlo Giovine, Liz Grennan, Ferry Grijpink, Harsh Gupta, Martin Harrysson, David Harvey, Kersten Heineke, Matt Higginson, Alharith Hussin, Tore Johnston, Philipp Kampshoff, Hamza Khan, Nayur Khan, Naomi Kim, Jesse Klempner, Kelly Kochanski, Matej Macak, Stephanie Madner, Aishwarya Mohapatra, Timo Möller, Matt Mrozek, Evan Nazareth, Peter Noteboom, Anna Orthofer, Katherine Ottenbreit, Eric Parsonnet, Mark Patel, Bruce Philp, Fabian Queder, Robin Riedel, Tanya Rodchenko, Lucy Shenton, Henning Soller, Naveen Srikakulam, Shivam Srivastava, Bhargs Srivathsan, Erika Stanzl, Brooke Stokes, Malin Strandell-Jansson, Daniel Wallance, Allen Weinberg, Olivia White, Martin Wrulich, Perez Yeptho, Matija Zesko, Felix Ziegler, and Delphine Zurkiya.

They also wish to thank the external members of the McKinsey Technology Council.

This interactive was designed, developed, and edited by McKinsey Global Publishing’s Nayomi Chibana, Victor Cuevas, Richard Johnson, Stephanie Jones, Stephen Landau, LaShon Malone, Kanika Punwani, Katie Shearer, Rick Tetzeli, Sneha Vats, and Jessica Wang.

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