spot_img
spot_imgspot_img
October 8, 2026 - 12:52 AM

UNCTAD Says Frontier Technologies Can Disrupt Labour Markets, Create New Inequalities

—

The United Nations Conference on Trade and Development (UNCTAD) has expressed serious concern about frontier technologies, pointing out that it could disrupt labour markets, exacerbate or create new inequalities and raise ethical questions.

Though the UN agency however, added that with the right policies, frontier technologies can help make economies and societies more inclusive and address environmental concerns, it also insisted that they pose new challenges.

According to UNCTAD, a global middle class has emerged, fuelled by rapid growth in emerging economies and other populous and relatively poor countries. ‘’At the same time, wealth is more concentrated with 26 billionaires owning as much as half the global population.’’

To therefore address these challenges, the UN Commission on Science and Technology for Development (CSTD) inter-sessional panel for 2019-2020 is set to continue deliberations on how to make rapid technological change work for all.

Discussions were held on November 7 and 8at the Palais des Nations in Geneva, exploring how to tackle inequalities linked to digital frontier technologies such as artificial intelligence (AI), big data and robotics.

Experts examined how rapid technological change could be used to improve inclusiveness in terms of income, gender, various age groups, people with special needs or other groups facing specific challenges.

UNCTAD’s Director of Technology and Logistics Division and Head of the CSTD Secretariat, Shamika N. Sirimanne, said governments have an important role to play in addressing inequalities.

“Governments and other stakeholders need to ensure the benefits of frontier technologies reach the largest number of people and, especially the most vulnerable and those further behind”, Ms. Sirimanne said.

Stakeholders also need to ensure rapid technological change results in more and better jobs in developed and developing countries, supporting people affected by technological transition to find new livelihood paths with dignity.

Given the network effects and huge economies of scale that characterise digital technologies, innovation at the frontier needs to be supported by effective competition policies to avoid excessive market power concentration.

Business models that allow inclusive innovation should be scaled up, as the private sector can help lift many people out of poverty, complementing state efforts without requiring additional funding.

Further, the international community should support less technologically advanced countries in their aspirations to catch up with the technologically advanced ones.

Interest in using space applications for sustainable development to achieve the Sustainable Development Goals (SDGs) is growing the world over.

Space technologies can help monitor progress towards the goals and support policy decisions by providing real-time information and time-series data from central or remote locations.

They can be used to estimate national and global crop production, monitor infectious disease patterns, detect deforestation and illegal logging.

In addition, they can provide real-time information in disasters and humanitarian crises, estimate national and urban poverty, and help bridge the digital divide through telecommunication satellite services.

Some least developed countries like Bangladesh, Bhutan and the Lao People’s Democratic Republic have recently launched their own satellites.

The CSTD examined how more countries at various income levels can benefit from space technologies regardless of whether they have their own space agencies and space programmes.

Experts deliberated on STI policy options for harnessing space technology for sustainable development and how regional and international research collaboration can support such efforts.

During the meeting, a side event on “Space Applications for Sustainable Development: Copernicus and CropWatch in Action” took place on November 7 from 14:00 to 15:00 in Room XXVI of the Palais des Nations.

The event presented opportunities for developing countries to access data and analytics services from the two programmes in order to advance the SDGs. Leaders from the programmes from the European Union and China participated in the event.

The CSTD inter-sessional panel also reviewed progress made in the implementation of and follow-up to the outcomes of the World Summit on the Information Society (WSIS) at the regional and international levels.

Next year’s WSIS Forum, scheduled for April 6-9 in Geneva, will be a key milestone in the implementation process.

0 0 votes
Article Rating
Subscribe
Notify of
0 Comments
Oldest
Newest Most Voted

Share post:

Subscribe

Latest News

More like this
Related

BREAKING: 20 NYSC Prospective Corps Members Freed After Kidnappers Demand N50m Each

Twenty prospective members of the National Youth Service Corps...

Improve welfare of Nigerian Teachers 

I was and I am a teacher. I was a Parents Teachers Association hired teacher at Oba Akinbiyi High School (II), Mokola, Ibadan in 1997. Apart from that stint, I also taught briefly at a private secondary school during my National Youth Service at Asaba, Delta State as well as at another private secondary school at Akowonjo area of Lagos state around 2001 / 2002. My late father, Deacon Isaac Oyeniyi Ojo taught for about 40 years across several primary schools in Oyo and Osun sates and retired as a headmaster in 1995. At present, I don’t just teach but train people across various democratic institutions namely election management bodies (INEC and SIECs), political parties, media, national and state legislative assemblies, police, and civil society organisations. Information gleaned from the website of UNESCO says “World Teachers’ Day is held annually on 5 October to celebrate all teachers around the globe. It commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, which sets benchmarks regarding the rights and responsibilities of teachers, and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions. In 2026, the Day marks the 60th anniversary of the Recommendation concerning the Status of Teachers.” In Nigeria, this year's celebration focused on five interconnected pillars: innovation, mobility, Artificial Intelligence, inclusion, and professional excellence. The Minister of State for Education, Prof. Suwaiba Ahmad, announced that the selection process for the 2026 World Teachers' Day awards was digitised to promote transparency, accountability, and efficiency. The celebration includes a symposium, a march-past featuring state flags and cultural attire, and the recognition of 14 awardees, including the first, second, and third best teachers receiving prestigious car gifts, while the best Federal Unity College received a bus. Other prizes include laptops. In commemoration of the World Teachers Day, Dr. Akin Ayeni and I were guests on a breakfast programme on Ekiti 91.5 FM, Ado Ekiti last Monday where we dissected the plights of Nigerian teachers and proffered solutions to them. The host was Ademola Adeleke. I enumerated some of the plights of Nigerian teachers to include: Low wages, insecurity, quackery, inadequate classrooms, lecture theatres, libraries and laboratories, high turnover of staff especially in private schools, high workloads, disrespects from parents, students and even government. I made a proverb on the programme. Elo ni teacher ngba, ti o ntuto s’owo ka’wo osu (meaning, how much does a teacher earn that he or she needs to use saliva to count salary). This was a random joke even among teachers when they used to collect their salary in cash. This day, they receive their wages via online money transfer. The proverb however is meant to drive home the paltry nature of the salaries and wages of teachers cum lecturers. I recall the sticker produced by Academic Staff Union of Universities many years ago which has the inscription “My take home pay cannot take me home”. That’s very instructive. On issue of insecurity, according to Daily Trust of October 1, 2022, “The registrar of the Teachers Registration Council of Nigeria, Professor Josiah Ajiboye, said attacks on schools by insurgents have claimed the lives of more than 2,295 teachers in the North East between 2009 and 2022.” The PUNCH in its June 5, 2026 online edition reported that “An estimated 603 students and teachers have been kidnapped in seven mass abductions across schools in Nigeria between March 2024 and May 2026 under President Bola Tinubu, despite the N145bn Safe Schools Initiative.” Recall that on May 15, 2026, a total of 46 persons – seven teachers and 39 students – were abducted from Community High School Ahoro-Esinele and Yawota Baptist Nursery and Primary School in Oriire Local Government Area of Oyo State. Thankfully, most of them were rescued though two teachers were murdered by the bandits.  Michael Oyedokun, was reportedly beheaded, while John Olaleye, was shot dead during the attack. It is noteworthy that some university lecturers have also been abducted in the past. The heavy workloads and low wages have resulted into brain drain and high turnover of teaching staff across our academic institutions. Many education graduates don’t want to teach. The lecturers in tertiary institutions are leaving in droves for greener pasters abroad. Many teachers today take the job as a last resort when better options are not available. Many of the private schools recruit untrained teachers. They side step the federal government policy of having every teacher certified by Teachers Registration Council of Nigeria. Recall that the TRCN regulates the teaching profession in Nigeria by setting standards, accrediting teacher education programmes, registering qualified teachers, and enforcing professional ethics.  It establishes national minimum standards for teacher education and monitors teacher training institutions, including Colleges of Education, university faculties, polytechnic schools of education, and the National Teachers Institute. Unlike in the 20th century when teachers in Nigeria were widely respected and seen as mini-God, in contemporary times, there have been situation where pupils and students openly abuse teachers, bully them and even beat them up. Some irresponsible parents have even gone to school to harass and molest teachers for caning or meting out corporal punishments to their wards and children. Thus, many teachers now work in an atmosphere of fear. Mrs. Comfort Fasunwon is a multiple award-winning teacher in Ondo State, here is an excerpt from what she wrote on her Facebook wall in commemoration of the 2026 World Teachers Day “To my fellow teachers, today.  Teaching is not always easy. There are days when the workload is heavy, resources may be limited, and the results of our efforts may not be immediately visible. Yet we continue to show up, teach, encourage, correct, inspire and believe in our students. Sometimes, the greatest reward of a teacher is not a certificate or trophy. It is seeing a child who once struggled begin to understand. It is watching a student grow in confidence. It is meeting a former student years later and hearing the words, “Ma or sir, you made a difference in my life.” My plead to government at all level as well as private schools’ owners is to ensure that their schools are well resourced and staff welfare is made paramount. Professionalism should be their watchwords. Teachers’ rewards shouldn’t be in heaven; a foretaste of that should be here on earth. Best wishes to fellow teachers and nation builders. Remember the popular song that says “Anyone who hates teachers will homeschool his or her  child” I.G: @jideojong  

Over 22,000 Arms Recovered Across Nigeria in 10 Years – NCCSALW

The National Centre for the Control of Small Arms...

NBA Calls for End to Torture, Deaths in Nigeria’s Detention Centres

The Nigerian Bar Association (NBA) has called for tougher...
Join us on
For more updates, columns, opinions, etc.
WhatsApp
0
Would love your thoughts, please comment.x
()
x