Model evaluation for extreme risks

Current approaches to building general-purpose AI systems tend to produce systems with both beneficial and harmful capabilities. Further progress in AI development could lead to capabilities that pose extreme risks, such as offensive cyber capabilities or strong manipulation skills. We explain why model evaluation is critical for addressing extreme risks. Developers must be able to identify dangerous capabilities (through "dangerous capability evaluations") and the propensity of models to apply their capabilities for harm (through "alignment evaluations"). These evaluations will become critical for keeping policymakers and other stakeholders informed, and for making responsible decisions about model training, deployment, and security

Capacity Building for Chicago Job Development: An Assessment of Chicago Job Developers' Needs and Emerging Solutions for Today's Tight Labor Market

The findings of this study suggest that little focus has been placed on the training and resource needs of the Job Developers themselves -- the men and women on the front lines who are tasked with finding employment for the most difficult-to-employ members of our society. Most Job Developers know about and receive very little training. When training does occur, it is typically a one-shot session sponsored by a particular funding source and limited to only those grantees. Some participants in this study expressed frustration at the lack of depth, quantity, frequency and location of funder-sponsored training and of the topics covered in past trainings. At the same time, Job Developers must possess a wide range of skills and the ability to influence a diverse constituency to be effective

Making sense of doctoral training reforms in the social sciences:

Educational reforms are increasingly driven by political and economic forces beyond the university. In this paper I describe how the policy initiatives of the United Kingdom’s Economic and Social Research Council (ESRC) have steadily reshaped the length, content and structure of doctoral education in the social sciences. This history of the Council’s willingness to respond to national and international policy concerns about the doctorate dates back to the early years of the Thatcher Government in the 1980s. As well as redefining the doctoral student experience, this interventionist policy environment potentially challenges the institutional autonomy of academics and others involved in educational development. In this article I explore the implications of this for doctoral training provision, and for the meaning of educational development itself. I end by pointing to the possibilities for policy ‘activism’ in responding to these changes

Ready for Tomorrow: Demand-Side Emerging Skills for the 21st Century

As part of the Ready for the Job demand-side skill assessment, the Heldrich Center explored emerging work skills that will affect New Jersey's workforce in the next three to five years. The Heldrich Center identified five specific areas likely to generate new skill demands: biotechnology, security, e-learning, e-commerce, and food/agribusiness. This report explores the study's findings and offers recommendations for improving education and training in New Jersey

Financing Entrepreneurship Programs for Youth Transitioning Out of Foster Care

This publication is one of a series of briefs exploring strategies for financing supports and services that help youth in foster care make successful transitions to adulthood. The Finance Project produced this brief with support from the Foster Care Work Group. The Foster Care Work Group (FCWG) is one of three work groups of the Youth Transition Funders Group (YTFG), a collaboration of foundation leaders dedicated to improving the lives of the nation's most vulnerable young people. Foundation leaders participating in the YTFG are committed to achieving a common vision -- ensuring that vulnerable youth are connected by age 25 to institutions and support systems that will enable them to succeed throughout adulthood. The FCWG brings together foundation leaders with a shared interest in preparing youth in foster care for their transition out of the child welfare system and providing them pathways to lifelong economic well-being

Getting In, Staying On, Moving Up: A Practitioner's Approach to Employment Retention

Changes in workforce development policy are requiring employment programs to develop job retention strategies. This report looks at the Vocational Foundation, Inc. (VFI), one of New York Citys most respected employment programs for disadvantaged youth, and the principles that underlie its successful job retention program, Moving Up, a 24-month postplacement strategy for placing and keeping clients in jobs. VFI is one of only a handful of programs nationwide with a well-defined job retention strategy and an internal MIS system designed to track participant outcomes. The report describes in detail the elements of VFIs program, from recruitment and training to job placement and follow-up, and closes with nine principles of effective practice for workforce programs to consider as they develop their own retention efforts

Employment Program Components: Considerations for Modifying Programming for People Experiencing Homelessness

Employment programs typically include assessment, job search assistance, work readiness training, occupational training, job placement, and retention services. Research and experience suggest that programs can best meet individual needs, strengths, and interests by modifying these elements to ensure flexible services that support each individual's personal and developmental needs as they transition to employment. This best practice brief highlights a menu of enhancements and examples that programs may consider in providing supportive, flexible services for individuals experiencing or at risk of homelessness

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ