Universities currently tend to be a one-way street into work. Multiversities would operate like career roundabouts with turnoffs into both work and study. This would be a fundamental shift, culturally and educationally. Even if we pushed our peak age of creativity into early adulthood, that still leaves a long creative downslope during which our capacity to teach ever-older dogs ever-newer tricks would become ever-more difficult. Lifelong learning and re-skilling of adults has been difficult to make a reality for a reason. The right infrastructure will be needed to support this shift and to create the incentives to sustain it through our 100-year lives. For understandable reasons, there has been an upsurge in interest in this issue recently, including in the UK. Philip Augar is leading a government review of post-18 education which is due to report this year.45 Both of the main opposition parties have also initiated reviews. The Centenary Commission on Adult Education (of which I am a patron) began work just last month to assess the future needs of the educational system.46 There are already models which may offer some clues on a future direction of travel. The Open University celebrates its 50th birthday this year. Since its inception, it has been a model of flexible lifelong learning, 44  Haldane (2018a). Prime Minister launches major review of post-18 education in 2018 https://www.gov.uk/government/news/prime-minister-launchesmajor-review-of-post-18-education 46 1919 Centenary Commission was launched in 2019 https://www.wea.org.uk/news-events/news/1919-centenary-commission-launches 45  18  All speeches are available online at www.bankofengland.co.uk/speeches  18  vocational and cognitive.

That has been true of every industrial revolution. Nowhere have these costs been felt more acutely than here in Glasgow.   These disruptive side-effects do not self-heal. They need to be managed if the fruits of innovation are not to rot in the fields. That means social safety nets to protect the livelihoods of those disrupted by innovation. And it means social institutions supporting the up-skilling of people. The GSA is a social institution created precisely to meet the latter need. 2  All speeches are available online at www.bankofengland.co.uk/speeches  2    The next 50 years may bring opportunities and challenges every bit as great as any in the past. The Fourth Industrial Revolution will offer huge potential to individuals, economies and societies. But the engine of growth may change, with artificial rather than human intelligence playing a much larger role. Some have called this Life Version 3.0.   The creative forces unleashed by the Fourth Industrial Revolution will need to be carefully managed to avoid a tear in the social fabric. This is likely to require new sets of skills, with creative and social skills at a greater premium. It may require new sets of social institutions and safety nets. And it may require a reorientation of our approach to education, training and work.   The “creative industries” are a thriving sector of the UK economy, generating £ billion of value-added each year. But, in future, we may need every industry and every worker to see themselves as creative.