Despite being a small city-state, Singapore’s star continues to rise as an artificial intelligence hub presenting significant opportunities for international collaboration. Initiatives such as fast-tracking patent approval, incentivizing private investment, and addressing talent shortfalls are making the country a rapidly growing global AI hub. Such initiatives offer potential models for those seeking to leverage the technology and opportunities for collaboration in AI education and talent exchanges, research and development, and governance. The United States and Singapore share similar goals regarding the development and use of trusted and responsible AI and should continue to foster greater collaboration among public and private sector entities.

CSET's Ali Crawford and Jessica Ji submitted this comment to the Office of the National Cyber Director in response to a request for information on a national strategy for a cyber workforce, training, and education.

In the current cyber-threat environment, a well-educated workforce is critical to U.S. national security. Today, however, nearly six hundred thousand cybersecurity positions remain unfilled across the public and private sectors. This report explores high school cybersecurity competitions as a potential avenue for increasing the domestic cyber talent pipeline. The authors examine the competitions, their reach, and their impact on students’ educational and professional development.

In science and technology, U.S. federal prize competitions are a way to promote innovation, advance knowledge, and solicit technological solutions to problems. In this report, the authors identify the unique advantages of such competitions over traditional R&D processes, and how these advantages might benefit artificial intelligence research.

Created through a joint partnership between CSET and the AI Education Project, the AI Education Catalog aims to raise awareness of the AI-related programs available to students and educators, as well as to help inform AI education and workforce policy.

This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.

This policy brief, authored in collaboration with the MITRE Corporation, provides a new perspective on the U.S. Department of Defense’s struggle to recruit and retain artificial intelligence talent. The authors find that the DOD already has a cadre of AI and related experts, but that this talent remains hidden. Better leveraging this talent could go a long way in meeting the DOD’s AI objectives. The authors argue that this can be done through policies that more effectively identify AI talent and assignment opportunities, processes that incentivize experimentation and changes in career paths, and investing in the necessary technological infrastructure.

A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief compares efforts to integrate AI education in China and the United States, and what advantages and disadvantages this entails. The authors consider key differences in system design and oversight, as well as strategic planning. They then explore implications for the U.S. national security community.