EDUC 103 or EDUC 104 (The Teacher and the Community, School Culture, and Organizational

Leadership)

Lesson 4: Social Changes and Challenges Brought by the 4th Industrial Revolution

Fourth Industrial Revolution (Davis, 2016)

- Builds on the Digital Revolution with cyber-physical systems providing new
mechanisms and allowing technology to be embedded within societies and
even the human body. It is marked by emerging technology breakthroughs in
a number of fields including robotics, artificial intelligence,
nanotechnology, quantum computing, biotechnology, internet of things,
3D printing, and autonomous vehicles (Bernard et. al. 2016)

- Is fundamentally different from the previous three industrial revolutions.

Accordingly, these new and emerging technologies have great potential to
continue to connect billions more people to the web, drastically improve the
efficiency of business and organizations, and help regenerate the natural
environment through better asset management.

The Fourth Industrial Revolution brought significant social transformation that

created new world economy characterized by:
a. Wider Employment Opportunities
b. Demand for Quality, Competitive and Flexible Workers
c. Globalization
d. Millennial Workforce
e. Mobility
f. Technological Advancement
g. New Behaviors

Three Literation that needs to be developed to prepare graduates for this 4th
Industrial Revolution:

1. Data Literation
- The ability to read, to analyze, and to use information in the digital world.

2. Technology Literation
- The ability to understand mechanical (system) work, to use the application of
technology like Coding, Artificial Intelligence and Engineering Principles.
 3. Human Literation
- Humanities, Communication, and Design. This calls for development of
leadership skills, social competence, collaboration and teamwork,
professionalism, and new sets of values to be developed among students.

Schools
- Innovation hubs to solve human and social issues.

World Economic Forum (2016)

- Identified examples of skills that need to be learned for human beings to
become productive and enjoy the fullness of life.

Skills

1. Complex Problem Solving

2. Innovation Skills
3. Critical Thinking
4. Creativity
5. People Management
6. Collaboration
7. Emotional Quotient
8. Decision Making
9. Negotiation Skills
10. Entrepreneurship
11. Cognitive Fluency
EDUC 103 or EDUC 104 (The Teacher and the Community, School Culture, and Organizational
Leadership)

Lesson 5: Change Forces and Characteristics of a Good School as an Agent of Social Change

Change Forces
Six Forces Affecting Changes in Schools

1. Bureaucratic Forces
- Are rules, mandates, and other requirements intended to provide direct
supervision, standardized work process, or standardized outcomes that are
used to prescribed change.

2. Personal Forces
- Are personalities, leadership styles, and interpersonal skills of change agents
that could push for changes to happen in school.

3. Market Forces
- Are competition, incentives, and individual choice that are used to motivate
change.

4. Professional Forces
- Are standards of expertise, codes of conduct, collegiality, felt obligations, and
other professional norms intended to build professional community to compel
change.

5. Cultural Forces
- Are shared values, goals, and ideas about pedagogy, relationships, and politics
intended to build covenantal community that is used to compel change.

6. Democratic Forces
- Are democratic social contacts and shared commitments to the common good
intended to build a community that is used to compel change.

Internal Commitment
- Is an essential contributor to school effectiveness.
- Means all faculty, administrators, and staff experience a high degree of
ownership and a feeling of responsibility on the changes that they wish to
happen.
Characteristics of a Good School as an Agent of Social Change

Schools
- Need to evolve and be a model of a good social institution to be an effective
agent of social change.

Good Schools
- Are generally described as being “learner-centered”.

Six Indicators of an Effective School on the study of McBeath, Boyd,

Rand, and Bell (1995)
Affirmed by Seorgiovanni, (2000)

Table 1: Indicators of a Good School from Six Composite Perspectives

Pupil
• Pupils are nice to each other.
• Everyone is treated fairly.
• There is a friendly atmosphere.
• Teachers control the classes but not too strict.
• Teachers help you with things you are not good at.
Teacher
• Communication is good among all members.
• Staff development is good.
• The environment is good to work in.
• Pupils are happy and well-motivated.
• All pupils are helped to achieve what they are capable of.
Parent
• There is welcoming friendly atmosphere.
• Staff are caring and communicate well with pupils.
• Discipline is good.
• Extra time is spent with children wo learn less quickly.
• Relationships are good between teachers and parents.
Management
• Pupils are safe.
• All members of the school community work toward clear objectives.
• A high quality of information is given to parents and visitors.
• Rules are applied evenly and fairly.
• All pupils are helped to achieve what they are capable of.
Support Staff
• Resources are good and up to date.
• Classrooms are clean, warm, and comfortable.
• The environment is friendly and welcoming.
• Staff development involves all staff.
Board Member, Trustee
• Excellent reputation with the local community.
• Strong leadership from senior management.
• A happy and welcoming environment.
• Pupils being helped to reach their individual potential.
• A safe place for pupils.

Schools as Dynamic Social Organization

• The school climate must be professional and friendly to all;

• There must be a positive relationship among students, faculty, staff,
administrators, and stakeholders;
• The classroom atmosphere must be mentally and emotionally engaging for
learning;
• There is enough and adequate support for learning ;
• The teachers and other staff received support for professional and personal
growth;
• The school must be efficient in managing its resources;
• There must be an efficient communication system among teachers, administrators,
staff, parents, and other stakeholders;
• The school has a system to recognize good works and achievements;
• There must be a strong school and home relationship; and
• All members of the school community must be treated with respect.

Remember:
School
- Agent of positive social change and transformation.
- Must elicit support and cooperation from all its constituents and stakeholders.