Module g Lesson g 9 Curricular Landscape of the 21* Century 479 “2 Education 4.0 in the School Curriculum pss Oi Watch TED X Talks on Eq snswers tO the following questi 1, What is Education 4,09 at learni i 2. Ye AMning Outcomes are expected to be realized in Education ion 4.0 then as a group discuss your 3. Which skills must students be taught? 4, Which should be the points of e: is i i align to Education 405 mphasis in the curriculum to 5. Which current curricular practices, particularly in teaching and assessing methods and techniques, must be modified to respond to the demands of the times? Industrial Revolution 4.0 (IR) and Education 4.0 Education.4.0 is a response to Industrial Revolution 4.0 or IR 4.0. What is IR 4.0? This is the Fourth Industrial Revolution. Obviously, the Fourth Industrial Revolution came after a First, Second and Third Industrial Revolution which are’ referred to as IR 1.0, IR'2.0 and IR 3.0, respectively. In.the first place, you may ask what Industrial Revolution is all about. Schwab, the founder and executive chairman of the World Economic Forum, the International Organization for Public-Private Cooperation, describes an industrial revolution as the appearance of “new technologies and novel ways of perceiving the world [that] trigger a profound change in economic and social structures. Ky *180 THE TEACHER AND THE SCHOOL CURRICULUM With the ste, steam engine. € ad es machine. Many laborer, Heit jobs even more efficiently and mass production. Thin 9 IR 1,0 was the invention 0 engine, human labor was replaced : lost their jobs because machines di IR 2.0 was the age of science f electricity. There were started to speed up with the discovery ngines, airplanes, chemica) number of key inventions - gasoline limited to the laborate, fertilizer. Advancements in science wercn to the factories, the mog, Scientific principles were brought right m rch effectively powered notable of which is the assembly line, bi company where by the mass production, Recall here Henry For d cars with gasolin early part of the 20 century mass-produce ie engine built on an assembly line. ‘ IR 3.0 is igital revolution. We A dlectesais and aechial devices to digital tochnomegy hick dramatically disrupted industries, especially glo alti ion- comput ns, We are now enjoying the blessings of digital revo ith an ant Tt cellphones. We used to tune in our television wit cee a (analog). This is now replaced by an Internet-connected’ fable that lets you stream movies (digital). IR 4.0 is computers connected to computers. It ls inteconnectivity. It’s the Internet of Things (IoT), Artificial Intelligence. In IR4.0 we have robots, driverless cars, genetic sequencing and editing, miniaturized sensors, and 3D printing, to name some. We get digitally connected to one another across the globe. We can know anything, anytime, anywhere. Global community connects everything, everywhere always - the INTERNET of Everything, Stem cell curing becomes obsolete. With genetic Sequencing and editing, we can now remove the sickness, We moved from analo Education 4.0 With all these profound changes brought about by IR 4.0, how should education be? What and how should schools teach? What should curriculum consist of? What should curriculum focus on? The answer or answers to: these questions are actually what Education 4.0 means. In other words, Education 4.0 is the response of the education sector to all the changes brought about by IR 4.0. Schools have no choice but to respond to the dramatic changes brought about by IR 4.0, if they have to be relevant, Higher education institutions cannot ignore these developments or else become irrelevant. To be relevant, schools should consider some Statistics: 7 z . . a je hy * 80% of the skills trained in the last 50 Years can now be outperformed by machines % * 65% of children who entered in 2018 will workin a job that have not been invented yet \ 4(Module 8 - Curricular Landscape of the 21" Century 181 8: 880N 8.2 ~ Ed x School Curriculum 49% of current job have th ; lucation 4.0 in the Schoo! (Statistics, Whelsh, 29 8) © potential for machine replacement With the efficie, . : by machines with a of Machines, routinized jobs can be done human laborers rust he efficiency than human laborers. So advantage. But machine it how to tise the machines at their as creativity, flexibility cok 'Mportant human characteristics such then should focus on “pasion and empathy. Schoo! curricula ve he develo . S reativi Pment of these innately human aally teak ha “reativity, flexibility, compassion: and empathy. Actua ty and flexibility, compassion andiempathy form part of the 10 skills demarided b Economic Forum Report as follow 4.0 enumerated by the World © taugh S | ¢ Complex Problem Solving * Critical Thinking « Creativity * People Management * Coordinating with Others. ., * Emotional Intelligence ; * Judgment and Decision- making * Service Orientation * Negotiation . * Cognitive Flexibility (Source: World Economic Forum Report) ‘ _ Education 4.0 must intentionally and formally include program outcomes, course outcomes and learning outcomes that are focused on the development of the 10 skills for success in IR 4.0. School curricula should develop a new generation that is analytical in their way of thinking and is continuously adaptable to new skills and new roles, hy . Course content must necessarily, purposively (not incidental teaching) include or integrate these 10 skills. They must be taught to welcome machines and other features brought by IR 4.0. Learners should be taught that AI can enhance or optimize creativity but cannot create. AI is a great creative tool for scientists, artists, musicians and writers. Learners must therefore be taught how to use machines with their unprecedented processing power, storage Capacity and their unlimited access to knowledge. Learners must “be made to understand that Artificial Intelligence (AD) ‘can’t replace Workers in creative jobs but can do the routine jobs at the service of humans. SS182 \CULUM THE TEACHER AND THE SCHOOL CURRI ivities must be such { at jes and ai ed. Pro! Teaching methods, strategies must be deve BL) s Mem. th Kills for success in IR *"" 4 jegrning (PrBY), Servicg ese top skills BL), project a hip are expected Tegular pased learning (PB 2 adowing, if i wiategies: earning, immersion, ds ant features of teaching-learning metho With knowledge anywhere ible. 1 ete, Modes of teaching shall be flex? 1. We can have flippeg : 5 e flex! ; : anytime, lesson delivery of en the problems or questions jn classrooms where students are BV blem swers to the problems o, class and they go out to search for tne answers: One can combing questions then come back to share thel ° . ; ning. face-to-face instruction with on-line teal : n 4 to paper-and-pengi Assessment of learning will not hf sh values is done though test. The assessment of knowledge, skills a more authentic modes of assessment. Qi Activity 1, Research on how schools teach each of the fallgwilg to prepare learners for IR 4.0. Share your findings in class. ~ Complex Problem Solving * Critical Thinking “+ Creativity :'People Management + Coordinating with Others - Emotional Intelligence *' : Judgment and Decision- making + Service Orientation ie - Negotiation Ria * Cognitive Flexibility ° What do I know? What can [tell °- it If you are asked to lecture on Education 40 é 0 and h in help prepare Ieamers for IR 4.0 what will you dwell on? What wil ¢ meat of your lecture? Show it in an outline made ‘ :, of sentences.(Sais ou ready for IR 4, di aie be redundant/ re ore! 0? What Placed b _—--——tttt—t—i—‘—s SY 183 4.Century Module 8 ~ Curricular Landscape of the 2 Le: Curriculum son 8.2 ~ Education 4.0 in the School in Skills should you develop more 'Y robots?