education for the 4th industrial revolution

This seminar will cover issues of emerging technologies and industry, the types of skills needed to succeed in a fast-changing world, the role of the private sector in education, and

“Educating for the 4th Industrial Revolution”

how to plan education strategies for future changes in skills and work.

Since 1995, the UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok) and the Korean Educational Development Institute (KEDI) have had an active partnership to promote collaborative efforts to contribute to educational development in the Asia-Pacific.


Background

“Educating for the 4th Industrial Revolution”Background

As part of Asia-Pacific regional policy seminars to bring together officials & researchers from Ministries of Education from Asian-Pacific countries for an exchange of information,

knowledge and know-how regarding priority areas in education policy, that focus on various education issues that are high on the policy agenda in Asia-Pacific countries..


Theme for the SeminarThe theme “educating for the 4th Industrial revolution” is characterized by the fusion and amplification of emerging technology, breakthroughs in artificial intelligence, automation and robotics,

multiplied by the far-reaching connectivity between billions of people with mobile devices with unprecedented access to data and knowledge.


Theme for the SeminarIn addition to this, advancements in the digital economy and biotechnology, coupled withglobalization and population ageing are shifting how people learn, live, and work.

As a result, changes in skill requirements and the organization of work will create pressure on job quality, family-work balance, and social inclusion.


The main objective of the seminar is to understand how countries in the Asia-Pacific region can respond to and prepare for educating for the 4th Industrial Revolution.

Objectives

“Educating for the 4th Industrial Revolution”Objectives

The seminar will be a combination of presentations & discussions on education strategies based on two overarching themes:

the characteristics of the 4th Industrial Revolution and Education and Skills for the 4th Industrial Revolution.

“Educating for the 4th Industrial Revolution”The breakthroughs in science and technology are having a profound effect on business, labourmarkets, and ultimately, education systems.

For example, a recent report by the International Labour Organization estimates that automation will replace the jobs of 137 million people in Southeast Asia within the next 20 years.


However, the World Economic Forum predicts net job growth overall, with as many as four new roles emerging for each role lost.

Without bold reforms and clear policies to guide us through, many people will lack the necessary skills to fill these new positions in economies and societies that are anticipated to be fundamentally different.


Businesses and governments in the Asia-Pacific region will then confront a unique challenge —

growth in employment opportunities and ashortage of potential employees with the skills to occupy both new and existing roles.

“Educating for the 4th Industrial Revolution”First and foremost, countries will need to address the issue of continued and improved training in;

science, technology, engineering, and mathematics (STEM) subjects, as well as investment in Information and Communications Technologies (ICTs).


Many countries have taken the initiative to expand and focus on these areas over the past several years, and

continued efforts will be needed to expand existing facilities, as well as improve human resource capacity.


However, less clear is the vital role that liberal arts and social sciences will have in the coming years.

For instance, creative problem-solving, people management, and social intelligence remain significant bottlenecks to machine learning and artificial intelligence.


This means that ‘soft’ skills (i.e. transversalcompetencies or 21st century skills) will increase in value as these fields mature.


Therefore, for policymakers, by bridging critical thinking and problem-solving with entrepreneurship and design,

liberal arts programs may be positioned to generate the kinds of intuitive thinkers that understandthe future.


The obvious challenge ahead, then, is how to design new approaches to education so that students are prepared to navigate these disruptive technologies.

While STEM and digital skills will be in highdemand, nearly all jobs will also require much stronger social and collaboration skills, unique humantraits that go beyond mastering machines.


To address these trends, UNESCO-KEDI policy seminar focus on,

the kind of education which is needed to prepare learners and education systems for the 4th industrial revolution.

“Educating for the 4th Industrial Revolution”It covers issues of emerging technologies and industry, the types of skills needed to succeed in a fast-changing world, the role of the private sector in education, and

how to plan education strategies for future changes in skills and work.


“Fundamentally, it is about how we lead change, collaborate and innovate to

empower people and make this a peaceful and inclusive development revolution…we

must respond with human-centered policies that empower all women and men,

strengthen the capacity of governments and rally the multilateral system around

shared narratives.


This begins with education and skills and calls for a special focus on narrowing the

gender gap, especially in the growth sector constituted by professions requiring a

background in science, technology, engineering and mathematics… the 4th

Industrial revolution must be a development revolution.“


1. Characteristics of the 4th IR: Trends, Challenges and Opportunities

Presentation and discussions on speed scope and systems impact of various emerging technologies that

characterize the 4th Industrial Revolution.


1.What businesses and countries need to know about how to prepare for these rapid changes.

2.Review on Country-specific and regional development strategies and initiatives

3.Explore emerging labor-market trends, global supply chains, and examine which sectors will benefit and which are at risk in the coming years.

All of these changes will have an effect on the way people both live and work.


2. Education and Skills for the 4th IR

1.How countries can respond and react to the emerging trends within the 4th Industrial Revolution

2.How education systems can prepare for future changes.


The main concern is what skills and competencies will people need for these rapidly advancing and changing technologies and jobs.


What skills are important and how can countries ensure a balanced,holistic education and training?


Just as important as what skills learners will need, is what skills teachers will need and how their role will change.


We will look at what students and teachers will need to successfully adapt to these new rules.

In addition, the 4th IR provides opportunity to level the playing field and reduce inequalities.


Education systems must ensure these emerging technologies are harnessed to build resilience and to benefit all.


This will mean that addressing the gender gap, both in education and in the workforce, should be a major focus.


2. Education and Skills for the 4th IRFor example, what responsibilities do private businesses have and how can they best collaborate with education systems to ensure appropriate training and skills development, and lower inequality?


There will also be an opportunity to examine the role of the private sector, its current contributionsto education and training, and what its role may look like in the future.



Changes that are happening within the field of education and education technology.


Discuss the ways that e-learning, learning analytics, personalized learning andbig data have begun to change the nature and process of learning.


Outline of 4th Industrial Revolution summary.

Summary of the 4th Industrial Revolution


Summary of the 4th Industrial Revolution

We are facing a range of new technologies that combine the physical, digital and biological worlds.

These new technologies will impact all disciplines, economies and industries, and even challenge our ideas about what it means to be human.


Summary of the 4th Industrial RevolutionThese 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, potentially even undoing all the damage previous industrial revolutions have caused.

But there are also grave potential risks. Concerns that organizations could be unable or unwilling to adapt to these new technologies and that governments could fail to employ or regulate these technologies properly.


Klaus Schwab postulates that shifting power will create important new security concerns, and that inequalities could grow rather than shrink if things are not managed properly.


However, in order for higher education to deliver future generations with the right set of skills and knowledge;

an imperative question has to be asked regarding how higher education institutes would be affected by the Fourth Industrial Revolution and how the delivery of education will be transformed.

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