Education for the 4th Industrial Revolution
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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 how to plan education strategies for future changes in skills and work.
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Education for the 4th Industrial Revolution
- 1. 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 āEducating for the 4th Industrial Revolutionā how to plan education strategies for future changes in skills and work.
- 2. 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. āEducating for the 4th Industrial RevolutionāBackground
- 3. āEducating for the 4th Industrial RevolutionāBackground 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..
- 4. āEducating for the 4th Industrial RevolutionāTheme for the Seminar The theme āeducating for the 4th Industrial revolutionā 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.
- 5. āEducating for the 4th Industrial RevolutionāTheme for the Seminar In addition to this, advancements in the digital economy and biotechnology, coupled with globalization 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.
- 6. āEducating for the 4th Industrial Revolutionā 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
- 7. āEducating for the 4th Industrial RevolutionāObjectives 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.
- 8. āEducating for the 4th Industrial Revolutionā The breakthroughs in science and technology are having a profound effect on business, labour markets, 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.
- 9. āEducating for the 4th Industrial RevolutionāHowever, 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.
- 10. āEducating for the 4th Industrial Revolutionā Businesses and governments in the Asia-Pacific region will then confront a unique challenge ā growth in employment opportunities and a shortage of potential employees with the skills to occupy both new and existing roles.
- 11. āEducating for the 4th Industrial Revolutionā 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).
- 12. āEducating for the 4th Industrial Revolutionā 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.
- 13. āEducating for the 4th Industrial Revolutionā 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.
- 14. āEducating for the 4th Industrial RevolutionāThis means that āsoftā skills (i.e. transversal competencies or 21st century skills) will increase in value as these fields mature.
- 15. āEducating for the 4th Industrial Revolutionā 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 understand the future.
- 16. āEducating for the 4th Industrial Revolutionā 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 high demand, nearly all jobs will also require much stronger social and collaboration skills, unique human traits that go beyond mastering machines.
- 17. āEducating for the 4th Industrial RevolutionāTo 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.
- 18. āEducating for the 4th Industrial Revolutionā It covers issues of emerging technologies and industry, ļthe types of skills needed to succeed in a fast- changing world, ļthe role of the private sector in education, and ļhow to plan education strategies for future changes in skills and work.
- 19. āEducating for the 4th Industrial Revolutionā āFundamentally, it is about how we lead change, collaborate and innovate to empower people and make this a peaceful and inclusive development revolutionā¦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.
- 20. āEducating for the 4th Industrial Revolutionā 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 mathematicsā¦ the 4th Industrial revolution must be a development revolution.ā
- 21. āEducating for the 4th Industrial Revolutionā1. 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.
- 22. āEducating for the 4th Industrial Revolutionā 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.
- 23. āEducating for the 4th Industrial Revolutionā 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.
- 24. āEducating for the 4th Industrial Revolutionā The main concern is what skills and competencies will people need for these rapidly advancing and changing technologies and jobs. 2. Education and Skills for the 4th IR What skills are important and how can countries ensure a balanced, holistic education and training?
- 25. āEducating for the 4th Industrial Revolutionā Just as important as what skills learners will need, is what skills teachers will need and how their role will change. 2. Education and Skills for the 4th IR 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.
- 26. āEducating for the 4th Industrial Revolutionā Education systems must ensure these emerging technologies are harnessed to build resilience and to benefit all. 2. Education and Skills for the 4th IR This will mean that addressing the gender gap, both in education and in the workforce, should be a major focus.
- 27. āEducating for the 4th Industrial Revolutionā 2. Education and Skills for the 4th IR For 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?
- 28. āEducating for the 4th Industrial Revolutionā There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. 2. Education and Skills for the 4th IR
- 29. āEducating for the 4th Industrial Revolutionā Changes that are happening within the field of education and education technology. 2. Education and Skills for the 4th IR Discuss the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning.
- 30. āEducating for the 4th Industrial Revolutionā Outline of 4th Industrial Revolution summary. Summary of the 4th Industrial Revolution
- 31. āEducating for the 4th Industrial Revolutionā 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.
- 32. āEducating for the 4th Industrial Revolutionā Summary of the 4th Industrial Revolution These 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.
- 33. 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. āEducating for the 4th Industrial Revolutionā 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.
- 34. āEducating for the 4th Industrial RevolutionāHowever, 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.
- 35. Principal Consultant for Lean Management. Certified Kaizen Specialist & TPM with 30 over years working experience. ļ½ Provides Technical Consulting Services on TPM, Kaizen, Cellular system & Moonshine set up. ļ½ An Innovator with Mechanical background that adopts Green Living. Innovates by Recycling and Reusing Idle resources to eliminate waste to add Value to promote Green. ļ½ Founder of Timās Waterfuel, an alternative Hydroxy fuel supplement using Water that adds power and reduce Co2 emission on automobiles. ļ½ An NGO Community worker for Prison, Drug Rehabilitation and CREST North (Crisis Relieve & Training) Malaysia, an organization that respond to Crisis & Flood. Timothy Wooi Add: 20C, Taman Bahagia, 06000, Jitra, Kedah Email: timothywooi2@gmail.com H/p: 019 4514007 (Malaysia)
Editor's Notes
- 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 region. As part of these efforts, UNESCO and KEDI convene annual Asia-Pacific regional policy seminars, with technical and financial co-sponsorship from both organizations. The UNESCO-KEDI annual policy seminars focus on various education issues that are high on the policy agenda in Asia-Pacific countries. The seminars bring together senior officials from Ministries of Education as well as researchers from Asian-Pacific countries for an exchange of information, knowledge and know-how regarding priority areas in education policy.
- 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 region. As part of these efforts, UNESCO and KEDI convene annual Asia-Pacific regional policy seminars, with technical and financial co-sponsorship from both organizations. The UNESCO-KEDI annual policy seminars focus on various education issues that are high on the policy agenda in Asia-Pacific countries. The seminars bring together senior officials from Ministries of Education as well as researchers from Asian-Pacific countries for an exchange of information, knowledge and know-how regarding priority areas in education policy.
- The theme for the 2017 seminar will be āeducating for the 4th Industrial revolutionā. The fourth 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. In addition to this, advancements in the digital economy and biotechnology, coupled with globalization and population ageing are shifting how people learn, live, and work.1 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 theme for the 2017 seminar will be āeducating for the 4th Industrial revolutionā. The fourth 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. In addition to this, advancements in the digital economy and biotechnology, coupled with globalization and population ageing are shifting how people learn, live, and work.1 As a result, changes in skill requirements and the organization of work will create pressure on job quality, family-work balance, and social inclusion.
- Objectives The main objective of the seminar is to hold an open policy dialogue in order to understand how countries in the Asia-Pacific region can respond to and prepare for educating for the 4th Industrial Revolution. The seminar will be a combination of presentations, panel discussions, and small group discussions, structured to allow participants to openly share knowledge, opportunities, challenges and education strategies. The discussions will be based on two overarching themes: the characteristics of the 4th Industrial Revolution and Education and Skills for the 4th Industrial Revolution.
- Objectives The main objective of the seminar is to hold an open policy dialogue in order to understand how countries in the Asia-Pacific region can respond to and prepare for educating for the 4th Industrial Revolution. The seminar will be a combination of presentations, panel discussions, and small group discussions, structured to allow participants to openly share knowledge, opportunities, challenges and education strategies. The discussions will be based on two overarching themes: the characteristics of the 4th Industrial Revolution and Education and Skills for the 4th Industrial Revolution.
- These breakthroughs in science and technology are having a profound effect on business, labour markets, 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.2 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 ā growth in employment opportunities and a shortage of potential employees with the skills to occupy both new and existing roles.3
- 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 toexpand 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 āsoftā skills (i.e. transversal competencies 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 understand the future.4
- 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 āsoftā skills (i.e. transversal competencies 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 understand the future.4
- 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 āsoftā skills (i.e. transversal competencies 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 understand the future.4
- 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 high demand, nearly all jobs will also require much stronger social and collaboration skills, unique human traits that go beyond mastering machines.
- To address these trends,UNESCO-KEDI policy seminar will focus on the kind of education which is needed to prepare learners and education systems for the 4th industrial revolution. The 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 how to plan education strategies for future changes in skills and work.
- To address these trends,UNESCO-KEDI policy seminar will focus on the kind of education which is needed to prepare learners and education systems for the 4th industrial revolution. The 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 how to plan education strategies for future changes in skills and work.
- 1. Characteristics of the 4th IR: Trends, Challenges and Opportunities Presentation and panel discussions will be organized that will explore the speed, scope and systems impact of various emerging technologies that characterize the 4th Industrial Revolution. We will also examine what businesses and countries need to know about how to prepare for these rapid changes. Country-specific and regional development strategies and initiatives will be reviewed. We will explore emerging labour-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.
- 1. Characteristics of the 4th IR: Trends, Challenges and Opportunities Presentation and panel discussions will be organized that will explore the speed, scope and systems impact of various emerging technologies that characterize the 4th Industrial Revolution. We will also examine what businesses and countries need to know about how to prepare for these rapid changes. Country-specific and regional development strategies and initiatives will be reviewed. We will explore emerging labour-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 Since the main objective is to understand how countries can respond and react to the emerging trends within the 4th Industrial Revolution, we will structure several sessions to examine how education systems can prepare for future changes. Presentations and panel discussions will again be utilized to present some of the main topics, but there will also be small group sessions that will allow countries the chance to analyze current situations and prepare policy recommendations and guidelines.
- Of 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.
- Of 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.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.
- There will also be an opportunity to examine the role of the private sector, its current contributions to education and training, and what its role may look like in the future. For 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? In addition, we will look at some of the changes that are happening within the field of education and education technology. There will be a discussion on the ways that e-learning, learning analytics, personalized learning and big data have begun to change the nature and process of learning. The outcome of the meeting will be a thematic policy brief that includes the discussions, evidence, key findings and policy recommendations of the seminar. This document can guide Member Statesā Ministries of Education and National Commissions on educating for the 4th Industrial Revolution. At the close of the seminar, an outline of this brief will be presented, while a final version will be shared following the meeting.