Implication of Ir4.0 to Teaching

Editor's Notes

• #2: ED Soliman Please text us at 09175147952.
• #4: 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.
• #6: 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 — growth in employment opportunities and a shortage of potential employees with the skills to occupy both new and existing roles.3
• #7: The theme for the 2017 seminar will be “educating for the 4th Industrial revolution”. 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.
• #9: The theme for the 2017 seminar will be “educating for the 4th Industrial revolution”. 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.
• #11: 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.
• #12: The theme for the 2017 seminar will be “educating for the 4th Industrial revolution”. 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.
• #14: 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 States’ 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.
• #19: 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 States’ 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.
• #20: 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 States’ 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.
• #21: 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 States’ 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.
• #22: 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 States’ 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.
• #24: 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.
• #27: 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.
• #30: This new call for innovation represents the shift from the 20th century, traditional view of organizational practices, which discouraged employee innovative behaviors, to the 21st century view of valuing innovative thinking as a “potentially powerful influence on organizational performance”.
• #31: 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. 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
• #32: 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. 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
• #33: 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. 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
• #34: 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. 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
• #35: 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. 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
• #36: May 6-10, 2002
• #51: 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.
• #52: 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.
• #53: 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.
• #54: 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.
• #55: 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.
• #57: 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.
• #58: 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.
• #59: 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 States’ 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.
• #60: 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.
• #61: 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.