Student: RICHEN S.

MAKIG-ANGAY

Subject: ED 234 – 2:00 TO 5:00 P.M

Instructor: Dr. BEN HOPE J. RUELO, EdD

Collateral Reading on “Ongoing Teacher Training by Dep-Ed”

(Supervision Of Instruction)

By: Adelaida L. Bago

The fourth Industrial Revolution “blurs the lines among the

physical, digital, and biological worlds” (Shahroom & Hussin,

2018, p. 316). It transforms the world through its impressive

progress in creating technological breakthroughs and limitless

possibilities. These technological advancements have dominated

the lives and lifestyles of people. Schwab (2016), purports that

these great shifts brought about by the Fourth Industrial

Revolution (4th IR) in human history offer either considerable

promise or potential peril. The Global statistics in Whelsh

(2018) reveal that in the fourth industrial revolution, 65% of

the students in grade school will later on work in jobs that are

yet to be invented. At least 49% of the existing posts can be

replaced by machines as most activities are already automated.

Machines will also outperform at least 80% of the skills people

are trained in the last 50 years. While others may see that the

future of the internet provides balance and equal access to

almost everything, others warn that it may also be used for

control and exploitation. “In the new manufacturing regime

enabled by 4IR technologies, sometimes called the Internet of

Things (IoT), nearly anything can be designed on a computer and

then printed on 3D printers that create objects in countless

materials or even biological tissues” (Penprase, 2018, p. 217).

Industry 4.0 has posed a significant challenge to the educational

landscape in the Philippines and worldwide. According to World

Economic Forum Asian Development Bank (2017, p.7) that 4IR “is

building on the digital technologies of the 3rd IR, and powered

by a wide range of breakthroughs in the digital realm (such as

artificial intelligence), physical realm (new materials), as well

as the biological realm (bio-engineering)”. With the shift in the

world of learning brought about by the 4th IR, Education 4.0 - a

model of education for the future emerges, affording educators

potentially far-reaching challenges (Fisk, 2017). It is an era of

creating innovative knowledge that becomes obsolete the next day,

and new knowledge emerges (Puncreobutr, 2016). Pangandaman et al.

(2019) purport that Industry 4.0 necessitates that the

educational system supports a globalized learning environment and

experiences that are "automatized, networked, virtualized, and

flexible." Schools should prepare students for the future of

work. Students should be capable and ethical in the utilization

of these new technological tools. They should also be critical,

creative, self-directed, reflective, and decent citizens and

leaders. This scenario calls for higher learning institutions to

keep abreast of these latest trends and come up with new and

responsive ways to enhance teaching and learning. Data from

Future of Jobs Reports, World Economic Forum (2016) in Haron

(2018, p. 12) highlighted the top essential skills for 2020.

These are “complex problem solving, critical thinking,

creativity, management, coordinating with others, emotional

intelligence, judgment and decision-making, service orientation,

negotiation, and cognitive flexibility”. With this, schools

should also be able to connect education and employment, improve

forecasts by establishing linkages to industry and labor-market

trends, and re-examine education and labor policy for them to

stay driven and relevant to the everchanging market realities

(Lodder, 2016 in Haron, 2018). In the same context, Xing and

Marwala (2017) had laid down the framework for Teaching in IR

4.0, which will be the focus of Education 4.0. They are the

following: "teaching (wearables assisted teaching-learning-

andtraining, embrace massive open online courses, cultivating

innovative talent, generalize blended learning); research (open

innovation, evolutionary & revolutionary innovations, new

technological advancement, driven research and development,

shorten innovation cycles); and service (University-as-a-Platform

(UaaP), Education-as-a-Service (EaaS), Internationally-linked

Programs)." Moreover, Fisk (2017) also presented the following

trends related to Education 4.0. First, learning is ubiquitous;

thus e-learning tools and flipped classroom approach provides

greater opportunities for remote, and self-directed learning.

Second, there is a spiraling of contents tailored for each

student. This allows for mastery of the competencies and

facilitates learning from simple to complex. Third, students

choose the delivery mode that they want; thus, flexible learning

approach may be adopted. Fourth, students are exposed to project-

based tasks to develop their collaborative and problem-solving

skills which are beneficial in their future careers. Fifth,

students are given more opportunities for participatory learning

through field experiences such as practicums, mentoring, and

cooperative projects. Sixth, students are given opportunities to

apply their theoretical knowledge to practice and use their

reasoning skills to make sound interpretations and judgments.

Seventh, teachers use authentic assessments in evaluating

learners' performance. Eighth, students will be involved in the

conceptualization and enhancement of the curriculum. Lastly,

students are encouraged to become responsible for their learning.

These nine trends highlight the shift of the limelight of

learning responsibilities from the teacher to the students.

Furthermore, Dunwill (2016) purports that the advancement of

technologies provides limitless possibilities in education. Thus,

it will keep on altering the teaching practices and the learning

process in general. Other educational institutions from different

countries around the world have also started to embrace these

changes. In Malaysia, Hussin (2018) pointed out that tertiary

education in the country supports a flexible seating arrangement

that is more supportive of both individual and collaborative

workspaces. Alternative assessments are used to accommodate

multiple learning styles, and Massive Open Online Courses (MOOCs)

and other online learning platforms are already utilized.

Similarly, data from U.S. Government (2017) showed that the

country had been leading foundational researches in artificial

intelligence (AI) cascading it down to research initiatives on

strategic computing, big data, and brain research. Likewise,

Canada supports Learning in the Digital Age, highlighting Digital

and Media Literacy, which gives students the adaptive

capabilities to be an active part in the global digital society

(Brown-Martin, 2017). Penprase (2018, p. 211) cited that the “the

proliferation of new educational institutions and new curricula

after the first two industrial revolutions enabled the technical

and managerial capacity to implement the massive expansion of the

economy and manufacturing that arose in the twentieth century”.

The most familiar exponential technology is the exponential

increase in computer power and decreasing cost in storage, which

obeys a geometric relation commonly known as Moore’s Law.

Besides, the following initiatives and movements of various

countries have also been recorded to address Education 4.0. The

ASEAN Work Plan on Education 2016-2020 incorporated pertinent

priorities, such as the utilization of ICT through the expansion

of ASEAN Cyber University (ACU). Meanwhile, Singapore has also

been very consistent with their remarkable results in the Program

for International Student Assessment (PISA). The country has put

premium in its education system evident in its integration into

its overarching national strategy (Brown-Martin, 2017). On the

other hand, Myanmar has undertaken ways to restructure their

higher education institutions through these four phases-

“foundation building, interdisciplinary institutions,

mainstreaming 21st-century skills and multidisciplinary

collaborations” (Mustafa, 2018, p. 31). In Malaysia, Higher

Education Framework 4.0 (MyHE 4.0) was established for the

universities to change their curriculum and delivery to ensure

that universities will produce well-rounded graduates who can

easily adjust and fill in jobs that are yet to exist. Education

1.0 was teaching through lectures and memorization, Education 2.0

introduced the usage of technology and the internet, Education

3.0 was on knowledge production; while an innovative-production

is needed for Education 4.0 (Siltharm, 2017). With the demands of

Education 4.0, are higher education institutions in the

Philippines ready? The study of Pangandaman et al. (2019)

described the current state of Philippine higher education in

addressing Education 4.0. They have concluded that educational

facilities, technological advancements, and research are

important features of a tertiary institution in becoming an

education 4.0 ready. The study of Halili (2019) on teaching and

learning in the fourth industrial revolution underpinned the

following four components to meet the challenges of Education

4.0. First, redesigning of the learning spaces utilizing

collaborative tables and smartboard. Second, employing varied

education processes such as heutagogy, peeragogy, and cybergogy.

Third, integrating an interdisciplinary and a flexible curriculum

wherein schools can employ innovations without being constricted

to traditional curriculum practices. Lastly, employing

technological advancements such as robotics, artificial

intelligence, virtual and augmented reality, cloud computing, big

data, 3D printing, and so forth to aid teaching and learning.

Wallner and Wagner (2016) also purports the crucial drivers of

complexity in teaching and research undertakings in Education

4.0. These are interculturalism and multiculturalism; mobile

devices and media platforms; self-paced and individualized study

plans; a variety of available resources and technologies;

innovation and production of new knowledge; and, creation of

"enabling spaces" for students. It is the intent of this study to

determine the readiness of teacher education institutions in the

Philippines for Education 4.0 in the areas of faculty, teaching

and learning, infrastructure, and research as perceived by the

administrators and faculty members of teacher education

institutions in the Philippines. The findings of the study could

be used as a basis for policy formulation or strategic actions to

enable teacher education institutions to meet the requirements of

Education 4.0 This study tried to find out if teacher education

institutions in the Philippines are ready for Education 4.0. The

researchers determined the “readiness for Education 4.0” through

the different identified areas based on an extensive review of

related literature and studies. Various studies pointed out these

four areas should be emphasized by teacher education institutions

in responding to Education 4.0: faculty, teaching and learning,

infrastructure, and research. Since there is now a significant

shift in the future of learning, where the use of digital tools

and digital platforms is no longer an option but a way of life,

it becomes a necessity for educational institutions to prepare,

embrace, and act on these changes. The symbiotic relationship

between education institutions and society, in general, has

transformed into a whole new level, and this calls for a dynamic

transformation of both. Moreover, this study confirms the

importance of technological and pedagogical innovations, which

can be achieved only if the Industry 4.0 is recognized simply in

the form of technical, infrastructure, pedagogical, and research

innovation. Education 4.0 sheds light on the bright side of its

potential such as technological innovations, IT infrastructure,

teaching and learning (pedagogical), and research engagement.

With the transition to Industry 4.0, school administrators should

emphasize the urgency to redesign the education system. They

should also work closely with people from the industry sectors in

reskilling and upscaling their graduates. Further, policymakers

should think of the global impact of Industry 4.0 on the current

education system and provide for appropriate human resource

training and development, support for infrastructure acquisition,

and enough budget for research and innovation. Moreover, with the

sudden shift of most universities in the Philippines (because of

the pandemic), from face-to-face and blended teaching, to online

synchronous and online asynchronous teaching, this provides

opportunities for future researches that would further elaborate

the findings of this study. This study could be extended and

expounded in terms of how higher education institutions respond

now to the immediate need of upgrading their IT infrastructure

and furthering research initiatives. Further work is also

suggested to examine the practices of higher education

institutions in responding to the call of Education 4.0

especially during this time of pandemic.

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