LESSON 8.

BY JOHN PAUL L. PANGANIBAN & JOSA MAE PATARAY

Desired Learning Outcomes
Explain what Discuss ways of
Education 4.0 in the implementing
school curriculum 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.
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."
 FOUR
INDUSTRIAL
REVOLUTIONS

IR 1
IR 2
IR 1.0 was the invention of the steam engine. With the steam engine,
IR 2.0 was the age of science and mass production. Things IR 3
started to speed
human labor was replaced by the machine. Many laborers lost their jobs up with the discovery of
IR 4
FOUR INDUSTRIAL
REVOLUTIONS
IR 1
IR 1.0 was the invention of the steam engine. With the steam engine,
human labor was replaced by the machine. Many laborers lost their jobs
because machines did their jobs even more efficiently.

IR 2
IR 3
IR 2.0 was the age of science and mass production. Things started to speed up with the discovery of
IR 4
 FOUR INDUSTRIAL
REVOLUTIONS
IR 1
IR 2
IR 1.0 was the invention of the steam engine. With the steam engine,
IR 2.0 was the age of science and mass production. Things started to
human labor was replaced by the machine. Many laborers lost their jobs speed up with the discovery of
electricity. There were a number of key inventions - gasoline engines, airplanes, chemical fertilizer.
because machines did their jobs even more efficiently.
Advancements in science weren't limited to the laboratory. Scientific principles were brought right into
the factories, the most notable of which is the assembly line, which effectively powered mass production.
Recall here Henry Ford's company whereby the early part of the 20th century mass-produced cars with
gasoline engine built on an assembly line.

IR 3
IR 4
 FOUR INDUSTRIAL
REVOLUTIONS
IR 1
IR 2
IR 1.0 was the invention of the steam engine. With the steam engine,
IR 2.0 was the age of science and mass production. Things IR 3
started
human labor was replaced by the machine. Many laborers lost their jobs to speed up with the discovery of
electricity.
Is the There
digital were a number
revolution. We of key inventions
moved from - gasoline
analog engines,
electronic and airplanes,
mechanicalchemical fertilizer.
devices to
because
Advancements
machines
in science
did their
weren't
jobs even
limited todisrupted
more
the laboratory.
efficiently.
Scientific principlesglobal
were brought right into
digital technology which dramatically industries, especially
the factories, the most
communications. Wenotable of which
are now is thethe
enjoying assembly
blessingsline,ofwhich effectively
digital powered
revolution- mass production.
computers,
cellphones. We used
Recall here Henry tocompany
Ford's tune in our television
whereby with
the early partanofantenna
the 20th(analog). This is now cars with
century mass-produced
replaced by anbuilt
gasoline engine Internet-connected tablet that lets you stream movies (digital).
on an assembly line.

IR 4
 FOUR INDUSTRIAL
REVOLUTIONS
IR 1
IR 2
IR 1.0 was the invention of the steam engine. With the steam engine,
IR 2.0 was the age of science and mass production. Things
human labor was replaced by the machine. Many laborers lost their jobs
IR 3
started to speed up with the discovery of
electricity.
Is the There
digital were a number
revolution. We of key inventions
moved from IR 4 - gasoline
analog engines,
electronic and airplanes,
mechanicalchemical fertilizer.
devices to
because
IR digital
4.0
Advancements
machines
is computers connected
in science
did their
to weren't
computers. jobs even more
It is interconnectivity.
limited todisrupted
the laboratory.
efficiently.
It's Scientific
the Internet of Things global
principles(IoT),
wereArtificial
brought right into
technology which dramatically industries, especially
Intelligence. In IR4.0 we have robots, driverless cars, genetic sequencing and editing, miniaturized sensors, and 3D
the factories, the most
communications. We notable
are of which
now enjoyingis thetheassembly
blessingsline,ofwhich effectively
digital powered
revolution- mass production.
computers,
printing, to name some. We get digitally connected to one another across the globe. We can know anything, anytime,
cellphones.
Recall Global
anywhere. We
here Henry used
Ford's
community to tune in
company
connects our television
whereby
everything, with
the early
everywhere anofthe
part
always antenna
the 20th(analog).
INTERNET century This isStem
nowcell
mass-produced
of Everything. cars with
curing
replaced
becomes
gasoline by an
obsolete.
engineWith Internet-connected
genetic
built on ansequencing
assemblyand tablet
editing,that
line. letsnow
we can you stream
remove movies (digital).
the sickness.
EDUCATION 4.0
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.
 EDUCATION 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:

80% of the skills 65% of children 49% of current jobs

trained in the last 50 who entered in 2018 have the potential for
years can now be will work in a job machine replacement
outperformed by that have not been (Statistics, Whelsh,
machines invented yet 2018)
 With the efficiency of machines, routinized jobs can be done by machines
with greater efficiency than human laborers. So human laborers must be
taught how to use the machines at their advantage. But machines lack
important human characteristics such as creativity, flexibility, compassion
and empathy. School curricula then should focus on the development of
these innately human characteristics of creativity, flexibility, compassion
and empathy, Actually, creativity and flexibility, compassion and empathy
form part of the 10 skills demanded by IR 4.0 enumerated by the World
Economic Forum Report as follows:
10 SKILLS DEMANDED BY IR 4.0
COMPLEX CRITICAL CREATIVI PEOPLE COORDINATI
MANAGEM NG WITH
PROBLEM THINKING TY OTHERS
ENT
SOLVING

10 SKILLS DEMANDED BY IR 4.0

EMOTIONA JUDGEMENT SERVICE NEGOTIATI COGNITIV

L AND ORIENTATI ON E
INTELLIGE DECISION- ON
MAKING
FLEXIBILI
NCE TY
 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.

in Co
cid ur
Th e n s e
fe ey tal con
a
th tur mu teac tent
c at es s t hi m
 e l n
e v ki
d in
th

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. 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 (AI) can't replace workers in
creative jobs but can do the routine jobs at the service
of humans.
Te
ac
hin
d th g
 e n e
c ch rag L llige n do hum
r i e a
a t o e . te ca of
m s dg In ut
le ia l b
w
o ific job s
n
k rt e
A tiv
ea
cr

Teaching methods, strategies and activities must be such

that these top skills for success in IR 4.0 must be
developed. Problem based learning (PBL), project-based
learning (PrBL), service learning, immersion, shadowing,
internship are expected regular features of teaching-
learning methods and strategies.
M
o
a
 in
le
Modes of teaching shall be flexible. With knowledge
anywhere, anytime, lesson delivery can be flexible. We
can have flipped classrooms where students are given the
problems or questions in class and they go out to search
for the answers to the problems or questions then come
back to share their answers. One can combine face-to-
face instruction with on-line learning.

As
ses
p
 s a li
nh s e r i r n -
ca blem nsw the ith
o
r o e a are w
p t h s h on
r t i
fo k to ruc
a c nst
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f a c

Assessment of learning will not be limited to paper-and-

pencil test. The assessment of knowledge, skills and
values is done though more authentic modes of
assessment.
 THANK
YOU FOR
LISTENING
!