Education 4.0 and Schools of the Future
Digital citizens and workers: Education 4.0 and Schools of the Future
“If you educate a man, you educate an individual, but if you educate a woman, you educate a nation”
- African proverb
What will the future of work look like? Is our new generation of children equipped to thrive in the digital world?
85% of the jobs that will exist in 2030 haven’t been invented yet (so say Dell Technologies and ‘Institute for the Future’).
The World Economic Forum (WEF) has produced a study called “Schools of the Future” as part of their Education 4.0 initiative, looking at how ready young people are for our 4th Industrial Revolution.
The first industrial revolution transitioned hand production to machines, through steam and water power, in the years 1760 - 1840. It changed textile manufacturing, the iron industry, agriculture and mining.
The second industrial revolution, or the technological revolution, was 1870 - 1914. It was made possible with railroad networks and the telegraph, allowing faster transfer of people and ideas. It delivered electricity to factories and created modern production lines. Economic growth and productivity followed. It caused unemployment, since some workers were replaced by machines.
The third industrial revolution occurred in the late 20th century, when computers evolved from looking like fridges to fitting into your pocket. Thisdigital revolution delivered Information Technology to consumers, not just to businesses.
Now, the Fourth Industrial Revolution means emerging technologies such as robotic automation, artificial intelligence, the internet of things, fifth-generation wireless (5G), 3D printing and autonomous vehicles. It originated from Germany’s 4.0 high-tech strategy, promoting manufacturing digitisation.
The WEF report shows the UK far behind in readiness, with Finland, Netherlands and Malaysia leading the field. Many global examples are described, where school-based projects are launching digital education from Vietnam to Canada.
The Real Play Coalition for example, is a partnership between LEGO, National Geographic, Unilever and UNICEF to create playful learning to build creativity and innovation skills.
The Green School in Indonesia promotes sustainability. It partners with clean energy providers to take the school ‘off the grid’.
The study refers to the WEF’s Competitiveness Report, 2019, assessing nations on: strength of institutions, health and skills. Enhancing competitiveness is key to improving living standards.
Out of 141 countries, it’s interesting to look through the lens of Cyprus (44th most competitive country out of 141), Greece (59th), the UK (8th) and Turkey (61st).
Cyprus scores well in low murder rate (15th lowest in the world), access to electricity (100% coverage), low inflation, high life expectancy and strong domestic credit to private consumers. It doesn’t score well in growth of innovative companies and soundness of banks.
Greece has a strong Pupil-to-Teacher ratio for Primary education (at 9, equal 5th best in the world), but doesn’t do well in worker rights, and the burden of government regulations.
Take a look at an early-years education measure across the countries: -
Cyprus: 12 Pupils-per-Primary Teacher; Position 23rd in the world out of 141.
Greece: 9; 5th
Turkey: 18; 69th
UK: 15; 47th
USA: 14; 45th
The reports can be found at https://www.weforum.org/projects/learning-4-0, and http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf
There is nothing more powerful in a nation than its education. Then combine that with diversity and inclusion, the results are powerful. As the great writer Christopher Hitchens explained: -
“There is a cure for poverty. It works everywhere. It is known as ‘the empowerment of women’. If you allow women control over their cycle of reproduction, add some seeds and a bit of credit, the whole floor of that village will rise - culturally, socially, medically, economically. It works every time”.
James Neophytou
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