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Education 4.0 What india should do
The document discusses the evolution of education in India from traditional models to a proposed 'Education 4.0' framework, emphasizing personalized, accessible, and collaborative learning. It highlights the need for a curriculum focused on global citizenship, innovation, technology, and interpersonal skills to equip students for future challenges. Furthermore, it critiques existing educational systems for their reliance on memorization and advocates for transformative approaches to improve learning quality and outcomes.
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Education 4.0 What india should do
- 1. Education 4.0 What IndiaShould do! Wg Cdr Jayesh C S Pai “When you have forgotten what you studied for your exams, what remains is EDUCATION.”
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- 4. Education 1.0 The firstknown records of education were the gurukuls of India, the academies of Greece, and other similar academies that existed the world over. Low Student to Teacher ratio, and flexible schedules and syllabi Highly personalised to every student’s requirement. This was multi-disciplinary in nature with languages, astronomy, warcraft, economics, politics, etc, all being taught by individual subject matter experts to students. This led to knowledge and information that was closely guarded.
- 5. Education 2.0 The teacherand books were the students’ primary source of information. If you had more information, you were considered better educated or smarter. Hence, automatically the focus was on memorising information, and information recall, and the same was evaluated by periodic testing. we expanded access to education but lost the core of good education – personalised, analytical, and exploratory.
- 6. Education 3.0 The emergenceof the internet and cloud made storage of almost unlimited amounts of information, possible. Digital communication rapidly accelerated globalisation. Meanwhile, a lot of non-sustenance human inputs shifted from execution and manufacturing, to design, planning, management, services, and policy. The focus is still significantly on memorising information, for the most part, evaluated by annual and half-yearly testing. ‘Flipped classroom’
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- 8. Education 4.0 Information shouldbe free and freely available. It should be age-less, personalised, and blended learning, based on individual abilities and natural inclinations. Requirement of memorisation of anything other than concepts has almost disappeared, as has the requirement of calculation which has almost all-but- disappeared, unless it is for original- thought-research purposes. Wearables, digital assistants, the cloud, and instant data access reduces the requirement for information retention.
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- 10. One key barrier isthe quality of learning. Fundamental innovation in primary and secondary school content and delivery has remained limited
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- 17. How do we strengthen theBase of Education
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- 21. Time taken to learnaSkill
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- 23. TheTeacher has to Facilitate till the“I Did It” moment
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- 25. Eight critical characteristics in learning contentand experiences Global citizenship skills: Include content that focuses on building awareness about the wider world, sustainability and playing an active role in the global community. Innovation and creativity skills: Include content that fosters skills required for innovation, including complex problem-solving, analytical thinking, creativity and systems analysis. Technology skills: Include content that is based on developing digital skills, including programming, digital responsibility and the use of technology. Interpersonal skills: Include content that focuses on interpersonal emotional intelligence, including empathy, cooperation, negotiation, leadership and social awareness.
- 26. Eight critical characteristics in learning contentand experiences Personalized and self- paced learning: Move from a system where learning is standardized, to one based on the diverse individual needs of each learner, and flexible enough to enable each learner to progress at their own pace. Accessible and inclusive learning: Move from a system where learning is confined to those with access to school buildings to one in which everyone has access to learning and is therefore inclusive. Problem-based and collaborative learning: Move from process-based to project- and problem- based content delivery, requiring peer collaboration and more closely mirroring the future of work. Lifelong and student- driven learning: Move from a system where learning and skilling decrease over one’s lifespan to one where everyone continuously improves on existing skills and acquires new ones based on their individual needs.
- 27. Eight critical characteristics in learning contentand experiences
- 28. Education models must adapt toequip children with the skills to create a more inclusive, cohesive and productive world. Many education systems in developed and developing economies alike still rely heavily on passive forms of learning focused on direct instruction and memorization, rather than interactive methods that promote the critical and individual thinking needed in today’s innovation- driven economy (see Figure).
- 30. “Education 4.0”— has tremendous potential to betterprepare children for the future of work, revive pathways to social mobility, improve productivity and enhance social cohesion. Quality is reserved for those who can afford to pay for learning outside of traditional public schools. These outdated systems limit access to the skills needed to drive prosperous economies and pose risks for global productivity. According to one recent estimate, as much as US$11.5 trillion could be added to global GDP by 2028 if countries succeed in better preparing learners for the needs of the future economy. In addition to ‘hard’ skills, such as technology design and data analysis, it is crucial that schools also foster human-centric skills—cooperation, empathy, social awareness and global citizenship—that enable children to shape future societies that are inclusive and equitable.
- 31. Defining and catalyzing quality learning in thenew economy There is strong evidence that education is a key contributor to relative social mobility, the social and economic status of an individual relative to their parents. Studies suggest that increased access has not necessarily translated into increased levels of relative social mobility. One key barrier is the quality of learning. Education quality, particularly in childhood years, has a significant impact on later life and earnings outcomes Fundamental innovation in primary and secondary school content and delivery has remained limited.
- 32. Shifting learning content Children mustbe prepared to become both productive contributors of future economies, and responsible and active citizens in future societies. Realizing this vision requires children to be equipped with four key skill sets: 1) Global citizenship; 2) Innovation and creativity; 3) Technology; and 4)Interpersonal skills. Shifting the content of learning is designed to build upon and enhance basic foundational skills (3R), such as Reading, Arithmetic and Writing.
- 33. 1 Global citizenship skills A GlobalCitizen is someone who: • is aware of the wider world and has a sense of their own role as a world citizen • respects and values diversity • has an understanding of how the world works • is outraged by social injustice • participates in the community at a range of levels, from the local to the global • is willing to act to make the world a more equitable and sustainable place • takes responsibility for their actions.
- 34. A focus on building awareness aboutthe wider world, sustainability and playing an active role in the global community Young people need to be flexible, creative and proactive. They need to be able to solve problems, make decisions, think critically, communicate ideas effectively and work well within teams and groups. These skills and qualities cannot be developed without the use of active learning methods through which pupils learn by doing and by collaborating with others. "Education must be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of skills to explore them" Jerome S Bruner
- 36. Volunteering, Community service and Campaigning. Incomeinequality has increased in high-income and emerging economies over the last few decades. Children must have the skills to navigate this new context, maintain social cohesion, promote sustainability and be agents of positive change. New communication technologies can enable global citizenship education. Virtual classrooms and video conferencing, for example, can connect children from classrooms in various parts of the world, allowing them to exchange ideas and learn about global challenges through different lenses. Virtual and augmented reality can transport learners into new environments, allowing them to draw interconnections between challenges faced in various parts of the world. Social media has also played a key role in helping children to organize themselves around global issues. Such interactions can have a powerful effect on children’s understanding of the world beyond their immediate surroundings and can help build the empathy necessary to support a more inclusive world.
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- 38. Green School: Creating a Generation of Future Green Leaders The school’s physical space supports critical thinking, creativity and entrepreneurship. Learning takes place in a completely natural and sustainable environment that includes wall-less classrooms and a structure built entirely out of bamboo. The BioBus, a cooking-oil-fueled vehicle designed by Green School students that saves over four tons of carbon emissions per year, transports students to and from school. The campus includes an Innovation Hub—a maker’s space with woodworking equipment, 3D printers and laser engravers—and a Project Hub, where students pitch project ideas to be used in the classroom.
- 39. Kenya Kakuma Project, Innovation Lab Schools: Driving Action onthe SDGs through Global Cross- Cultural Exchange The Kakuma project unites teachers across 75 countries offering a free quality education to African refugees. The Innovation Lab Schools have developed their own curriculum that combines the 17 UN Sustainable Development Goals with STEAM (science, technology, engineering, arts and math) learning to foster empathy and global citizenship. • Skype interactions with students globally • Teacher training (in collaboration with University of Nairobi) • Coding classes for young adults • Learning on demand via Video lessons
- 40. In addition to lessonsdelivered by international volunteer teachers, the model trains a local teacher from the camp to guide weekly small- group international cultural exchanges via Skype with other classrooms around the world.
- 41. 2 Innovation and Creativity skills A focuson skills required for innovation, including complex problem- solving, analytical thinking, creativity and systems analysis Innovation, flexibility and adaptation to change have become key drivers of growth and value creation in the Industry 4.0. In an ever-changing economic context, countries that can quickly generate and adopt new ideas, processes and products will have a competitive advantage. To productively contribute to a future economy, children must develop the skills necessary to generate new ideas and turn those concepts into viable and adoptable solutions, products and systems. A focus on skills required for innovation, including complex problem-solving, analytical thinking, creativity and systems analysis
- 42. Fostering innovation and creativity will requirea shift toward more interactive methods of instruction where teachers serve as facilitators and coaches rather than lecturers.
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- 44. Canada The Knowledge Society: Combining Hard and Soft Skillsto Create the Next Generation of Innovators The Knowledge Society (TKS), founded in 2016 in Toronto, is an extracurricular three-year programme for students aged 13–18 that focuses on building technology and entrepreneurial skills. Core sessions run from September to June alongside the academic school year for a 10-hour total weekly extracurricular commitment. The Knowledge Society was designed to mirror the learning and working environments of major technology companies, exposing learners to the most cutting-edge innovations, such as blockchain, robotics and artificial intelligence, to help them understand how to use these tools to drive positive change in the world. The programme partners with companies such as Walmart, Airbnb and TD Bank to expose students to real-world challenges those organizations are currently facing.
- 45. We need to be intentional about training thesepeople to learn how to solve big problems from a young age. TKS is a three-year programme. Year 1 is dedicated to building foundational technical and communication skills. Throughout this period, students learn about and explore over 40 different technologies, and then choose the technologies that most appeal to them. During Year 2, students focus on their technology of choice and expand their technical skills within that area of focus. In Year 3, students build their own innovative and disruptive companies. Throughout this period, students hone their soft skills to communicate the potential impact of their innovations.
- 47. Mali Kabakoo Academies: Applying Innovation Skills Directly to Local Contexts Youthaccount for nearly 60% of unemployment in Africa, according to the World Bank. Kabakoo—which means “to wonder” in the Bamanan language in West Africa—is a pan- African network of schools that aims to help solve this challenge by empowering young Africans with the innovation skills needed to be employable within their local contexts, with a focus on small- scale manufacturing. The pilot Academy launched in Bamako in 2018 and has since then expanded to three campuses in Mali and Madagascar. Learn by solving real problems you care about Interest-driven and collaborative project-based experiences rooted in the realities of learners are the cornerstone of the Kabakoo learning process.
- 48. 7 habits of Kabakoo: explorethe world around them; know themselves; communicate effectively; create, connect, share their work; and reflect.
- 50. 3 Technology skills Focus on developing digital skills,including programming, digital responsibility and the use of Technology Teaching methods that leverage computational thinking—combining math, science and digital literacy to help students understand how to approach problems in the way that a computer would—can support the integration of technology skills into school curricula. Education technology can also help foster these skills. Tools such as CodeAcademy and Code.org, for example, offer resources for teaching programming, and help students develop fluency in the use of digital technology by creating unique interactive stories, animations, games, music and art. Children should understand principles of digital responsibility.
- 52. Viet Nam TEKY STEAM: Pioneering a NewModel for Fostering Technology Skills Founded in 2017, TEKY is the first STEAM (Science, Technology, Engineering, Art and Mathematics) academy in Viet Nam for children ages 6–18. They have established 16 labs in five cities nationwide and partnered with 30 schools across the country to deliver 9–18 month-long technology courses. TEKY also designed a coding camp, where students engage in learning technology skills over holiday periods, and is developing an e-learning platform to deliver their programmes to students in more remote provinces in the region. TEKY focuses on teaching technology skills through modules on programming, robotics, website design, multimedia communications and animation. Students spend about 80% of their learning time interacting with technology.
- 54. What makes this model unique? Classesare small—between three and eight students—and content is delivered via collaborative projects. The learning journey is entirely student-driven: each student joins several pilot classes before deciding on the technology class that most appeals to them. TEKY has established a research and development team composed of experts and researchers in pedagogy and education technology, responsible for designing the curriculum and continuously improving the quality of their programmes. They work closely with education technology partners to identify the best providers, highlight best practices and tailor the technology to the programme’s needs.
- 55. Measures of success TEKY studentsconsistently participate in national and international STEM competitions to demonstrate their mastery of technology skills. In 2017, TEKY students won five WeCode International Children’s Program medals. In 2019, TEKY students won silver medals at the World Robot Olympiad, a major global science and technology event for teenagers aged 9–21 years old from more than 60 countries. Annual Minecraft Hackathon—a national programming competition . MasterMind Crate to launch the Tekid-preneur programme, designed to guide students in building and designing their own e-commerce websites. And launched Viet Nam’s first virtual reality course for students ages 13–18.
- 56. Indonesia Accelerating Work Achievement and Readiness for Employment (AWARE): Building a Workforcefor the Digital Economy The first project was a joint initiative between the Education Development Center (EDC)—a non- profit that designs and delivers programmes in education, health and economic opportunity—and the JP Morgan Chase Foundation. AWARE creates direct links between students, schools and industry leaders to support work- readiness among youth through structured, work- based learning in collaboration with over 65 private sector companies. Partner companies include BMW, Globe Telecom, LG Electronics and Schneider Electric. After the success of the first AWARE project, AWARE2 was launched in 2017, specifically focused on expanding workplace readiness within the ICT sector.
- 58. EDC’s Work Ready Now! Curriculum, whichdelivers work readiness preparation through eight content modules on skills ranging from interpersonal communication, to leadership, to entrepreneurship and financial fitness; business innovation challenges to address community; business challenges; projects where students design; build and grow their own businesses.
- 60. Work- Based Learning (WBL) A seriesof steps in which students gain gradual experience and responsibility in a workplace setting while also being supported by teachers, employers, and the AWARE team. The WBL Curriculum consists of 9 modules emphasizing a continuum of work experiences starting with work exposure and work observations in local workplaces, then moving towards brief work experiences, and finally securing 2-3 month internships.
- 62. 4 Interpersonal skills Focuses on interpersonal emotional intelligence (i.e. empathy, cooperation, negotiation, leadershipand social awareness) As technology continues to automate routine tasks, human-centric skills will provide a distinct advantage over machines in the workplace. In fact, employers report leadership, social influence and emotional intelligence to be among the high-demand interpersonal skills of the future. “The skills you need and use to communicate and interact with other people.”
- 63. In an increasingly interconnected world,these skills will become ever more essential in shaping future leaders that champion more inclusive economies.
- 64. The InternationalLabour Organization has developed a guide that defines broad skills required for employability, including communication and team work, along with specific definitions of the key abilities within those skillsets. The Skills Builder Partnership, for example, enables schools, families and private sector leaders to align on a common framework for building teamwork and leadership skills, with specific activities and milestones for skills mastery.
- 65. One universal frameworkfor essential skills Skills Builder Universal Framework
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- 67. Nine Tips 1.Cultivate a positive outlook. 2. Control your emotions. 3. Acknowledge others’ expertise. 4. Show a real interest in your class- mates. 5. Find one good trait in every student. 6. Practice active listening. 7. Be assertive. 8. Practice empathy. 9. Maintain your relationships.
- 68. Spain iEARN: Creating a Global Community of Learners through Virtual Cultural Exchange The International Education and Resource Network (iEARN) is a non-profit organization founded in 1988 that partners with over 30,000 schools and youth organizations in more than 140 countries. It creates a global community of learners that engage in cross-cultural exchange and collaborate on service-learning projects via an online network. Through iEARN, students connect with peers from schools all around the world on issues and projects aiming to create positive change in the world. It offers a menu of over 150 projects, which teachers can integrate into their existing curricula. iEARN’s platform provides an online forum for learners to meet one another and collaborate on the same project. Every project proposed in iEARN must answer the question: “how will this project improve the quality of life on the planet?”
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- 71. Giving teachers and students the chanceto experience and apply new learning methods through collaborative projects
- 72. iNEST: The iEAR N Centre OfIndia iNEST ( Institute of Networking and System training ) is the iEARN Centre of India. Providing a unique platform for Indian schools to showcase their work to the schools in other countries. Making Indian youth active in using the technology for improving communication and building bridges between Indian schools and schools from other countries.
- 73. Learning Circles - six toeight classrooms that remain together over a 3–4- month period
- 74. iEARN Model Includes in-personprofessional development workshops for teachers, which focuses on how to best integrate the iEARN programme into the curriculum. Teachers also receive specific training on how to prepare their students for cross-cultural interactions and how to foster empathy and social awareness among their students. After the workshop, participants return to their schools with a built-in support network—on-going technical and staff development assistance from iEARN staff, as well as an online community of colleagues worldwide. All iEARN training materials are available online for teachers to refer to as they undergo the project process with their students. The network also developed an online platform to enable cross-country collaboration. Students and teachers can use this tool to connect virtually and upload and exchange project materials.
- 75. Students engage in cross-cultural exchanges and identify commonalities between studentsin various parts of the world.
- 76. Finland South Tapiola High School: Integrating Global Perspectives toFoster Interpersonal Skills The Finnish school system is consistently ranked as one of the best in the world. Students work in groups to design and create their own business throughout the course of the year. The school's motto provides direction for the programme that integrates entrepreneurship and social impact, with its focus on ”empathy, hard work, innovation and tolerance”. The school takes a perspective-driven approach to learning. For example, rather than using direct instruction to teach students about the Cuban Missile Crisis, a classroom may instead take the perspective of a particular individual during that time and have students debate different points of view.
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- 78. European Parliament for Young People Programme Providesa hands-on experience for learning civic duty by participating in national and regional sessions with students of different backgrounds to discuss current challenges in the European Union. These experiences allow students to apply learning to the real world and interact and collaborate with students of many different backgrounds.
- 79. Shifting learning experiences Creating learningecosystems that are: personalized and self-paced; accessible and inclusive; problem-based and collaborative; and lifelong- and student-driven can help unlock, for example, the interpersonal and innovation skills needed for the future, much in the same way that global citizenship can help create learning that is more inclusive. These shifts in learning experiences must be accompanied by vetted innovative pedagogies— teaching principles and strategies that underpin learning (see Box 1).
- 81. 1 Personalized and self- paced learning Today’schildren are growing up in a world of abundant choice and personalized experiences enabled by technology. They have on-demand access to the videos and shows they’d like to watch, friends are one message away, and they can customize their mobile devices with the applications they find most useful, listed in the order that is most efficient for them to access. Skills disruption will require organizations to be much more agile in delivering working and learning experiences that are tailored to the individual needs of their workers. Shifting to a more personalized and flexible model can not only help schools more closely mirror the realities of work and life outside of school, but it has also proven to show better student outcomes.
- 82. Designing individual learning journeys, Progression based on skills mastery, and Flexiblelearning environments A system based on the diverse individual needs of each learner, and flexible enough to enable each learner to progress at their own pace
- 83. Multiple pathways by which personalized learning can bedelivered. One approach is to reduce class sizes to enable teachers to provide more personalized feedback— yet this seems unrealistic given that massive gaps already exist in the teaching workforce. Many classrooms opt for a small-group approach to learning, where most students in the classroom engage in independent learning and reading while the instructor rotates between smaller groups according to the specific skills those children need. Other pathways to create choice include providing multiple options for students to show their knowledge (such as presentation, songs, video, etc.), using project-based learning where children choose their own focus areas, and creating flexible physical and digital learning spaces. Technology can also accelerate this shift in learning.
- 84. China’s 17Zuoyeoffers a platform that provides learning content aligned with the national curriculum, provides individualized homework support, and suggests personalized study plans for students based on their level of skills mastery.
- 85. M-Shule, isa mobile learning platform that serves millions of primary school students in Kenya and Sub-Saharan Africa. They use adaptive learning technology to analyse each student’s skill level and develop personalized learning journeys. The programme is SMS-based, which makes it potentially accessible to the 456 million mobile phone users on the continent.
- 86. Pratham’s Hybrid Learning Programme: Empowering Local Communities to Support Student- Centred Learning A community-driven approach which serves over 90,000 children ages 10 to 14 in about 1,000 villages in India. Works under two basic assumptions: 1) it takes a village to educate a child, and 2) children are naturally inclined to learn. Pratham works with each village to create a physical learning environment for children. It provides the digital infrastructure for these spaces, as well as the learning content—consisting of play-based approaches to learning—to be facilitated by volunteers in the community.
- 87. Hybrid Learning Programme. There areno teachers in the Programme. Instead the Programme taps into children’s natural learning curiosity to enable entirely student-group-led activities, with volunteers acting as supervisors and facilitators. Children form their own groups of 5–6 students, choose the projects they’d like to collaboratively work on, and present what they have learned in front of a live audience. Project focus areas include health, the arts, financial literacy and entrepreneurship.
- 89. Teaching at the Right Level(TaRL) BUSINESS AS USUAL TEACHING ATTHE RIGHT LEVEL GOAL Goal is to complete the grade level textbook. Clearly articulated goals for basic reading and arithmetic. Goal is to ensure basic foundational skills for all. TRAINING & MENTORING Resource persons as trainers.Weak ongoing, on-site support by those who have trained teachers. "Leaders of practice" created via "learning by doing. SelectGovernment cadre "practice" the approach for 20-25 days and taste " success, then train teachers and provide ongoing on-site monitoring and mentoring. GROUPING Full class teaching at grade level. Children grouped by level rather than by grade for instruction.Children move quickly from one group to next as they progress. “Teaching at the Right Level”. TEACHING & ACTIVITIES “Chalk and talk”. Textbook driven. Teaching to the "top of the class" Simple framework of daily activities that can be adapted as children progress. (CAMaL – Combined Activities for Maximized Learning). Activities in big groups, small groups and individually. ASSESSMENT MEASUREMENT DATA REVIEW Pen-paper grade level test done at the beginning of a phase and at the end. Simple quick one-on-one oral assessment used at start for grouping. Similar assessment used periodically to track progress. Data discussion and review at all levels.Aggregate school or class-level data used to propel program not child- wise data
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- 92. Individual students can learnby using digital courseware, such as the ones provided by Khan Academy, as the teacher works with smaller groups.
- 93. China Anji Play: Leading a Revolution ofTruly Child-Led Learning and Discovery An early childhood curriculum established in 2002 that focuses on learning through play and can be applied to any learning setting. Cheng Xueqin. It was first implemented in the Zhejiang Province in China with over 14,000 children. The Anji Play curriculum uses true play as the mechanism for learning. The basic premise of this model is that any environment can become a learning environment. A minimum of 90 minutes per day is dedicated to outdoor play, using materials such as ladders, buckets and climbing cubes.
- 94. Five principles of AnjiPlay: LOVE RISK JOY ENGAGEMENT REFLECTION
- 95. Children entirely self- pace and directthe learning journey. Children choose play materials from a selection provided by an adult, as well as whether they would like to play in a small group or alone. At the end of the activity, students reflect on what they have learned and share what the experience was like for them. Children may choose to express their reflection through any number of formats, including visual, verbal, abstract or concrete. Teachers’ and adult’s main role throughout this discovery process is to support, but not steer the play in any way. They closely observe students’ interactions and problem-solving activity, and document what they observe.
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- 97. 2 Accessible and inclusive learning A system where everyonehas access to learning and is therefore inclusive Despite massive expansion of public education in recent decades, learning remains inaccessible to many children around the world. 258 million primary and secondary school- aged children around the world are out of school today. Some experience physical barriers, including conflict and lack of basic infrastructure. The standardized approach to learning, for example, may not be adequate for the estimated 93–150 million children living with disabilities.
- 98. Learning systems must shift toward more accessible, andtherefore more inclusive, methods to ensure access to opportunity for everyone.
- 99. Without such a transformation, currenttrends risk further exacerbating inequality. Increasing accessibility in learning today is a pathway for shaping diverse talent pools in the future. In increasingly innovation-driven economies, diverse talent will have positive implications for innovation and future growth. Multiple modalities for learning—including visual, audio, tactile and kinesthetic methods—can be integrated into existing curricula to help students engage with material in different ways. Instruments geared toward students with special needs, such as weighted accessories and tactile stimulants can be used to create learning environments that work for everyone. Ensuring diverse representation in learning material, such as book characters and historical figures, can also make learning more accessible to children of various backgrounds.
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- 102. Technology can help increase accessibility. Text-to-speechtechnology, for example, can help students who are visually impaired and those who have difficulty decoding text to access content. Digital courseware and communication technology can have a ground-breaking impact on those without physical access to education by connecting children with teachers and learning resources from other parts of the world. Virtual labs can also provide students access to experiences that their own schools and communities may not be able to provide.
- 103. Praxilabs online lab simulation experiences to helpteach science subjects in places that may not have access to science facilities.
- 104. Labster’s virtual lab simulations allowstudents to work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions.
- 105. Governments and non- profits can worktogether to shape more inclusive education systems.
- 106. The private sector can alsochampion inclusive and accessible education systems by providing the necessary physical and digital infrastructure.
- 107. IBM partnered with schools in theUnited States to create the P- TECH model for students aged 9–14. The schools enable students to earn a high school and two-year post-secondary degree in a STEM (science, technology, engineering and math) field at no cost. In this programme, students have access to mentorship and learning experiences through worksite visits and paid internships in companies within the information and communication technology (ICT) industry.
- 109. Prospect Charter Schools: Designing an Inclusive and Equitable Approach to Learning Many studies have shown that New York City’s public-school system is among the most racially and economically segregated in the United States. The Prospect Schools closely mirror the city’s diversity. It is a K-12 college preparatory community where excellent teachers prepare a diverse student body to have a positive impact on society and a lifelong passion for learning. Every detail at each school is planned through the lens of inclusion—from student material to content to art.
- 110. Curiosity Develop sound judgment and intellectby asking questions confidently and thinking critically. Care Support others by grounding every action in empathy while championing equity and inclusion in our work. Persistence Grow and learn by solving problems with determination, creativity and tenacity. Passion Succeed by approaching challenges with excitement, enthusiasm and self- assurance. Core Values
- 111. Embedded Honors Courses A modelthat allows any student to choose to enter honors courses rather than be placed on an accelerated track based on previous performance. The goal of this approach is to ensure equity by removing potential teacher bias in the tracking system, removing testing that has notoriously skewed these accelerated courses toward white, middle-class students, and making more challenging courses less intimidating for students to try
- 112. Tallahassee Community College, Centre for Innovation, Digital Rail Project: EnablingAccess and Inclusion through Truly Mobile Learning
- 113. Digital Rail Project Offersmobile technology labs in 8-meter-long trailers, equipped with a virtual and augmented reality system, robotics, 3D printing and the latest in a range of technologies. These technologies are deployed in underserved neighborhoods and schools, along with a full-time applied science advisory who travels with the Rail. Students engage in projects focused on the application of technology to real world scenarios. For example, in 2019, middle-school students used Ozobot Robots to address a traffic pattern issue in their community.
- 114. Digital Rail Project partners with the Business Industry Leadership Team(BILT) A group led by select deans at TCC in collaboration with over 30 local employers. The BILT meets twice annually to review the programme’s skills framework, and votes on the skills that should be prioritized across the curriculum. The deans and faculty then collaborate with education technology company Viridis Learning to design curricula that are aligned to those skills. Learning materials are available online and activities are designed to stand alone, enabling learners to move through at their own pace.
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- 116. Enabling mechanisms The DigitalRail Project partners with Viridis Learning to assess each student upon intake, develop cohorts based on skills and create Skills Passports for each student. These digital passports enable students to connect the skills developed in the Digital Rail Project with the jobs that best match that skill set to enable students to understand their future career pathways. TCC also designed a Parent Dashboard, which enables parents to see live employment data on the certificate and degree pathways supported by the Rail Project their children have engaged in. To ensure scalability, TCC faculty and Digital Rail personnel train primary and secondary school teachers on how to replicate and enhance Digital Rail lessons
- 117. 3 Problem- based and collaborative learning Project- andproblem- based content, requiring peer collaboration and more closely mirror in the future of work
- 118. Creativity and innovation cannot be imitated today. Intraditional standardized learning models, teachers impart direct knowledge to students by demonstrating processes and formulas to arrive at one answer. These formulas are memorized, and children imitate these processes to solve other similar problems. The issue with this approach is that today’s innovation-driven economy depends on the creation of wholly new ideas, services, products and solutions, and there is no process or formula for doing that. They require individuals to try solutions and iterate based on how well their design addresses the given challenge. In many cases, there may be multiple solutions and designs that solve the same problem. Such innovation can rarely occur through isolated thinking, and requires children to work on building physical, digital or hybrid solutions together.
- 119. To foster this kindof thinking, education systems will need to shift from a process- based, to a problem-based approach to learning.
- 120. Problem- based learning can be implemented byassigning students collaborative projects to create solutions to real-world challenges. It means that classrooms must enable children to try different solutions and compare results to iterate and build on others’ ideas, rather than focusing on identifying one correct answer. This shift will also require children to be more collaborative as they learn to expand on and improve each other’s ideas. Through a project-based approach, students need to research the topic and understand the various viewpoints, ideate and design a solution, and then finally develop a prototype.
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- 122. Peru Innova Schools: Taking aMulti- stakeholder Approach to a Collaborative Blended- Learning Model Peruvian entrepreneur Carlos Rodriguez-Pastor, hired IDEO to build an entire network of schools powered by a progressive new learning model. IDEO’s mandate: to redesign Innova’s entire K–12 learning experience, from the curriculum to the teacher training to the school buildings, with an eye toward expansion and a goal to provide international-quality education at an affordable price. To help address this education gap, Intercorp Peru Ltd, IDEO—a design and consulting company— and an engineer by the name of Jorge Yzusqui partnered in 2011 to design Innova Schools as an affordable—$130 per month—high-quality learning alternative. The model focuses on student-centred blended learning, leveraging technology for independent study, and teacher-facilitated project-based small- group learning.
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- 125. Independent learning Leveraging onlinelearning tools such as Khan Academy, Aleks and other platforms. Students develop their own objectives and learning journeys, with teachers providing guidance as necessary. The schools offer dynamic workspaces, including mobile walls that enable teachers and learners to easily transition between large- and small-group learning. Each child participates in the school’s Innovation Programme, which challenges students to design unique solutions to a social challenge.
- 126. Project Zero at Harvard University The school network partners with local universities to identify and pilot new education technology and shape their future pipeline of teachers. To develop inquiry skills training for teachers. The network has also created a Teacher Resource Centre—an online marketplace for quality- approved lessons for each subject for each grade. All lessons are designed around common standards, and the marketplace enables teachers to exchange best practices and expertise on lesson implementation.
- 127. Innovation department The networkhas a dedicated innovation department, responsible for designing, prototyping and piloting new ideas in four key areas: academics, space, systems and infrastructure. The department ensures that the Innova model is in line with the latest practices in education.
- 129. Oman British School Muscat: Leveraging Discovery Learning for Collaborative Learning It has developed a curriculum focused on discovery learning—a student-centered approach where multiple subjects are integrated into collaborative projects focused on the experience rather than the final product or answer. This interdisciplinary approach enables students to draw interlinkages between various content areas and focus on the specific skills to apply that content to the real world. For example, after learning about the work of naturalists and animal behavioralists—such as David Attenborough and Jane Goodall—students created a campaign about single-use plastics.
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- 131. The school also strongly incorporates student choice. Children can, for example, spend time in the “risk taking writers” room, where they can write freely about any topic they’d like. This initiative combined science, math, English and public speaking—subjects that in traditional schools may have been separated into independent learning blocks. Throughout their project, students write persuasive essays to convince the audience
- 132. Real-world based learning. “Education withoutaction is like food without exercise,” says veteran educator Terry Godwaldt Instead of promising students that today’s lessons will be important in their lives someday, why not help them apply what they’re learning to tackle real issues now? Without meaningful opportunities to put problem-solving skills to work, students will gradually lose hope that they can make a difference.
- 133. 4 Lifelong and student- driven learning A systemwhere everyone continuously improves on existing skills and acquires new ones based on their individual needs Student-driven learning is a change from tradition where the teacher leads the learning and instead, gives the students the opportunity to learn for themselves. Student-driven learning shifts the emphasis from what the child learns, to how the child learns. This is a very positive way to permit the student as it focuses on skills and practices that enable the child for lifelong learning. It encourages the student to work independently, managing information and Student-driven. Students have a vital role in the learning process, as the focus is on what skills and methods they use to learn.
- 134. A love of learning mustbe instilled in children from a young age.
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- 136. By 2022, everyone will onaverage need an extra 101 days of learning to keep pace with the changing world of work. While traditional education systems have been designed to decrease learning with age, a new system must emerge whereby people engage in lifelong learning to navigate future job disruptions. To realize this vision, a love of learning must be instilled in children from a young age. Fostering this mindset will require student agency to be a key factor in schooling.
- 137. Taking the focus away fromtest scores Creating a love of lifelong learning will also require shifting to a system of learning for learning’s sake, rather than for specific rewards or to pass standardized testing. For example, a school might give students the option of showcasing what they have learned about gender equality by giving a speech, creating a work of art, creating a film or writing an essay. Activating inquiry-based and open-ended methods of teaching can also support lifelong learning. As children create solutions and learn to iterate and improve those solutions based on observation, they will be driven to learn for the sake of improving the quality of their own work, rather than to impress adults with their ability to arrive at the right answer.
- 138. Activating inquiry- based and open-ended methods of teachingcan also support lifelong learning.
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- 140. Observation As childrencreate solutions and learn to iterate and improve those solutions based on observation, they will be driven to learn for the sake of improving the quality of their own work, rather than to impress adults with their ability to arrive at the right answer. Digital courseware can help facilitate learner-driven approaches by allowing students to choose the material they would like to engage in and giving them flexibility about when they want to engage in the material. Teachers can use these resources to engage students with learning of their choice as they pull out small groups for more personalized and targeted instruction.
- 141. There are six levelsof cognitive learning according to the revised version of Bloom’s Taxonomy.
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- 145. Takes samples of studentsto evaluate learning. This system enables children to focus on the joy of learning, rather than the pressure of assessment.
- 146. United Kingdom Skills Builder Partnership: Scaling a Shared Frameworkfor Lifelong Skills Development
- 147. The Skills Builder Partnership links learning toreal-world application by connecting schools and employers. An international partnership of schools, teachers, employers and youth organisations building the eight essential skills for success. Each skill is clearly defined and broken down into specific teachable steps, milestones and mastery indicators by age group. Each participant in the global partnership can then use this framework and the related assessments to measure student progress toward mastery of those eight skills. Private-sector partners played a key role in the design of this framework to ensure that the eight essential skills were aligned to their expectations of future employment needs.
- 148. Enabling mechanisms The partnershipdeveloped two unique tools to measure student progress toward mastery of the eight essential skills: a teacher assessment and a student self-reflection. These tools help schools and organizations understand how to differentiate their approach according to each individual student’s needs. The programme also has its own digital platform with resources for implementors. It includes a bank of skill-specific activities and videos to support learning at each step of skill mastery, a toolkit for employers seeking to work with children and young people to support the development of essential skills, and toolkits for schools on how to integrate the framework into broader school systems.
- 149. Ecuador Skilling for Sustainable Tourism: Accelerating Lifelong Learning to Shapea Sustainable Travel and Tourism industry The Skilling for Sustainable Tourism Programme brings together key experts and leaders in the travel and tourism industry with the Ministry of Education to design and implement a curriculum that develops Ecuador’s future tourism workforce. Quito and Manabí The curriculum has a unique focus on enabling sustainability in the country’s tourism industry to foster future innovation in the sector. The programme improves the quality of tourism learning through three main levers: 1 training teachers in the latest tourism trends and practices; 2 developing learning content aligned with industry standards; and 3 providing students with workplace learning opportunities. Through this experiential learning approach, the programme exposes students to future employment opportunities, and trains them in an industry-vetted way to increase their employability in the future.
- 150. Technical and Vocational Education and Training (TVET) VVOB– education for development is currently strengthening TVET teacher professional development in the Ecuador Industry provides TVET teachers with an opportunity to engage in competency-based learning VVOB and the Ministry have, for instance, negotiated teacher training from CAPACITUR, a tourism industry centre of expertise, IdealAlambrec Bekaert, a construction company, and Schneider Electric, which provided training to teachers in electrical installations and urban electrification. The programme’s design and implementation are also facilitated by cooperation between the Ministry of Education and the Ministry of Tourism. The former ensures that the programme’s implementation in public schools is in line with national standards, while the latter provides insight on strategic partners within the travel and tourism industry that could help drive this initiative. About 60% of its beneficiaries are girls
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- 154. What India Should do An immediate initiative will drive impact through four interconnected interventions: 1. Implementing new measurement mechanisms for Education 4.0 skills 2. Mainstreaming technology-enhanced Education 4.0 learning experiences 3. Empowering the Education 4.0 workforce 4. Setting Education 4.0 country-level standards and priorities