Education4.0 Vs Educational for Sustainable Development

Abstract

The purpose of education ought to empower the people to lead a successful life and contribute best to themselves and the life on earth. The present technocratic social development, 4IR and E4.0, indispensable to enable the young in a deeply imaginative digital world. Researchers give out the fact that as a result of human action several of the earth’s major life system are under threat that could be a disastrous for all life on earth. The problem is how to raise the young who are in love with technology and innovation to wisdom and sustainable leadership.

Life-cycle thinking (circular economy) should always be included in the curriculum to succeed in a sustainable working environment. I see 4IR enable the smooth transaction between technology and life on earth.  We need to arm ourselves with new age and at the same time, we witness the sustainable economic paradigm were no further ecological crises. We can’t predict our future with technological advancement in the 4th and 5th state of matter.

Introduction

If education never helps you to recognize your place on earth, it is a waste. Researchers give out the fact that as a result of human action several of the earth’s major life system is under threat that could be disastrous for all life on earth. Technology will not stop advancing. We should rethink academic education to meet these challenges of 4IR. Ahead of changing the entire educational sector, think better of what type of world we want to create? We should go with education for sustainable development not only the industrial revolution. The education should decide what type of industry we need nor vice versa.

This article is tapering the need for changes in education to meet the challenges of 4IR and the controversial development in technology and the need for sustainable development. I will not claim the convergence of man and machine as the dystopia. I see 4IR enable the smooth transaction between technology and life on earth. We need to arm ourselves with new age and the same time without purposeful interference of policymakers we witness the unsustainable economic paradigm further ecological crises. What is urgent is the new Gen will need to be responsible and empowered, placing collaboration above division, and sustainability above short-term gain. (OECD, 2018)

Industry 4.0

OECD (2018) anxious about the social, economic and environmental challenges driven by accelerating technology and globalization, and a faster technologies that have not yet been invented.

Partnership for 21st Century Learning (2009), encompasses the skills, competencies, mindsets, and attitudes that current industries and academic institutions have identified as highly valuable to success in work and life in the 21st century (Trilling, B., & Fadel, C. (2009). The new era of technocrat society brought artificial intelligence, 3D printing, IoT, machine learning, etc. an essential part of everyday life. Consequently, a demand for education that mold the youngsters to match for the future demand we can’t predict now.

The 4th industrial revolution started a ‘learning economy’ where learning becomes a currency for everything we do. The new human mindset revolves around 4IR changed the leaners as ‘digital age educands’.

Education 4.0

The academic education all-time demand some changes obligatory to industrial evolution. The 4th Industrial Revolution (4IR) navigated by the application of ICT the term Education4.0 (E4.0) materialized in the manufacturing industry. 

World Economic Forum (WEF) reports, five years from now over one-third of skills that are considered important in today’s workforce will have changed. One of the key challenges of educators over the next few decades is to provide leadership to the transition to the new kind of digital society where people began to think about outsourcing the service of humanoid robotic than human in the production and service employment.

21st-century educationalists and academic institutions have identified a highly valuable learning process with tools like smartphone classrooms, online exams, and robotic house help. Students will learn with different devices, different programs, and techniques based on their own preferences. Blended learning, flipped classrooms and BYOD (Bring Your Own Device) form important terminology within this change.

The manual part of mathematics will become irrelevant in the near future. Computers will soon take care of every statistical analysis, and describe and analyze data and predict future trends. We can’t deny a digital exam system that measure/assess and evaluate the students’ performance, ability, character etc. during the process of learning by doing.

The students now much personalized in their learning process and outcome. The role of teacher in E4.0 will form a central point in the jungle of information that our students will be paying their way through.

Education 4.0 will enable learning anytime, anywhere as the e-learning tools and applications will provide opportunities for personalized learning. The role of classrooms will change wherein theoretical knowledge will be imparted outside the classroom while practical or experiential knowledge will be imparted inside and outside and face-to-face.

The anxiety among parents and educators is what students follow can be either a positive or negative thing. But through the use of digital technology and freedom of access to the internet, educands can easily access contents of pornography and violence (Alia & Irwansyah, 2018: 65-77; Husni dan Fatulloh, 2016: 6-16).

So they tend to be instant in doing something and can’t wait to face a process that is not fast enough.

Fisk,2017, pointed out nine trends related to E4.0. Learning can be taken place anytime anywhere and self-faced learning, learning will be personalized, students have the choice, and students can apply their knowledge, hands-on-learning, data interpretation skill, assessment during learning, students’ interference in curriculum design, and more independent in learning.

For a few, education 4.0 is a phenomenon which response to the needs of the fourth industrial revolution or 4IR where humans and machines are aligned to eke out solutions, troubleshoot and of course discover new possibilities of innovation, where the learner has complete flexibility to be the architect of his or her own future and has the freedom to aspire, approach and achieve personal goals by choice.

E4.0 vs Education for sustainability

The crown jewel of any society is human resources and its potential to challenge which must foster in any way. Now, it is a challenge in many ways, we must act determinedly to develop an educational system match for the future demand we can’t predict.

Experience proved, any progression of an unsustainable economic paradigm only furthers ecological crises. In order to minimize the life threatening ecological impacts of human actions there is an urgent need for education to prioritize personal and societal transformation as one of its central purposes. Research by Sitra, 2018, found that the key decision making apparatus of our democracy is to think about short-term objectives and the industry too.

Our children will have to succeed in a sustainable working environment where ‘technoprenuers’ leveraging the power of machine and technology augmenting human capacity. We are waiting for the commercial use of the 4th stage of matter (plasma) may replace everything either positive or negative to live on earth.

Here we forced to think about an education system for sustainable development, as long as the natural resources are limited. Life-cycle thinking (circular economy) should always be included in the curriculum for tomorrow. The purpose of education ought to empower the people to lead a successful life and contribute best to themselves and the life on earth. So change is necessary to visualize a sustainable future by keeping the elements of values, belief and insights that makes us ‘human’. It is the need of the time to enable the young to apply sustainability where we take things from nature, make goods and services-consume it – give back to the nature life cycle and again take from nature – circular economy.

Scientific knowledge is creating new opportunities and solutions that can enrich our lives, while at the same time fueling disruptive waves of change in every sector. Unprecedented innovation in science and technology, especially in biotechnology and artificial intelligence, is raising fundamental questions about what it is to be human. It is time to create new economic, social and institutional models that pursue better lives for all. (OECD,2018).

1. Material and transcendent wellbeing

It is underpinned by UNICEF’s core belief that “education forms the bedrock of a country’s economy, good governance, gender equality, identity and culture” (UNICEF, 2014a). OECD proposes inclusive growth in the 21st century where material resources such as income and wealth, job and earnings, and housing equally represents well-being of life on earth related to the quality of life, including health, civic engagement, social connections, education, security, life satisfaction and environment.

SDG 2030 agenda that aims to ensure healthy lives and promote well- being of all without compromising the resources of the future. Sustainable development education promote greatest happiness of the greatest number of organism on earth

Education is not for training people for employment but to encourage change by pursuing the system role in the organism. Subsistence living guarantees a fair balance between all living things on earth, this means for fostering cohesion for sustainability and trust. Develop sustainability mindsets and animateness among the educands is the apperceive need emerging around the world to challenge the unsustainable economic paradigm only furthers ecological crises.

2. Future of education

What learning and teaching today may be sufficient to cope with 4IR today/tomorrow, but irrelevant in the near future. Now students are being prepared to build in a technologically advanced environment and gain hands-on experience to solve world problems. Preparing the young to minimize the life-threatening ecological impact of human action is the urgent need for education for sustainability. We should challenge the learning system was learning at an earlier stage- work in the middle and stopping at the end. Lifelong learning is necessary to sustain the rapid change in technology and life on earth.

As long as natural resources are limited we are forced to think about education for subsistence living. Life-cycle thinking should always be included in the curriculum. Our students will have to succeed in a sustainable working environment where affective domain development dominates the other two- cognitive and psychomotor. The successful operation of any domain requires relevant declarative, procedural and structural knowledge. This knowledge can be acquired through interaction with the environment. When the system is only meant to work the learner should learn from their experience and it will be natural where fixing both teacher and learner in their elements. Natural learning is adapted and applied as needed. When a new situation occurs the learner can try to seek out a more knowledgeable teacher.

Eg- students learning about A for apple never develop knowledge and understanding unless the child gets some idea about the cultivation and procurements of apple. The system role of human and natural resources for the cultivation of apple and procurement must be developed in the affective domain of the child. IoT, AI, Flipped class, Blended system and everything for collecting data and analyzing it can be used. 

A mutually supportive relationship that help learners to progress towards their valued goals. In this context every state in the world state should be considered a learning hub (OECD 2018). To move towards on earth need a shared vision where all species should set a specific goal to their role and responsibilities. Human as the active and intellectual species develop and education for sustainable development.

It again leads to the necessity of developing a global enabled agency. On the one hand the agency should develop a personalize learning environment that support and motivate each child to nurture its passion towards immediate environment; on the other create a solid foundation in global environment and sustainability

Conclusion

In every child, we find an innate scientist – who has the boundless curiosity to explore and experiment with their physical world and its relation with its life. As a team of educators, we create an environment that enthuses the children to experience the role of each organism and its importance for the existence of life on earth. The process of ‘educationalisation’ is the transformation of the life of adult educators’ to the children in an environment where they experience an education that generated through the affective domain of the educators without compulsion. ‘Educationalisation’ is the process of socialization through education. 

The greatest happiness of the greatest number of organism on earth must be the purpose of future education by knowing that human is an organism like any other. So it the need of the organism to decide what type of industry we need not vice versa. Education wants to explore and experiment with the world around us. The educators create an environment where the life on earth and its interrelation sustained by developing an eco-system where education for sustainable development for the life cycle The Sustainable Development Goals (SDGs) are an excellent basis to build a global education strategy.

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