This document discusses how schools can act as agents of social change. It covers several topics:
1) The social changes and challenges brought by the 4th Industrial Revolution, including the need for new literacies like data literacy, technology literacy, and human literacy.
2) The forces driving change in schools, including bureaucratic, personal, market, professional, cultural, and democratic forces.
3) For schools to facilitate positive social change, they must build internal commitment to change among teachers and staff and ensure all feel responsible for changes happening in the school.
1. P R E S E N T E D B Y : G R P 1
Pages 7-10
ProfEd9: The
Teacher & The
Community
School Culture
2. INTRODUCTION
PAGE 10 TOPIC 2
PAGE 7 TOPIC 1
01 WARM UP
ABOUT THE TOPIC
02 SOCIAL CHANGES &
CHALLENGES BROUGHT BY THE
4TH INDUSTRIAL REVOLUTION
03 CHANGE FORCES
PARTS OF THE LESSON
CONCLUSIONS
04 ASSESSMENT
ANY QUESTIONS?
3. G R O U P 1 :
SCHOOL AS AN AGENT OF SOCIAL CHANGE
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22. The 4th industrial revolution
builds on the digital revolution
with cyber physical systems
providing new mechanisms and
allowing technology to be
embedded within societies and
even the human body.
DAVIS (2016)
23. It is marked by emerging
technology breakthroughs in a
number of fields, including
robotics, artificial intelligence,
nanotechnology, quantum
computing, biotechnology,
internet of things, 3D printing and
autonomous vehicles.
Bernard et al (2016)
24. These new and emerging
technologies have great potential
to continue to connect billions
more people to the web,
drastically improve the efficiency
of business and organizations,
and help regenerate the natural
environment through better asset
management.
SCHWAB (2016)
25. The 4th Industrial Revolution brought significant social
transformation that created a new world economy
MILLENNIAL
WORKFORCE
GLOBALIZATION
WIDER
EMPLOYMENT
OPPORTUNITIES
DEMAND FOR QUALITY,
OF COMPETITIVE AND
FLEXIBLE WORKERS
26. The 4th Industrial Revolution brought significant social
transformation that created a new world economy
NEW
BEHAVIORS
MOBILITY TECHNOLOGICAL
ADVANCEMENT
28. The 4th industrial revolution
calls for the educational
system to develop graduates
who are equipped with
knowledge and new skills and
prepared for responding to the
very social changes that may
come
29. In order to produce qualified
graduates, the curriculum needs a
new orientation. The old literacies
(reading, of writing and math), have
to be strengthened as well as by
adding the new and emerging
literacies, to produce qualified
human who can thrive in digital era.
32. TECHNOLOGY LITERATION
The ability to understand
mechanical (system) work, to
use the application of
technology like (coding,
artificial intelligence, and
engineering principles)
33. HUMAN LITERATION
Humanities, communication, &
design. This calls for
development of leadership skills,
social competence. Collaboration
and teamwork, professionalism,
and new sets of values to be
developed among students.
34. The school or the education system
cannot isolate itself from the demands
and needs of the changing society.
35. Schools and the education system
should be at the forefront of these
social changes.
People should see schools as
innovation hubs to solve human and
social issues.
36. Ex. Of Skills Accdng to
World Economic Forum in 2016
● Complex Problem
solving
● Creation skills
● Critical thinking
● Creativity
● People
management
● Collaboration
● Emotional
quotient
● Decision making
● Negotiation Skills
● Entrepreneurship
● Cognitive fluency
38. Identified six forces affecting
changes in schools:
BUREAUCRATIC, PERSONAL,
MARKET, PROFESSIONAL,
CULTURAL, AND DEMOCRATIC.
Sergiovanni (2000)
39. BUREAUCRATIC
FORCES
Are rules, mandates, and
other requirements
intended to provide direct
supervision, standardized
work process, or
standardized outcomes that
are used to prescribed
change.
42. PROFESSIONAL
FORCES
Are standards of expertise,
codes of conduct,
collegiality, felt obligations,
and other professional
norms intended to build
professional community to
compel change
43. CULTURAL
FORCES
Are shared values, goals,
and ideas about pedagogy,
relationships, and politics
intended to build
covenantal community that
is used to compel change
45. Due to these change forces,
schools need to build internal
commitment to change and
positive social transformation.
46. Internal commitment
Means all faculty,
administrators, and staff
experience a high degree of
ownership and a feeling of
responsibility on the
changes that they wish to
happen
47. Teachers, students, and staff
must see their roles and
responsibilities in the changes
that will happen. Cooperation,
collaboration, and open
communication is essential.
51. "Education is the most
powerful weapon which
you can use to change the
world."
- Nelson Mandela
52. CREDITS: This presentation template was created by Slidesgo, including
icons by Flaticon, and infographics & images by Freepik
Thanks!
Editor's Notes
means that schools play a significant role in bringing about positive changes in society.
Schools are not just places for education; they have the power to shape attitudes, values, and behaviors in students that can influence and transform society as a whole.
Schools serve as platforms for imparting knowledge, promoting critical thinking, fostering empathy, and teaching essential life skills, all of which contribute to creating a more just, inclusive, and progressive society.
means that schools play a significant role in bringing about positive changes in society.
Schools are not just places for education; they have the power to shape attitudes, values, and behaviors in students that can influence and transform society as a whole.
Schools serve as platforms for imparting knowledge, promoting critical thinking, fostering empathy, and teaching essential life skills, all of which contribute to creating a more just, inclusive, and progressive society.
means that schools play a significant role in bringing about positive changes in society.
Schools are not just places for education; they have the power to shape attitudes, values, and behaviors in students that can influence and transform society as a whole.
Schools serve as platforms for imparting knowledge, promoting critical thinking, fostering empathy, and teaching essential life skills, all of which contribute to creating a more just, inclusive, and progressive society.
means that schools play a significant role in bringing about positive changes in society.
Schools are not just places for education; they have the power to shape attitudes, values, and behaviors in students that can influence and transform society as a whole.
Schools serve as platforms for imparting knowledge, promoting critical thinking, fostering empathy, and teaching essential life skills, all of which contribute to creating a more just, inclusive, and progressive society.
This quote highlights the transformative power of education, emphasizing its role in driving social change. It implies that schools, as agents of education, have the potential to shape individuals and societies, fostering positive change and creating a better world.
Genetically modified crops with improved traits, such as insect resistance or increased yield.
Biopharmaceuticals produced through genetic engineering, including insulin, vaccines, and growth hormones.
Enzymes used in laundry detergents and food processing to enhance efficiency and improve product quality.
Biofuels derived from renewable sources like algae, corn, or sugarcane, which serve as alternatives to fossil fuels.
Genetic testing and DNA sequencing technologies used in medical diagnostics and personalized medicine.
Gene therapy techniques to treat genetic disorders by introducing functional genes into the patient's cells.
Bioremediation using microorganisms to clean up pollutants in the environment, such as oil spills or toxic waste.
Biofertilizers and biopesticides that promote sustainable agriculture by improving soil fertility and reducing chemical inputs.
Industrial enzymes employed in various industries, such as textile, paper, and biofuel production, to enhance manufacturing processes.
Animal cloning and genetic engineering for livestock breeding, disease resistance, and improved food production.
Wider employment opportunities
Increased job opportunities resulting from the integration of advanced technologies and digitalization.
Rise of IT-related jobs, e-commerce platforms, and digital marketing roles.
Demand for quality, competitive, and flexible workers
The need for skilled workers who can adapt to technological advancements and possess competitive skills.
Demand for data scientists, AI specialists, and professionals with digital literacy.
Globalization
Increased interconnectedness and integration of economies, cultures, and information across borders.
Offshore outsourcing, global business collaborations, and international trade.
Millennial workforce
The generation born between the early 1980s and mid-1990s, characterized by their digital fluency and adaptability.
Millennials driving digital entrepreneurship, startup culture, and remote work.
Mobility
Enhanced flexibility and ease of movement enabled by advancements in transportation and remote work options.
Rise of co-working spaces, digital nomads, and flexible work arrangements.
Technological advancement
Rapid progress in advanced technologies like artificial intelligence, robotics, IoT, and biotechnology.
Integration of AI in customer service, automation in manufacturing, and digital healthcare solutions.
New behaviors
Changes in human behaviors, lifestyles, and consumption patterns influenced by technological advancements.
Shift towards e-commerce, digital banking, online learning, and digital entertainment platforms.
Mobility
Enhanced flexibility and ease of movement enabled by advancements in transportation and remote work options.
Rise of co-working spaces, digital nomads, and flexible work arrangements.
Technological advancement
Rapid progress in advanced technologies like artificial intelligence, robotics, IoT, and biotechnology.
Integration of AI in customer service, automation in manufacturing, and digital healthcare solutions.
New behaviors
Changes in human behaviors, lifestyles, and consumption patterns influenced by technological advancements.
Shift towards e-commerce, digital banking, online learning, and digital entertainment platforms.
Data literation. The ability to read, to analyze, And to use information in the digital world.
Technology literation. The ability to understand mechanical (system) work, to use the application of technology like (coding, artificial intelligence, And engineering principles)
Human literation. Humanities, Communication, And design. This calls for development of leadership skills, social competence. Collaboration and teamwork, Professionalism, And new sets of values to be developed among students.
The school or the education system cannot isolate itself from the demands and needs of the changing society.
Schools and the education system should be at the forefront of these social changes.
People should see schools as innovation hubs to solve human and social issues.
Schools should ignite people's imagination to be more creative and innovative in creating a desired future for all people.
With the changes and challenges of the Fourth Industrial Revolution, Schools need to revisit their academic programs and focus on what are the essential skills that need to be learned for human beings to become productive and enjoy the fullness of life.
The school or the education system cannot isolate itself from the demands and needs of the changing society.
Schools and the education system should be at the forefront of these social changes.
People should see schools as innovation hubs to solve human and social issues.
Schools should ignite people's imagination to be more creative and innovative in creating a desired future for all people.
With the changes and challenges of the Fourth Industrial Revolution, Schools need to revisit their academic programs and focus on what are the essential skills that need to be learned for human beings to become productive and enjoy the fullness of life.
With the changes and challenges of the Fourth Industrial Revolution, Schools need to revisit their academic programs and focus on what are the essential skills that need to be learned for human beings to become productive and enjoy the fullness of life.
The World Economic Forum in 2016 identified examples of this skills. Next slide.
Each of these forces is influential in implementing changes in schools:
Responding to the different change forces requires empowerment of every member of the school community. It also requires ethical and moral leadership from school managers and administrators. Furthermore, all the members of the school must possess innovative behaviors and creativity
This quote highlights the transformative power of education, emphasizing its role in driving social change. It implies that schools, as agents of education, have the potential to shape individuals and societies, fostering positive change and creating a better world.
