There is more to education than the demands of the Industrial Revolution 4.0: A focus on literacy expectations

Heather Fehring

doi:10.14738/assrj.72.7820

Abstract

2020 will bring changing times in education in Australia especially in relation to literacy curriculum policy and procedures. On-going teacher reviews both pre-service and graduate teachers; curriculum reviews especially in relation to the false binary of Synthetic and Analytical phonics and the reconsideration of NAPLAN and PISA following the release of the results of 2018 will be influential in educational policy makers considerations in 2020. In the current education climate, there is an obsession with the so-called Industrial Revolution 4.0. The driving force for change is dominated by market force perspectives of the future needs for industry workforce skills. The Industrial Revolution 4.0 documented in the current literature commenced in the 18th century with the first Industrial Revolution identified as the invention of the steam engine. In relation to educational change, it is important to reflect on two significant issues. First, there is more to education that the provision of workers skilled to meet industry needs. Only examining industrial workforce needs does not cover the total workplace of society. Secondly, education constantly evolves and adapts to factors affecting student learning. This paper explores some of the key issues related to the place of education within the context labelled as the Industrial Revolution 4.0 in 2020.

Highlights

The teaching profession has continually undergone Australian Government investigations covering a multitude of areas of political and public interest
The Industrial Revolution 1.0 is considered to have begun with the invention of the steam engine, Industrial Revolution 2.0 began with the industry-based production line, Industrial Revolution 3.0 began with the development of the computer and Industrial Revolution 4.0 began in about 2000 with
As literacy evolves and changes, educators will continue to address new challenges and create dynamic teaching and learning environments that respond to the variety of demands in different societies

Summary

Introduction

The teaching profession has continually undergone Australian Government investigations covering a multitude of areas of political and public interest. By combining content knowledge with a focus on the General Capabilities skills of thinking critically, collaborating, communicating and innovating and problem-solving they have changed the learning context of the school curriculum (Clarke & Hughes, 2019). The evolving nature of what constitutes literacy has provided a driver to change the school curriculum from a linear, lock step and sequential notion of developmental progress that is measured in yearly growth of improvement to a concept of education systems providing personal learning planning for all students.

Results

Conclusion