There is more to education than the demands of the Industrial Revolution 4.0: A focus on literacy expectations
DOI:
https://doi.org/10.14738/assrj.72.7820Abstract
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.
References
ACER. (2019). Research Conference 2019. Preparing students for life in the 21st century: Identifying, developing and assessing what matters. 4-5 August 2019, Melbourne Convention and Exhibition Centre. Retrieved from https://pivotal.acer.edu.au/files/Research-Conference-2019-Proceedings-and-Program.pdf
Anstey, M. (2002). The four resources model. Literate futures: Reading (pp. 27-48). Coorparoo DC, Queensland: Curriculum Innovation Branch, Curriculum Directorate, Department of Education Queensland.
Australian Government Department of Education and Training. (2015a). Australian Government Response to the Teacher Education Ministerial Advisory Group (TEMAG) Report. Action Now: Classroom Ready Teachers. Retrieved from https://docs.education.gov.au/node/36789
Australian Government Department of Education and Training. (2015b). Students First. Retrieved from http://www.studentsfirst.gov.au
Australia Government Office of the Chief Scientist. (September, 2014). Science, Technology, Engineering and Mathematics: Australia's Future. Retrieved from http://www.chiefscientist.gov.au/wpcontent/uploads/STEM_AustraliasFuture_Sett2014_Web.pdf
Australna Government (2019). Higher Apprenticeship Program. https://www.industry.gov.au/funding-andincentives/manufacturing/industry-40 Access 5.8.2019.
Australian Curriculum and Assesment Authority (ACARA). (2019). Australian Curriculum: General Capabilities Retrieved from ttps://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum and Assessment Authority. (2018). Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/
Australian Government Department of Industry and Science. (2019). Industry 4.0. Australian Government Retrieved from https://www.industry.gov.au/funding-and-incentives/manufacturing/industry-40.
Clarke, L., & Hughes, M. (2019). Teaching and assessing the general capabilities in a secondary school context. Paper presented at the ACER Research Confercne 2019. Preparing students for life in the 21st century: Identifying, develping and assessing what matters., Melbourne Convention and Exhibition Centre, 4-5 August 2019. https://pivotal.acer.edu.au/files/Research-Conference-2019-Proceedings-and-Program.pdf Commonwealth of Australia House of Representatives Standing Committee on Education and Vocational Training (Chair: L. Hartsuyker). (February, 2007). Top of the class. Report of the inquiry into teacher education. Retrieved from Canberra, ACT: http_www.aphref.aph.gov.au_house_committee_ert_teachereducation_report_fullreport.pdf
Department of Education and Training Victoria. (2019). Science and Mathematics Specialist Centres. Retrieved from https://www.education.vic.gov.au/about/programs/learningdev/vicstem/Pages/centres.aspx
Department of Education and Training Victoria. (2016, September). VicSTEM: STEM in the Education State. Retrieved from http://www.education.vic.gov.au/Documents/about/programs/learningdev/vicstem/STEM_EducationState_Plan.pdf
DTeach, Deakin University, (2019). Web release of report by Beverley Oliver. http://dteach.deakin.edu.au/2019/08/02/microcredentials/
Freebody, P. (1992). A socio-cultural approach: Resourcing four roles as a literacy learner. In A. J. Watson & A. M. Badenhop (Eds.), Prevention of reading failure (pp. 48-60). Gosford, NSW: Scholastic Australia Pty Ltd.
Freebody, P. (2004). Hindsight and foresight: Putting the four roles model of reading to work in the daily business of teaching. In A. Healy & E. Honan (Eds.), Text next: New resources for literacy learning (pp. 3-17). Sydney: PETAA.
Freebody, P., & Luke, A. (1992). A socio-cultural approach: Resourcing four roles of a literacy learner. In A. Watson & A. Badenhop (Eds.), Prevention of reading failure. Sydney, Australia & Auckland, New Zealand: Ashton Scholastic.
Harris, A. (2016). Creativity and education. London, UK: Palgrave, Macmillan/Springer.
Harris, A., & Ammermann, M. (2016). The changing face of creativity in Australian education. Teaching Education, 27(1), 103-113. doi:http://doi/10.1080/10476210.2015.1077379
Harris, A., & de Bruin, L. (2017). STEAM education: Fostering creativity in and beyond secondary school. Australian Art Education, 38(1), 54-75.
Henderson, R. (Ed.) (2019). Teaching literacies. Pedagogies and diveresity (2nd ed.). Melbourne, Victoria: Oxford University Press.
Intelitek. (2018). The Education 4.0 Revolution. An analysis of Industry 4.0 and its effects on education. Retrieved from https://www.intelitek.com/ and http://go.pardot.com/l/141221/2018-05-08/35723t
Lucas, B. (2017). Teaching creative thinking. Developing learners who generate ideas and can think critically. Melbourne, Australia: Corwin.
Luke, A. (1993). The social construction of literacy in the primary school. In L. Unsworth (Ed.), Literacy learning and teaching: Language as social practice in the primary school (pp. 1 - 53). South Melbourne, Australia: Macmillan.
Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 185-225). St Leonards, NSW: Allen & Unwin.
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Retrieved from http://www.readingonline.org/research/lukefreebody.html No longer avaialable for this online site.
Melbourne University (2019). MSPACE. https://mspace.unimelb.edu.au/Minister of Education Honerable Dan Tehan. (15th October 2019). Media release: Bringing Phonics into Australia Schools. Retrieved from https://ministers.education.gov.au/tehan/bringing-phonics-australian-schools.
Moje, E., Birr. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of Research in Education, 31(March), 1-44.
Moje, E., Birr. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2, October), 96-107.
Moje, E., Birr. (2015). Doing and teaching disciplinary literacies with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-301.
OECD Centre for Educational Research and Innovation. (2019). Trends shaping education. http://doi.org/10.1787/trends_education-2019-en Paris, France: OECD.
Oliver, B. (2019). Making Micro-Credentials Work for Learners, Employers and Providers. Retrieved from http://dteach.deakin.edu.au/2019/08/02/microcredentials/ Full Report http://dteach.deakin.edu.au/wpcontent/uploads/sites/103/2019/08/Making-micro-credentials-work-Oliver-Deakin-2019-exec-summary.pdf Executive Summary
Payton, A. (2017). Skilling for tomorrow. Paper presented at the 26th National VET Research Conference 'No Frills' Hobart, Tasmania. https://www.ncver.edu.au/research-and-statistics/publications/all-publications/skilling-fortomorrow
Fehring, H. (2020). There is more to education than the demands of the Industrial Revolution 4.0: A focus on literacy expectations. Advances in Parliament of the Commonwealth of Australia House of Representatives Standing Committee on Employment Education and Training. (October 2019). Status of the Teaching Profession. Retrieved from https://parlinfo.aph.gov.au/parlInfo/download/committees/reportrep/024385/toc_pdf/Statusoftheteachingprofession.pdf;fileType=application%2Fpdf
Robinson, K. (2010). TED2010 Bring on the learning revolution! Retrieved from https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution?language=en
Schleicher, A. (2012). TEDGlobal 2012. Use data to build better schools. Retrieved from https://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools?language=en
Seet, P.-S., Jones, J., Spoehr, J., & Hordacre, A.-L. (2018). The Fourth Industrial Revolution: The implications of technolgy disruption for Australian VET. Retrieved from Adelaide, SA https://www.ncver.edu.au/research-andstatistics/publications/all-publications/the-fourth-industrial-revolution-the-implications-of-technologicaldisruption-for-australian-vet
Senate Standing Committee. (2003). Bridging the skills divide. Canberra, Australia: Commonwealth Government of Australia.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
