Educational Challenges to the 4.0 Industrial Revolution:
Experience from Indonesia
Imam Ghozali
imamghozali@ustogja.ac.id
Universitas Sarjanawiyata Tamansiswa
Presented at
The International Academin Seminar 2018
held on February 28th, 2018 Thepsatri Rajabhat University-Thailand
Introduction
The fourth generation of Industrial Revolution, 4.0 IR, has recectly become a new buzzword widely spread among the elite of educators and decision makers. The term 4.0 IR is used to refers to an era which offers much better quality of life resulting fom the application of high technologies in computer and communication which can take away some roles human being used to play and or the burden to carry. The phenomenon is also described as a representation of the 21th century which has created a new civilization and has brought some consequences in education.
The 4.0 IR can be more elaborately described as an era in which a range of new technologies are fusing the physical, digital and biological worlds, and impacting all disciplines, economies, and industries. Klaus Schwab (2016) has associated 4 IR with the “second machine age” from the effects of digitalization on the economy, and a broader role for advances in biological technologies. He also considers 4 IR as an emerging technology breakthroughs in practically all fields of human life to cover artificial intelligence, robotics, the internet of things, autonomous vehicles, 3D printing, quantum computing and nanotechnology. This fourth wave of the industrial revolution is expected to welcome the heavy implementation of several emerging technologies with a high potential of disruptive effects. These technology breakthroughs are designed to make a better world through maximizing human well being, and adding quality to quantity to build just world.
Literatures in curriculum development have long recognised all kinds of emerging conditions as challenges to be taken care of in developing or modifying curriculum. Postlethwaite earlier stated that ‘Contemporary life outside school Economic and social change’ affect the decision of the objective of the program (1973:3).