Previous industrial revolutions liberated humankind from animal power, made mass production possible. The Fourth Industrial Revolution is fundamentally different as artificial intelligences will impact all disciplines, economies and industries. Scientific literature had widely illustrated the potential negative impacts, mostly on employability. As widely demonstrated from recent trends in migrations, unemployment are not anymore a mere national affair, making Fourth Industrial Revolution a subject of global governance. According to the PeopleStrong Report, in India 1.5 million jobs annually will be lost in the country due to automation – affecting primarily labour force from disadvantaged socio-economic background. In order to successfully prepare the society for the upcoming changes, education system and timing are crucial factors. EDUREFORM curricula aim to empower future and in-service secondary schools teachers to train students’ critical, analytical, and creative skills. As labour market demand is shifting from ‘problem solving’ to ‘problem analysis’ competences, these soft skills are considered as a crucial assets to perform tasks not achievable by artificial intelligence. EDUREFORM Curricula objective is to create a national best practice to support Indian national authorities in successfully cope with societal challenges directly related to Fourth Industrial Revolution. The academic teachers’ education program will be modernized. With the organisation of vocational trainings, the same teaching techniques will be disseminated among in-service teachers. In order to succeed in its mission, EDUREFORM team is composed by experts from Indian and European universities, working closely with Indian and European schools, assisted by an Indian analytics company managing talent development - preparing national workforces for the ever-changing demands of the Fourth Industrial Revolution.
(I) Revise the existing Indian study programmes dedicated to the academic training of pre-service teachers – and the vocational training for Indian in-service teachers – vis-à-vis the socio-economic impact of the technological progress; (II) Enhance societal awareness vis-à-vis the issue addressed by the project; (III) Disseminate the intellectual outputs produced in the project framework towards different target groups.
Technological progress is expected to have detrimental consequences on the labour market and society. Mostly in developing countries, new technologies are likely to cause unemployment and widen socio-economic inequalities. In this scenario, educators should be empowered to train creative, critical, and analytical skills among learners to mitigate the unintentional socio-economic impact of the Fourth Industrial Revolution.
<< Background >> Technological progress is expected to have detrimental consequences on the labour market and society. Mostly in developing countries, new technologies are likely to cause unemployment and widen socio-economic inequalities. In this scenario, educators should be empowered to train creative, critical, and analytical skills among learners to mitigate the unintentional socio-economic impact of the Fourth Industrial Revolution. << Objectives >> (I) Revise the existing Indian study programmes dedicated to the academic training of pre-service teachers – and the vocational training for Indian in-service teachers – vis-à-vis the socio-economic impact of the technological progress; (II) Enhance societal awareness vis-à-vis the issue addressed by the project; (III) Disseminate the intellectual outputs produced in the project framework towards different target groups. << Implementation >> (I) Implemented the EDUREFORM curricula at Indian HEIs, involving extra-consortium stakeholders through teaching activities, vocational trainings, students’ mobility programme and online course;(II) Regular delivery of public events (seminars, workshops, conferences, webinars); (III) Delivery of an awareness campaign on social media platforms; (IV) Published the EDUREFORM Handbook for Innovative Pedagogy and a special issue in a reputed scientific journal providing visibility to project outputs << Results >> (I) Trained 111 academic and non-ac. intra-consortium staff (+147%) during 14 developmental training s; (II) EDUREFORM Curricula: renewed/created 179 academic modules (+281%), launched an e-course and delivered 11 vocational training s;(III) Trained 2275 (+65%) Indian pre-service and in-service teachers;(IV) Executed 28 public events (+155%) outreaching 10858 individuals (+1408%);(V) Achieved 1.9 million online interactions (+973%) and 5.8 million impressions with the awareness campaign (+80%).