Anticipating a 4th Industrial revolution and the futures of learning: a discussion paper for Wolverhampton Learning City Region

Abstract

What learning is needed for the 21st Century and what changes can be made for
\nlearners today and for tomorrow? What skills, knowledge and experience are
\nneeded for jobs that do not exist yet? What institutions and relations and
\npractices will be needed to support the school leavers, apprentices and graduates
\nof 2020 and 2040? In a world that it is projected to change rapidly and unevenly,
\nwhat role will learning have in helping anticipate and shape the future?
\nPublic sector, market, third sector leaders are faced with some critical challenges
\nand choices. Exponential advances in genetic engineering, nanotechnology,
\nbiotechnology, artificial intelligence, robotics, graphene and additive
\nmanufacturing (3D printing) are set to constitute a 4th industrial revolution.
\nA 4th industrial revolution is not just characterised by particular technologies but
\nthe fusions between these technologies, the capacity to redraw the lines between
\nphysical, digital, and biological domains and the potential scale, speed and
\nspread of these changes.
\nThe breadth of skills and functions afforded by new technologies will not only
\nhave an impact on the number and type of jobs available across all sections of the
\njob market, but also have the potential to challenge existing divisions of labour
\nand the nature, value and meaning of work and learning.
\nOf course, one of the major challenges and contradictions when anticipating
\nfutures, is how can one prepare for the unknown? This is a major challenge. There
\nis no consensus as to the number of jobs that will be lost or created as a result of
\na 4th industrial revolution, but it is anticipated there will be no more routine jobs in
\nthe future.
\nInvestment in the development of knowledge and skills in science, technology,
\nengineering and mathematical (STEM) subjects is self-evident, but social, creative
\nand critical thinking skills will be vital as they not only prove resistant to
\nautomation, but are essential to efforts to anticipate and engage with the
\ndisruption and challenges of a 4th industrial revolution.
\nBy anticipating the changes on the horizon, there is an opportunity to review and
\nredefine the needs of today’s and tomorrow’s learners. Due to the scale of change
\nthat is anticipated it is argued that no one agency will be in a position to meet the
\ngrand challenges of a 4th industrial revolution. The level, scale and pace of change
\nrequire both long-term thinking and cross-sector action. Subsequently a potential
\nrole for a nascent learning region will be to help to surface, assess and develop
\nthe future readiness of all those who live and work in the region.