Education plays a crucial role in meeting the many socio-economic, cultural, demographic, environmental, ethical and technological challenges. These challenges present themselves globally with their scope and urgency yet to increase as time goes on. The Symposium invites everybody to reflect on what a ‘new’ education could look like in order to meet the requirements of a local and global society. What does Education 4.0 offer us? What could Education 5.0 look like?
With regard to the discourse:
Education 4.0 can be understood as learning and education processes in an age of digital change. The term alludes to industry 4.0 or the fourth industrial revolution. New technologies, changing patterns of life and new practices influence how we learn, where we learn and what we learn. Integrating education processes with information and communication technologies becomes more important. This entails not only that students become competent in using new media, but also that they gain an awareness for a networked world. This is of consequence for the organization of school.
Education 5.0 could be understood as a critical examination of the use of technology and networked systems. Is it time to consider a change of perspectives towards a stronger emphasis on personality development, basic values, empowerment, democracy and collective responsibility? Are responsibility, participation in democracy and a respectful treatment of the environment elements that need to be emphasized time and again as objects of pedagogical thinking? What is the place of school in a world in which a myriad of information is readily available that is shaped by differing psycho-social dynamics? What relation between school and extra scholastic agents does the school of the future aim for in respect of the student’s welfare? How can we successfully promote education and what responsibilities do the various agents from the educational sector, but also from society have: How can networked systems collaborate in an impactful manner, what forms can collaboration between agents from inside and outside the school sector on a vertical and horizontal scale have?
The Symposium deals with questions of governance in educational systems, adequate leadership, sustainable school improvement and impactful teaching and learning settings.
It provides the opportunity to deepen one’s knowledge through lectures and discussions, to exchange with experts, to establish and deepen relationships and to discover and pursue new ideas, for example regarding:
- What consequence has a yet-to-be-defined Education 5.0 for educational management, education policy, for administration and inspection and for the field of educational practice?
- What is the current scientific discourse, what are scientific desiderata, what should research look at in this domain?
- What can agents from society contribute who are not directly situated in the educational realm? What is the role of the industrial sector as well as the third and fourth sector?
This can be further differentiated into the following topics:
Technology/Digitization: What can technology contribute in the realm of education and educational planning as well as in the process of education? What form can learning with and through technology take, what is the state of the (so-called) digitization of learning and education? How much of all this has arrived in school?
Differentiated teaching and learning settings: How do modern learning settings look like, how and how different does contemporary classroom teaching look like, what are teaching and learning settings and places of learning that can negate the fragmentation of formal, non-formal and informal education?
School and society: What comes after 4.0, how are current and future developments viewed and discussed by society, industry and education? What are current, future and past threads of discussion (on education) and critical observations, what are desired developments?
Challenges in/through changes: What change do we observe and what consequences result for individuals as well as for politics, administration, practice, the third and fourth sector as well as educational sciences?
School and places of education: What consequences does the change towards Education 5.0 have for schools and networked systems? What scenarios are conceivable, realistic, what are innovative practices on a system, organization and individual level?
Orientation towards evidence and data use: What qualitative and quantitative data are being collected, how are they used for a possible evidence-based governance of the educational system, of schools (in the sense of evidence-based school improvement), of teaching with an individualized support for learning? Does such a focus possibly restrain our point of view, shifting it away from what is pedagogically speaking relevant as it is oriented too much towards key numbers? Will we see that the reduction towards academic output will be surpassed and perspectives will be broadened towards a societal outcome?
Renaissance of pedagogy: What role do pedagogical premises from the historical discourses of the professions of pedagogy, educational science and educational research play? What role do key competencies, personality development, the engagement for the common good and society, democracy play? What should be learned, what should be the focus of education? What individual and societal use should be generated? Is there a renaissance of old concepts in a modern attire?
These and other subjects will be treated in the plenary program, but also across the various strands of the parallel program.
The topic Education 5.0? The Future of Learning – the Future of Schools and its meaning will be discussed further in the upcoming weeks with presenters as well as partners of the Symposium. We are looking forward to the exchange before and during the conference. As always, the discussion will be continued and documented after the conference.