Empowering Students for the Fourth Industrial Revolution
Fernando M. Reimers
Ford Foundation Professor of the Practice of International Education, Director of the Global Education Innovation Initiative, Harvard Graduate School of Education
The Fourth Industrial Revolution poses new demands on leaders to make schools more relevant. Education leaders need to develop a shared vision that aligns ambitious goals with an expanded set of expectations for what students should learn in school and to translate such a vision into more relevant curriculum and more robust teacher capacities. Central to those efforts are powerful curriculum and opportunities for teachers to build new capacities. There is a body of practice, and of research evidence, which can inform efforts to transform curriculum and teacher capacity.
“Powerful curriculum can be a powerful driver of an education that is engaging to students and teachers, because they see the relevance of what they are studying to understand the rapidly changing world around them.”
Fernando M. Reimers, Ford Foundation Professor of the Practice of International Education, Director of the Global Education Innovation Initiative, Harvard Graduate School of Education
1. Klaus Schwab, “The Fourth Industrial Revolution” (New York: Crown Business, 2017).
2. Fernando M. Reimers et al., Fifteen Letters on Education in Singapore (Morrisville, NC: Lulu Publishing, 2016).
3. Fernando M. Reimers et al., Empowering All Students at Scale (Scotts Valley, CA: Createspace, 2017).
4. Fernando M. Reimers, Letters to a New Minister of Education (Seattle, WA: Kindle Direct Publishing, 2019).
5. Fernando M. Reimers and Connie K. Chung, Preparing Teachers to Educate Whole Students (Cambridge, MA: Harvard Education Press. 2018).