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Comment by iPLOP on June 19, 2023 at 8:11pm

Jobs and Skills I Education 4.0: Here are 3 skills that students will need for the jobs of the future by Asheesh Advani

President and Chief Executive Officer, JA Worldwide

This article is part of: World Economic Forum Annual Meeting

Education 4.0 reimagines education as an inclusive, lifelong experience that places the responsibility for skill-building on the learner, with teachers and mentors acting as facilitators and enablers.

To create the environment required to foster Education 4.0, existing educational systems must be upgraded and invested in.

Problem-solving, collaboration and adaptability are the three critical skills that Education 4.0 must impart to students.

Education 4.0 reimagines education as an inclusive, lifelong experience that places the responsibility for skill-building on the learner, with teachers and mentors acting as facilitators and enablers.

Here are the three critical skills that should play a central role in each student’s personal curriculum as we prepare students, parents, educators and the business community — working alongside governmental and non-governmental agencies — to invest in and upgrade existing education systems for the jobs of the ever-evolving future.

Problem-solving, collaboration and adaptability are the three critical skills that Education 4.0 must impart to students.

1. Problem-solving - Education 4.0

Comment by iPLOP on June 17, 2023 at 3:43pm

（Con't）Problem-solving is at or near the top of every university’s and company’s must-have skillset, but what does it really mean? Students who are competent problem-solvers approach problems with curiosity, ready to embrace the challenge before them. Working independently or with others, students study the situation and ask questions to identify the root cause of a problem, collaboratively brainstorm potential solutions once the cause is verified, experiment and test solutions on a small scale, review the outcomes of those tests, scale up the best solution and keep monitoring the solution to ensure that it’s truly solving the problem. Along the way, students build and rely upon the building blocks of problem-solving: creativity, data analysis, perseverance and critical thinking.

In a Brookings Institution series on teaching future skills, educator Kate Mills describes “normalising trouble” in her classroom, looking for opportunities to showcase the way other students (not the teacher) have worked through problems, naming and describing the steps they used and reiterating how the process solved the problem. “After a few weeks,” Mills says, “most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves.” This includes giving students a range of go-to strategies for problem-solving that students can refer to if they get stuck. “For me, as a teacher,” Mills continues, “it is important that I create a classroom environment in which students are problem-solvers.”
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What's the World Economic Forum doing about diversity, equity and inclusion?

The COVID-19 pandemic and recent social and political unrest have created a profound sense of urgency for companies to actively work to tackle inequity.

The Forum's work on Diversity, Equality, Inclusion and Social Justice is driven by the New Economy and Society Platform, which is focused on building prosperous, inclusive and just economies and societies. In addition to its work on economic growth, revival and transformation, work, wages and job creation, and education, skills and learning, the Platform takes an integrated and holistic approach to diversity, equity, inclusion and social justice, and aims to tackle exclusion, bias and discrimination related to race, gender, ability, sexual orientation and all other forms of human diversity.

The Platform produces data, standards and insights, such as the Global Gender Gap Report and the Diversity, Equity and Inclusion 4.0 Toolkit, and drives or supports action initiatives, such as Partnering for Racial Justice in Business, The Valuable 500 – Closing the Disability Inclusion Gap, Hardwiring Gender Parity in the Future of Work, Closing the Gender Gap Country Accelerators, the Partnership for Global LGBTI Equality, the Community of Chief Diversity and Inclusion Officers and the Global Future Council on Equity and Social Justice.

2. Collaboration - Education 4.0

At its core, collaboration is about working well with others, sometimes as a team leader and other times as a team member. Collaborative students are influential with and influenced by good data and effective persuasion and they show a willingness to change their minds when confronted with evidence that’s contrary to their initial beliefs. Effective collaborators build relationships with all personality types, working styles and backgrounds, acting quickly to lower tension and resolve conflicts within any team. And, they are respectful communicators, whether communicating in person, on camera, via audio, when writing in any form (from low context micro-messages to lengthy reports) or actively listening.

Comment by iPLOP on June 17, 2023 at 10:00am

（Con't）Five years ago, Pearson Education, the British educational publishing giant, collaborated with the Partnership for 21st Century Learning to review the most significant findings in teaching students how to collaborate. The report recommends building three elements of collaboration into everyday classroom activities: interpersonal communication, conflict resolution and task management. “For example,” the report offers, “if a task simply requires groups to generate a lot of ideas but not to prioritise those options or make any selections, there will be little need for students to coordinate their ideas and contributions. Similarly, if a task calls for consensus but everyone in the group already agrees about the best course of action then there is no opportunity for students to practice their conflict-resolution skills.” Some level of friction must be built into the learning environment to develop and practice collaboration skills.

To design a collaborative-learning classroom, the report recommends organizing students into a myriad of different groups for a variety of tasks and projects, rotating roles among students to ensure that all students experience a range of responsibilities and interpersonal situations and teaching students how to conduct peer evaluations that offer honest, constructive feedback. Not surprisingly, the report also confirms that students with strong collaboration skills have better employment and advancement prospects than those without.
Have you read?

3. Adaptability - Education 4.0

The ability to continually adapt to new situations and realities has long been underrated because 'adaptability' is challenging to define. Adaptability skills range from a certain comfort with uncertainty, sudden changes and unfamiliar circumstances to the ability to make effective decisions and develop innovative solutions under pressure. Youth who are adaptable shift seamlessly from following to leading and back again. They welcome opportunities to learn new topics, master new skills and test themselves.

An Australian research team, led by Andrew J. Martin, has been studying students’ responses to uncertainty, novelty and change for the last decade, noting that learning to adapt requires cognitive, behavioural and affective (emotional) adjustments that include developing resilience, buoyancy and self-regulation. One approach to teaching adaptability is to create a self-regulated process with students in which students self-evaluate their proficiency in a particular area, establish learning goals, work to build experience and skills, evaluate proficiency again, identify the modifications needed to continue to improve and so on. Over time, adjusting and modifying skills and behaviours as a result of evaluation and feedback enables this adaptable mindset in young people.

The emergence of Education 4.0 offers a unique opportunity to upgrade our educational systems to ensure that we effectively prepare the world’s two billion young people for the Fourth Industrial Revolution, while also reducing inequalities in educational systems and capitalising on the promise of educational technology. By centring individual skill-building and classroom learning around problem-solving, collaboration and adaptability, Education 4.0 offers young people the greatest possible opportunity to succeed in a global economy.

Comment by iPLOP on June 16, 2023 at 10:36am

ESG理念已成为国际共识，以责任竞争力为核心的企业，都率先进入这全新发展周期。

ESG是英文Environmental、Social和Governance的缩写，是关注企业环境、社会、治理绩效，而不只是财务绩效投资理念和企业评价标准。

有者ESG战略与大众关系紧密的可持续包装、负责任营销、企业社会责任、培训与发展、气候变化、可持续农业等六个实质性议题作为行动主要方向。

其中包括计划2028年实现75%的原材料供应商符合可持续农业标准，并将在中国市场实现所有纸质包装100%可回收或使用再生材料。

创业目标是一家可持续发展公司，将可持续发展理念纳入业务核心与·组织愿景；深耕环保包装、高质量供应链等环节。

例如，有的食品行业已经过度工业化，就要做出真正适合孩子的天然有机辅食。得先拜访全球有机农场，用最严苛的标准挑选食材，坚持无多余添加，保留好食材的天然美味和营养，产品严格做到每批次安全检测，全线产品均支持全程溯源。

ESG战略聚焦关注产品、以人为本和关爱地球三大领域。

在“大绿色计划”的基础上，明确了ESG战略愿景，即“负责任的爱，让地球不害病，为新一代培育健康环境”，明確ESG策略、实施路径和衡量指标。

Comment by iPLOP on June 14, 2023 at 2:30pm

爱垦观察ESG
ESG Watch by www.iconada.tv

A little observation: ESG has been gaining momentum, but awareness among local companies in general seems to be low. We will see how it might become an "epiphany" for post-epidemic revitalisation. But it will take all sorts of good talents, and we are still observing.

小小的观察：ESG已经逐渐形成大潮，而一般马来西亚企业的认识好像还不强。看可能怎样打造成一个疫后振兴的“显学”。但需要各路好汉，还在观察中。

Management guru Peter Drucker once said that entrepreneurs have two core functions: innovation and marketing. In an era where SDGs is becoming increasingly important, it is most desirable to redefine it as getting the ESG right and telling the story well.

管理大师杜拉克曾说，企业有两个基本功能：创新与行销。在这个SDGs愈来愈受重视的时代，有迫切需要重新定义为：把ESG做好，把故事讲好。

SDGs：Sustainable Development Goals
ESG: Environment, Social & Governance

卢建彰 ·把好事说成好故事：在实务上踏实，在想法上跳跃

Property Development ESG
商业地产ESG火爆，这些企业为啥频频被点赞？

邱慈观：中外资本市场ESG桥梁

Comment by iPLOP on June 10, 2023 at 9:39am

愛墾觀察ESG

跟其他國家的人相比，有的亞洲散戶對ESG主題展現更大投資興趣，促使基金管理資產翻倍。

碳中和，使到商機從無到大爆發。

ESG定義不清，出於各國會自己定義何謂ESG的成本與風險，且各方定義常常相互矛盾。

對ESG，政府有自己的解釋與規則，因為在減碳的同時，他們希望確保它不會與國家經濟戰略相衝突。其中，扶貧、社會不平等、地方失業、農村就業等成為優先問題。

投資基金則優先考慮解決特定產業的ESG問題，如在投資房地產行業時優先考慮綠色建造；或/與會計違規或治理腐敗。

ESG在地化以後，投資基金納入成分股的考慮是什麼？

可以確定的是，各國都在思考該如何統一ESG定義，避免漂綠問題。

投資人不僅要考慮本身公司，還要考慮外在經營環境。有時，一位官僚一個指頭，就捻死了一個行業。

各業界的ESG重要修煉：成就大我來自社群共學；背景蒐尋，畫線筆記，打造自身專業的ESG。(愛墾ESG主编 10.6.2023)

Comment by iPLOP on June 5, 2023 at 6:48am

What a Corporate University Is and Is Not By Kathryn Tyler

“There is a general lack of understanding of what a corporate university is,” says Mark Allen, Ph.D., a professor at Pepperdine University. “It is not a place, a building or a gimmick. A corporate university is an educational entity that is a strategic tool designed to assist its parent organization in achieving its mission by conducting activities that cultivate individual and organizational learning, knowledge, and wisdom.”

Here are differences between …

A corporate university and a training department. “A training department is tactical or operational, whereas a corporate university is positioned at a strategic level. A good training program helps you do your job better. A corporate university helps the organization achieve its mission,” Allen says.

A corporate university and a traditional university. Traditional universities conduct scientific research and grant degrees in a variety of disciplines. Corporate universities focus primarily—though not exclusively—on on-the-job skills, company-specific proprietary knowledge and branding, and certification. “At a corporate university, you are focusing on learning that will benefit the organization, not just the individual,” Allen says.

The author is a freelance writer and former HR generalist and trainer in Wixom, Mich. (Source: https://www.shrm.org)

Comment by iPLOP on June 1, 2023 at 10:25pm

在地媒体

Comment by 馬來西亞微電影實驗室 Micro Movie Lab on October 18, 2011 at 11:26pm

解梦人妻§叶子正青：今天早上十点，RTM第二台来找我作访谈，主题是“怎样以文化创意产业策略推动巴生肉骨茶“。

采访记者是卢淑芳，摄录记者是周文俊。我们约好在巴生福建会馆後的杨氏肉骨茶铺见面。

和我一起见记者的，还有这家肉骨茶铺的东主杨佑图先生。有关杨先生和他的肉骨茶故事，《爱垦纳达故事城》曾制作过一段短片，大家可在这里的视频栏看到。
录影完毕後，我开车载这两位年轻电视媒体人，到巴生老城区转了一圈，看看巴生河左岸的一些古迹，如第一家巴生肉骨茶店盛发；阿都拉锡矿仓库、马哈荻城墙、圣母院天主教堂、白宫（雪州皇家收藏馆）、观音亭、雪州皇宫等。

这个访谈令我感到开心的是，至少本地传统电视开始在关注本土的文化创意产业，并从影像上去探讨这个课题。

另一方面，我也觉得可惜的是，制作队伍的努力结果，在电视频道上择日播出後，没看到这片子的电视观众，恐怕就没机会再看了。

若是结合上网路电视的方便，随选随看，就能解决这个问题。

当然，网路电视不仅是随选随看而已，还可以在页面上互动，集合对同个议题有兴趣的朋友做讨论。传统电视就缺乏这个好处。

创作本土内容，确实是《爱垦》的焦点主旨。我们现在要努力的是去找志同道合的网友，首先生产更多的文字内容，并参考别人怎么做影视内容。这样，等到有了适当的人才组合，就可以把文字资源转化成影像内容了。

Comment by 葉子正绿 on October 18, 2011 at 6:32pm

谢谢你的肯定。你谈到本地原创内容的生产问题，我极有同感。

先讲一个小插曲，有一回，某个政府单位举办“与民对话”，就像过去的“对话”，徒有“对话”之名，实质上都是长官的“训话”。

末了，发表训话的官老爷问：“你们有何意见吗。”

听众席中有一位老兄站起来说：

“马来西亚的国际影响力越来越强了！过去大家都在说韩流；现在应该是马流的时候了。为什么呢？因为你看看，现在连韩国人都拍马来电视连续剧了；打开电视机，多少韩国连续剧，那些偶像们都在讲一口流利的马来话，我们的文化影响力还不够力吗？”

这话一说，只见那长官的脸一阵青一阵白！那番话的讽刺性也太“够力”了。

这就是我们现在的情况，只懂得入口别人的东西，做了马来话配音，就算是推动了本地的电视广播事业！

关于你说的本地网路电视，情况也好不到那里去。传统电视把既有的节目搬上网，就叫着“网路电视”了，只有电子媒体界面，没有电子媒体的即时性、互动性。

就像他们开了个面子书户头，就算是”参与“了社交媒体。买张票去餐会吃饭，一个人静静在一边吃饭，并不等于”参与社交活动“。

关于玩电视顶上黑盒解码器的“网路电视公司”，其实也只是把网上别人既有的东西，搬进自己的解码器里让人观赏，他们和卖光碟、插盘的电子零件商，其实没有两样，就是把装载了别人东西的载体卖给你。严格说来，是硬体商，离内容创作差个十万八千里。

关于《爱垦》的”机会“，可能碍于同人网址或社会媒体的性质吧，也推荐了很多别人的东西。但那是有企图、有主题的做法。像博物馆、美术馆的馆长工作。

我看得出老编的定位，是当这些内容为媒介，由此媒介做更深入的专题探讨，然後让有同样兴致的网友讨论。

举个例子，《爱垦》有的网友，也是youtube的发烧友，他们把自己在youtube上载的东西，链接到《爱垦》页面，然後针对有关的录影做深入的探讨。《赛德克巴莱》的各式短片出现在《爱垦》，就是最好的例子。

这是”小众“、”同人圈子“的玩法，可以做到很深入；但广度那一块要怎样玩，我们网友可能要动动脑筋了！（下續）

Comment by iPLOP on June 1, 2023 at 10:25pm

Comment by Dokusō-tekina aidea on October 17, 2011 at 11:16pm

Well done，叶子正绿。很欣赏你流畅好读的翻译，也很欣赏你重新翻译贾伯斯这篇演讲稿的毅力。

你这篇文字出街後两三天，我发现本地主流平面媒体也发表了同一篇演讲稿，用的版本就是你所说的最常见的那一份。

他们直接从网上把人家的翻译下载，连错误的标点符号与字句，也一起转载、印刷。电脑的cut & paste功能，对他们来说真好用。

原来的翻译者本身不确定、译不出原义，所以特地附上的英文原文的地方，他们也一起刊出。读上来，真的像是洋人写中文。

本地媒体真的来到一个新的分水岭。

传统的媒体原来割据一方称王：电视与报刊各有自己生存的空间。

电视上一波的“大跃进”，是1996年的寰宇卫视，15年了，在马来西亚总共650万户家庭中，他们已经进入到大约一半的人家，可说是大霸主了。

可是，他们促进了多少本地制作、培养了多少本地人才，圈中人大家心知肚明。

在中文圈，最高的文化水平大概也只是《大日子》电影，以及《我来自新村》系列纪录片。

平面媒体也已经集团化，龙头大哥稳操胜卷，竞争并不大。

所以，他们几乎是在“定定找吃”的状态中生存。

这两年，因为网路宽频加速，似乎带来新空间；网路电视开始起跑。

不过，有人已经投了大钱无功而返、含恨脱手，有的则进入特定市场，如专为本地韩国、日本社群服务。

还想大开拳脚的集团，烧了大钱後，也结束了制作本地作品的部门，转向卖机顶黑盒子（解码器）的业务；观众买了解码器干什么？看网上的外国免费内容。

几乎就是把别人的东西当着“原产品”卖就是了。和像上面说的，平面媒体直接刊印贾伯斯演词的做法是一样的。

到今天，平面内容与电子内容似乎还没走到一起；更别说互动式与本地故事了。

这可能是《爱垦》的生存空间吧？

Comment by iPLOP on May 28, 2023 at 10:35am

21世紀華教需具備4要素·陳友信：包括走向國際化

（怡保27日訊）馬來西亞獨大教育機構主席拿督陳友信指出，華教發展在21世紀需要具備4大要素，包括多元進取校園文化、重視新科技的學習、走向國際化和訓練具備未來能力的學生。

他説，隨著全球教育改革浪潮時代變迭，以及我國政局已有變化，“華文教育”的發展結合新一代及友族人士跨族群的需求及融合了多元性的特質。

他今天在怡保培南獨中，爲2023年獨中復興運動50週年教育研討會主持開幕，緻詞時如是表示。

（愛墾配圖：馬来西亞國境最北的華文獨中：沙巴古達培正）

他説，“華教”的定義是具有馬來西亞本土文化特質的“華文教育”系統，而在21世紀的華教需具備4大要素。

“首先是多元進取校園文化、中華文化的熏陶和人文素養的塑造。根據數據，超過90%的馬來西亞華裔家長把孩子送到華小接受基礎教育，反映華社對母語教育的重視和認可。”

他認爲，華校之所以能廣受家長歡迎，積極的校園文化和良好的校風是關鍵要素，華教理念著重先成人後成才，強調人文素養，貫徹自律、自重、自強的精神。

“根據教育部的數據，2010年至2020年，非華裔學生佔華小學生人數從11.84%提高至19.75%，顯示華小辦學獲非華裔家長的青睞。”

他續説，華小是我國最具有多元族群的學校，2006年至2022年全國華文獨中非華裔生人數從663人增至1541人，增加了878人，暴增132%。

他也説，其次是重視新科技的學習，培養創新思維能力，在高科技時代下，獨中教育要與時俱進，必須更專業化以因應未來挑戰，培養符合就業市場未來需要的人才。

他指出，新時代重視的是智慧而非僅是知識，辦事能力而非僅是學歷，團隊精神而非僅是個人的卓越，因此獨中教育務必定期檢討教學綱要及注重全人教育，使得華校畢業生在走入社會之後，擁有更強競爭力及執行力。

他也表示，華教走向國際化，在全球化的發展趨勢下，獨中得思考如何增加外國學生，有助提昇校園多元文化，讓學生有國際視野以及擴大朋友圈，也能推進統考朝向國際化、公開化的目標。

他指出，依據數據2022年大馬華文獨中的外國學生有687人，佔全國華文獨中學生總人數的1%，比例實則很低。

他表示，另外是訓練具備未來能力的學生，21世紀必備的能力包括協作力，也就是團隊精神和整合能力，溝通與表達能力。

他説，其次則是抗壓力，即心理風險及情商指數，包含了面對未知及接受失敗繼續進取的特能，接著是競爭力，也就是必須能洞察自我強弱、堅持不懈及擔當能力；最後是學習力，也就是終身學習及主動學習的能力，跨領域、跨國界的學習。

另一方面，霹靂董聯會主席顏登逸緻詞時表示，新一代家長對教育專業有更高的要求，而人工智能的普及和大數據的時代挑戰下，因此獨中教育改革已經刻不容緩。

他説，國內教育環境已從單元教育的打壓，轉變成多元教育的競爭，國際學校與私立學校林立，以及在家教育崛起，顯示新一代的家長，對孩子的教育專業有更高的要求。

他表示，ChatGPT的問世、人工智能軟件的普及和工業4.0時代下的大數據、5G等新時代技術的挑戰下，獨中教育該如何回應？要培養怎樣的孩子？未來的孩子需要怎樣的能力，才不會被人工智能取代？

“這些擺在眼前的問題，已顯示獨中教育改革刻不容緩，獨中經過50年的發展之後，已走到了十字路口，一個必須重新作出省思的分水嶺。”

他也解釋，該研討會共有約27名發表人，來自馬來西亞、中國和香港等教育專家、學者、華教工作者，以及參與者包括350名全馬各地的董事長、校長和教育工作者。

他也希望在連續3天舉辦的研討會能透過衆人的集思廣益，重新省思《獨中建議書》如今的時代意思，也希望能爲獨中未來50年的發展，提供一個戰略性的方向思考。

出席嘉賓包括霹靂董聯會總務黃志偉和研討會主任黃仲賢。(27.5.2023 東方日報)

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