EDUC 8 - The Teacher and The Community, School
Culture & Organizational Leadership
“Module 1 – Written Report”
Prepared by:
Keithlene Manabat
Kathreen Joyce Pamintuan Manipon
Shyren Manliclic
Marygel Alfonso
Melvin Vergel de Dios
Abbie Malones
BEEd 3A
A. THE SOCIOLOGICAL PERSPECTIVES
The sociological perspective is an approach to understanding human behavior by
placing it within its broader social context. Wright Mills referred to the sociological
perspective as the intersection of biography (the individual) and history (social factors that
influence the individual). It is the idea that our social backgrounds have an impact on our
attitudes, behaviors, and life chances was expressed. In this sense, we are social beings
wholly entwined in society rather than only being individuals.
A. This perspective is important because it provides a different way of looking at
familiar worlds. It allows us to gain a new vision of social life.
B. This perspective stresses the broader social context of behavior by looking at
individuals’ social location—employment, income, education, gender, age, and
race—and by considering external influences—people’s experiences—which are
internalized and become part of a person’s thinking and motivations. We are able
to see the links between what people do and the social settings that shape their
behavior.
C. This perspective enables us to analyze and understand both the forces that
contribute to the emergence and growth of the global village and our unique
experiences in our own smaller corners of this village.
SOCIAL DIMENSIONS OF EDUCATION
The sociology of education is the study of how social institutions and individual
experiences affects education and its outcome. It is relatively a new branch and two great
sociologist Émile Durkheim and Max Weber were the father of sociology of education.
Émile Durkheim's work on moral education as a basis for social solidarity is considered
the beginning of sociology of education.
When sociologists started to believe that education fosters social mobility and undercuts
class division. Numerous sociological studies have been conducted on the subject due to
the increased interest. Numerous civilizations' statistical and empirical study revealed a
consistent relationship between social class and achievement, indicating that education
could only facilitate a small amount of social mobility. Sociological research revealed that
rather than challenging class stratification and racial and sexual prejudice, schooling
practices reflected them. However, sociology of education is a field of research that is
particularly useful in determining how sociology and education are related.
Sociologist see education as one of the major institutions that constitutes society. While
theories guide research and policy formulation in the sociology of education, they also
provide logical explanations for why things happen the way they do.
CONSENSUS AND CONFLICT THEORIES
Consensus is a general agreement or widespread among all members of a particular
society. On the other hand, conflict is a clash between ideas, principles and people.
The Proponents of Consensus and Conflict Sociological and Social Theories are Karl
Marx, Emile Durkheim, Max Weber, Talcott Parsons and Robert Merton, Louis Althusser
and Ralph Dahrendorf, Herbert Mead and Herbert Blumer.
⚫ CONSENSUS THEORY
A consensus theory is one which believes that the institutions of society are working
together to maintain social cohesion and stability. Value consensus assumes that the
norms and values of society are generally agreed and that social life is based on co-
operation rather than conflict.
Consensus theories have a philosophical tradition dating back to Plato and Rousseau,
who argued for structures that maintain the consensus of society. The first formal
sociological consensus theory, however, is Emille Durkheim's Functionalism, which
argues that all institutions within a society serve an essential purpose.
Others, such as Merton, elaborated on Durkheim's functionalist theory, adding that
institutions can also be dysfunctional. Nonetheless, these theories are still consensus
theories.
More recently, consensus theories have been extended into pluralism and the "new right."
Pluralism argues that different groups, or subcultures, within society can have differing
norms and values, but there are at least some overriding, shared societal norms.
Meanwhile, the new right emphasizes how the breakdown of social institutions can harm
society through the dismantling of value consensus. Criminologists also commonly use
consensus theories. One notable example of a criminological consensus theory is strain
theory.
The term consensus means agreement. It is used in sociology to describe theories which
stress the essential cohesion and solidarity of society, where the core principle of social
life is agreement, or the mutual cooperation of the members of a society.
These theories see common experiences, interests, and values as the defining
characteristic of a population or a society. For example, a consensus theorist may study
sports as a source of binding people together in a shared experience, or the role that
education plays in instilling shared norms and values.
There is usually a legitimate authority involves in policing the consensus, which also
guarantees that societies tend to persist.
⚫ CONFLICT THEORY
Conflict perspective focuses on the negative, conflicted, and ever‐changing nature of
society. Unlike functionalists who defend the status quo, avoid social change, and believe
people cooperate to effect social order, conflict theorists challenge the status quo,
encourage social change (even when this means social revolution), and believe rich and
powerful people force social order on the poor and the weak. Conflict theorists, for
example, may interpret an “elite” board of regents raising tuition to pay for esoteric new
programs that raise the prestige of a local college as self‐serving rather than as beneficial
for students.
Conflict theory argues that when assets, power and social reputations are divided unfairly
across sections of society, then disputes develop and these conflicts form the source of
social change. Power may be viewed in this sense as the control of productive capacity
and acquired riches, the influence over political and social institutions, and the social
position of everyone else. The theory of conflict emerges from Karl Marx’s writings, which
concentrated on the determinants and consequences of the bourgeois-proletarian class
conflict in a capitalist society. This system reinforced an uneven social order, producing
a unanimity of values, objectives and standards by the intellectual compulsion of the
bourgeoisie. When the proletariat’s social and economic situation deteriorates, Marx
predicted that they will become aware of the class system, implying that the rich capitalist
class exploits them, resulting in a revolution with a demand for social change. This
perspective has evolved from Marx and includes a wide array of conflicts and disputes
that contribute to social change in society. Even wars between nations are perceived to
be caused by material or ideological differences and the settlement of these leads to
structural change. Sociological perspectives like Marxism and Feminism are derived from
conflict theory and they both focus on particular conflicts, differences, and their impacts
on society.
THE CONFLICT MODEL
The social structures produce patterns of inequality in the distribution of scarce resources.
After, that a conflict arises and reorganization and change occurs.
➢ The conflict model is concerned with the stresses and conflicts that merge in society
because of competitions over scarce resources. It focuses on the inequalities that are
built into social structures rather than on those that emerge because of the personal
characteristics.
Consensus Theory one believes that the institutions of society are working together to
maintain social cohesion and stability. Value consensus assumes that the norms and
values of society are generally agreed and that social life is based on co-operation rather
than conflict. It focused on social order based on tacit agreements and view social change
as occurring in a slow and orderly fashion. On the other hand, conflict theory emphasized
the dominance of some social groups by others. See social order as based on
manipulation and control by dominant groups and view social change as occurring rapidly
in a disorderly fashion as subordinate groups overthrow dominant groups.
STRUCTURAL FUNCTIONALISM
Structural functionalism serves as a thought school in which each institution, relation,
position, and convention that together make up a society has a purpose and each is
essential for the sustained functioning of other members and society in general. Social
change has been seen in structural-functionalism to be an adaptive reaction to some of
society’s difficulties. If one element of the interwoven social structure changes, friction is
produced which is addressed by the change in the other areas between this and other
aspects of the system. According to the sociologist Durkheim, social cohesion was
brought about by the interrelationship between the various components present in
society, which is a complex system that has its own dynamic traits, external to people,
but that influences their actions. According to this perspective, different institutions,
structures, and processes have a particular purpose, one that is beneficial to the
members of society. This includes education contributing to the development of society,
the legal systems check the deviations in society, the government governs people and
protects citizens, families contribute to reproduction and many others. Even processes
that others may regard through a negative lens have a purpose from the functionalist’s
perspective. A criminal is someone who is normally thought to be harmful to society, but
structural functionalists believe that criminals motivate people to behave morally and keep
the justice system running.
The critiques of this perspective include its insufficiency to explain social and the
continuance of non-functional aspects of society- that do not serve any purpose in
society’s necessities. The idea that all the activities of society are useful to society is
opposed by some.
Parsons' structural functionalism has four functional imperatives, also known as AGIL
scheme.
AGIL SCHEME (FOUR FUNCTIONAL IMPERATIVES)
➢ Adaptation – a system must cope with external situational exigencies.
➢ Goal attainment – a system must define and achieve its primary goals.
➢ Integration – a system must regulate the interrelationship of its component parts.
➢ Latency – a system must furnish, maintain, and renew both the motivation of
individuals and the cultural patterns that create and sustain the motivation.
FUNCTIONAL REQUISITES OF A SOCIAL SYSTEM
1. Social system must be structured so that they operate compatibly with other systems.
2. To survive, the social system must have the requisite from other systems.
3. The system must meet a significant proportion of the needs of its actors.
4. The system must elicit adequate participation from its members.
5. It must have at least a minimum of control over potentially disruptive behavior.
6. If conflict becomes sufficiently disruptive, it must be controlled.
7. A social system requires a language in order to survive.
INTERACTIONIST THEORIES
Interactionist theory has its origin in the social psychology of early 20th century
sociologists George Herbert Mead and Charles Horton Cooley.
Mead and Cooley examined the ways in which the individual is related to society through
ongoing interactions.
This theory attempt to make the “commonplace strange” by turning on their heads
everyday taken-for-granted behaviors and interactions between students and students
and between students and teachers.
BASIC FORMS OF SOCIAL INTERACTIONS
Symbolic interaction which require mental processes and views the self as socially
constructed in relation to social forces and social structures. (Ritzer, 2000)
Mead’s approach to symbolic interaction rested on 3 basic premises:
1.People act toward the things they encounter on the basis of what those things mean to
them.
2.People learn what things are by observing the things they encounter people respond to
them that is through social interaction.
3.As a result of ongoing interaction, the sounds (or words, gestures, facial expressions
and body postures we use in dealing with others acquire symbolic meanings that are
shared by people who belong to the same culture.
Another important concept that has long been used by symbolic interactionist is the
Looking-Glass Self. This concept was developed by Charles Cooley according to him,
“We see ourselves as others see us.”
In Cooley’s terms, you use other people as a mirror into which you look to see what you
are like (Farley, 1990).
Non-symbolic interaction which does not involve thinking (Blumer, following Mead)
Symbolic gestures, extends beyond the act itself. A handshake, a hug, a bow expresses
both parties shared understanding that a social interaction is beginning.
This also shows respect and love for one another.
A. School and Social Institutions
1. Family
• Household, parentage, genealogy, bloodline, dynasty
• as a socially recognized group (usually joined by blood, marriage,
cohabitation, or adoption) that forms an emotional connection and serves
as an economic unit of society. Sociologists identify different types of
families based on how one enters into them.
• Another key point in studying the family from a sociological perspective is
to understand that all families have some cultural traits in common, but all
also have their own unique family culture. Culture is the shared values,
norms, symbols, language, objects, and way of life that is passed on from
one generation to the next. Culture is what we learn from our parents,
family, friends, peers, and schools. It is shared, not biologically determined.
In other words, you are only born with drives, not culture. Most families in a
society have similar family cultural traits. But, when you marry you will learn
that the success of your marriage is often based on how well you and your
spouse merge your unique family cultures into a new version of a culture
that is your own.
• The family performs several essential functions for society. It socializes
children, it provides emotional and practical support for its members, it helps
regulate sexual activity and sexual reproduction, and it provides its
members with a social identity.
• the family is the primary unit for socializing children. As previous chapters
indicated, no society is possible without adequate socialization of its young.
In most societies, the family is the major unit in which socialization happens.
• the family helps regulate sexual activity and sexual reproduction. All
societies have norms governing with whom and how often a person should
have sex. The family is the major unit for teaching these norms and the
major unit through which sexual reproduction occurs.
• the family provides its members with a social identity. Children are born into
their parents’ social class, race and ethnicity, religion, and so forth. As we
have seen in earlier chapters, social identity is important for our life
chances. Some children have advantages throughout life because of the
social identity they acquire from their parents, while others face many
obstacles because the social class or race/ethnicity into which they are born
is at the bottom of the social hierarchy.
• It discharges many functions to society and individual from regulating
marital bond, legitimate reproduction, care for young, controls human
behavior and functioning as an economic unit at least for consumption. It
discharges this role with other associated institutions, like marriage and
kinship. Family exists almost all human society, however, varies in terms of
structure and function from society to society and time to time.
2. Education
• Education serves several functions for society. These include (a)
socialization, (b) social integration, (c) social placement, and (d) social and
cultural innovation. Latent functions include child care, the establishment of
peer relationships, and lowering unemployment by keeping high school
students out of the full-time labor force.
• Perhaps the most important function of education is socialization. If children
need to learn the norms, values, and skills they need to function in society,
then education is a primary vehicle for such learning. Schools teach the
three Rs, as we all know, but they also teach many of the society’s norms
and values.
• education is social integration. For a society to work, functionalists say,
people must subscribe to a common set of beliefs and values.
• education is social placement. Beginning in grade school, students are
identified by teachers and other school officials either as bright and
motivated or as less bright and even educationally challenged. Depending
on how they are identified, children are taught at the level that is thought to
suit them best. In this way they are prepared in the most appropriate way
possible for their later station in life. Whether this process works as well as
it should is an important issue, and we explore it further when we discuss
school tracking shortly.
3. Religion
• Durkheim argued that “religion happens” in society when there is a
separation between the profane (ordinary life) and the sacred (1915).
• In studying religion from a sociological perspective, it is not important what
one believes about religion
• religion is about community: It binds people together (social cohesion),
promotes behavior consistency (social control), and offers strength during
life’s transitions and tragedies (meaning and purpose).
4. Economic Institutions
• The economy makes society possible by providing the goods and services
it needs.
• The economy’s major function is also an absolutely essential function: the
provision of goods and services. Because the economy provides the goods
and services that any society needs, the economy makes a society
possible.
• economy is the basic structure of any society on which other institutions are
dependent.
5. Government
• is an institution entrusted with making and enforcing the rules of a society
as well as with regulating relations with other societies. In order to be
considered a government, a ruling body must be recognized as such by the
people it purports to govern. A person or group that considers itself the
leading body of a society has no power if the members of the society do not
recognize the person or group as such
• the government has four main purposes: planning and directing society,
meeting social needs, maintaining law and order, and managing
international relations.
• The purpose of the government is to socialize people to be good citizens,
regulate the economy and to provide necessary services for citizens.
Education 4.0 Responding to the demands of Society
As the universe aging, development and innovation continues to foster the world
with the aid of technologies which was then introduced in the first industrial revolution.
We have 3 plus 1 today, industrial revolutions and it begun since 18th century up to this
day 21st century and powered by technologies. In the 4th Industrial revolution or also
known as industry 4.0 started to introduce the used of smart technologies, (i.e., smart
coffee makers, smart bulbs, smart speakers, and smart security cameras) that are
controlled and monitored via Bluetooth, LTE, Wi-Fi, and cellular connectivity. During this
phase, the education 4.0 was then introduced.
Do you still remember what is education 4.0? if I’m not mistaken, we have tackled this
last year in our MST subject?
•What is education 4.0
Education 4.0 is a learning technique associated with the fourth industrial revolution. As
a result, as the fourth revolution began, a new era of education, known as education 4.0,
undertook, and mainly focuses on transforming education's future through advanced
technology and automation. This industrial revolution includes namely smart technology,
(i.e., TV, Desktops, printers, etc.) that is indeed useful in school. Artificial intelligence,
Artificial intelligence is the simulation of human intelligence processes by machines,
especially computer systems and, its purpose is to make it possible for machines to learn
from experience, adjust to new inputs and perform human-like tasks and robotics, Robot
engineering is the conception, design, manufacture, and operation of robots. The goal of
robotics is to develop intelligent machines that can assist humans in a variety of ways.
They all have an impact on our daily lives especially in education. As you can see,
education 4.0 was justified as the new normal start as a result of the pandemic.
•How can be Education 4.0 be a response to the demands of society
Education 4.0: Responding to the demands of Society
What is Education 4.0? Education 4.0 is a purposeful approach to learning that
lines up with the fourth industrial revolution and about transforming the future of
education using advanced technology and automation. Every day, as society improves
the demands of its needs always comes from school since school is where the future of
society is dependent.
Major trends of Education 4.0
(i) A more personalized learning
Education 4.0 appreciates the individuality of every single student and their own
pace of learning. Having a personalized way of teaching will have a
greater impact on students to achieve their outcomes easily.
(ii) More remote learning opportunities
The cornerstone of Education 4.0 is making learning available anywhere,
anytime with the set of e-learning tools that promote remote and self-paced
learning.
(iii) The plethora of education tools
Education 4.0 offers a clear route to students by making tools and techniques
handy in their learning environment.
(iv) Data at the fingertips
There are greater insights into the students learning journey with data analytics
and reporting in Education 4.0. The statistical analysis allows teaching staff to
learn where students exactly stand and guide them appropriately.
(v) Easy and accurate assessment
A more practical way of assessment comes into place with Education 4.0.
There are both online and offline assessments and students get assessed on
projects, assignments, and fieldwork.
(vi) Project-based learning
The project-driven approach that Education 4.0 supports helps students learn
in a fun and interesting way!
Top 10 Digital Skill Education 4.0 Demands
1. Complex Problem Solving
This is a skill that can enable a person to see a link between industries and create unique
and creative solutions to various problems.
2. Critical Thinking
By the ancient essential undertaking of thinking, these skills combine a set of five skills.
Analytical Open-minded Problem solving Organization Communication
3. Creativity
An idea is just an idea unless the execution happens. Still, the idea is a
mandatory step and very first impulse that will eventually lead to proper
solutions.
4. People Management
People management is human resource management (HRM), and it is built from
numerous, different but yet intertwined, tasks, such as: Recruitment Management, and
Ongoing support
5. Coordinating with others
in general, coordination always refers to whether a child can get legs and arms to work
together. In a world of an adult person, coordination with others refers to effective
communication and team collaboration.
6. Emotional Intelligence
Intelligence comes in many forms. No one is intelligent in the same way.
7. Judgment and Decision-Making
This skill is tightly linked with one’s ability to condense a vast amount of data, using data
analytics and interpret data in a way that will offer the right decision. The idea for this
decision is to lead to a solution that will be useful in the digital era.
8. Service Orientation
The judgment in decision making is all about the cognitive process of reaching a decision
that will draw a solution.
9. Negotiation
The ability to negotiate is much appreciated in everyday situations
10. Cognitive Flexibility
This skill is all about the brain’s ability to transition from thinking about one concept in a
satisfying way or another
Learners will be able to achieve a fun learning education with these Digital Skill Education
4.0 Demands. As aspiring teachers, we may find it difficult to master all of these skills;
however, we must learn them because we will soon be passing them on to our future
students.
•Importance of education 4.0
If schools and universities are to continue producing successful graduates, they must
prepare their students for a world in which caber-physical systems are widespread across
all industries. This includes incorporating technology into the curriculum, completely
changing the learning process, and leveraging technology to improve the university
experience. On the other hand, Education 4.0 emphasizes the importance of preparing
students to face challenges head on. Students should be proficient in the skills required
by rapidly changing technology; they should be led rather than instructed; and information
should be made available to them rather than fed to them. Both general and vocational
education should strive to prepare students to compete with the outside labor force.
How education 4.0 influence learning?
Through Education 4.0, the desirable skills of graduates can be improved, making them
innovative and creative employees; with the ability to adapt to the use of new
technologies.
This are some of the influences of Education 4.0 are the following:
• Learn time management skills
- the ability to set goals, focus, organize, prioritize, communicate and delegate.
• Organizational skills
- set of techniques used by an individual to facilitate the efficiency of future-oriented
learning, problem-solving, and task completion.
• Collaborative skills
- required when working with other team members on a joint objective. Examples
include communication, open-mindedness, and conflict resolution.
How education 4.0 can be adapt in schools?
Learning becomes universally accessible for all pupils when AI and machine learning is
used in the classroom. It can help students to overcome geographical hurdles to learning.
Universities must integrate their teaching and operations with technology improvements
in order to prepare future graduates for work.
• A more personalized learning
- Education 4.0 will also enable personalized learning for students depending on
their capabilities. It means It will also help teachers to identify the strengths and
weaknesses of each student individually and guide them accordingly.
• Accelerate remote learning opportunities
- The cornerstone of Education 4.0 is making learning available anywhere, anytime
with the set of eLearning tools that promote remote and self-paced learning. Example of
this is the concept or ABL or Active Blended Learning.
• Choice of education tools
- A part of Education 4.0 will be the technology/devices used by students to gain an
education. While every subject has its own set of knowledge and information that the
students can grasp, the road to attaining this knowledge can vary. This means that the
students will be able to choose the tools and techniques through which they want to
acquire this knowledge. Techniques like blended learning, BYOD (Bring Your Own
Device), and flipped classrooms are a few examples of this.
• Data Analysis
- The statistical analysis allows teaching staff to learn where students exactly stand
and guide them appropriately.
• Easy and Accurate Exam pattern
- A more practical way of assessment comes into place with Education 4.0. There
are both online and offline assessments and students get assessed on projects,
assignments, and fieldwork.
Tips to prepare learners in education 4.0 to meet the demands of society.
- To prepare students for the Fourth Industrial Revolution, teachers must transition
into being facilitators of learning beyond their own personal expertise. They should allow
technology to support students' flexibility in gaining skills and pursuing passions.
- Today’s students must be able to not only adapt to such shifts but be positioned to
shape them through creative problem solving and open thinking. Open thinking means
being continuously creative, making decisions, and completing actions with creativity—
compelling the next wave of creative thinking. Mistakes are simply opportunities to learn.
Open thinking, especially when combined with technology that applies exponential
thinking, is what will allow students to contribute professional value to society while also
enabling them to make the most of applying technology in new ways.
EDUCATIONAL REFORM
Educational Reform
Changes in teachers, students, classrooms, and schools all designed to increase
the amount student learn. Education reform may try to address inequities including those
pertaining to poverty, gender and class. Evidence-based education guides reform, where
scientific studies point to the methods that are most effective.
Education reform is the name given to the goal of changing public education. The
meaning and education methods have changed through debates over what content or
experiences result in an educated individual or an educated society. Historically, the
motivations for reform have not reflected the current needs of society. A consistent theme
of reform includes the idea that large systematic changes to educational standards will
produce social returns in citizens' health, wealth, and well-being.
As part of the broader social and political processes, the term education reform
refers to the chronology of significant, systematic revisions made to amend the
educational legislation, standards, methodology, and policy affecting a nation's public
school system to reflect the needs and values of contemporary society.
Before the late 18th century, classical education instruction from an in-home
personal tutor, hired at the family's expense, was primarily a privilege for children from
wealthy families. Innovations such as encyclopedias, public libraries, and grammar
schools all aimed to relieve some of the financial burden associated with the expenses of
the classical education model. Motivations during the Victorian era emphasized the
importance of self-improvement. Victorian education focused on teaching commercially
valuable topics, such as modern languages and mathematics, rather than classical liberal
arts subjects, such as Latin, art, and history.
Motivations for education reformists like Horace Mann and his proponents focused
on making schooling more accessible and developing a robust state-supported common
school system. John Dewey, an early 20th-century reformer, focused on improving
society by advocating for a scientific, pragmatic, or democratic principle-based
curriculum. Whereas Maria Montessori incorporated humanistic motivations to "meet the
needs of the child". In historic Prussia, a motivation to foster national unity led to formal
education concentrated on teaching national language literacy to young children, resulting
in Kindergarten.
MOTIVATIONS FOR EDUCATION REFORM
Education reform, in general, implies a continual effort to modify and improve the
institution of education. Over time, as the needs and values of society change, attitudes
towards public education change. As a social institution, education plays an integral role
in the process of socialization.
• Socialization is broadly composed of distinct inter- and intra-generational
processes. Both involve the harmonization of an individual's attitudes and behaviors with
that of their socio-cultural milieu.
Education reform is the process of constantly renegotiating and restructuring the
educational standards to reflect the ever-evolving contemporary ideals of social,
economic, and political culture. Reforms can be based on bringing education into
alignment with a society's core values. Reforms that attempt to change a society's core
values can connect alternative education initiatives with a network of other alternative
institutions.
Education reform has been pursued for a variety of specific reasons, but generally most
reforms aim at redressing some societal ills, such as poverty-, gender-, or class-based
inequities, or perceived ineffectiveness.
Reforms are usually proposed by thinkers who aim to redress societal ills or institute
societal changes, most often through a change in the education of the members of a class
of people—the preparation of a ruling class to rule or a working class to work, the social
hygiene of a lower or immigrant class, the preparation of citizens in a democracy or
republic, etc. The idea that all children should be provided with a high level of education
is a relatively recent idea, and has arisen largely in the context of Western democracy in
the 20th century.
BARRIERS TO REFORM
• Education inequalities facing students of color
Another factor to consider in education reform is that of equity and access.
Contemporary issues in the United States regarding education faces a history of
inequalities that come with consequences for education attainment across different social
groups.
• Racial and socioeconomic class segregation
• Racial wealth gap
• Access to early childhood education
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learning/#:~:text=Learning%20becomes%20universally%20accessible%20for,pre
pare%20future%20graduates%20for%20work.
• https://www.linkedin.com/pulse/education-40-darshan-vyas
• https://www.intel.com/content/www/us/en/education/teaching-strategy/teaching-
4th-industrial-revolution.html
• https://en.m.wikipedia.org/wiki/Education_reform
