Plenary session will comprise oral presentations and panel discussion among renowned education professionals on education trends and prospects.

Under the subject, “Navigating the Future of Childhood Education in the Era of Fourth Industrial Revolution”, panels will share their insights and discuss the challenges in the educational ecosystem in the era of the 4th industrial revolution.


“4IR and the Future of Education”

Since the autumn of 2014, software education has been a statutory subject for all children in England. However, there still are hindrances including the lack enthusiastic specialist teachers to secure quality education.

The United Kingdom was the first among the G20 to mandate computing in schools. Now the country is leading the industry as a pioneering country to start with the movement – there are more than 7,000 schools and 15,000 institutions participating in nurturing students and helping teachers develop professionalism.

BCS, the Chartered Institute for IT, which has been taking lead in the movement will join the conference to deliver a keynote speech.



“Preparing Children for 4IR: Social and Emotional Learning in Early Childhood”

By surveying chief HR and Strategic Planning officers at some of the world’s leading companies on “The Skills Employees Will Need at Work by 2020”, a study has found that the most demanded skills include soft skills like social and emotional intelligence, persuasion, coaching and guidance. With the study, WEF has emphasized the importance of social and emotional skills as we face technology moving forward in era of the Fourth Industrial Revolution.

Ironically, the skills demanded in the Digital Age depend on a more humane, emotionally-fulfilling education.


“Preparing Children for 4IR: Childhood Environmental Education”

Is software education all that we need to prepare our children for the Fourth Industrial Revolution? There are a few unconventional, experiential learning oriented schools who are taking lead in reshaping childhood education.

Jungwha Kim, the President of Korea Association of Forest Kindergarten, will join the event to share with us her idea of educating our children of the true value of nature and nurturing their love for nature and humanity.


“Preparing Children for 4IR: How to Educate Our Children to Become Socially and Emotionally Adept”

In the era of Fourth Industrial Revolution, where technology is improving in a lightning-fast pace while the size of the average family is getting smaller, we may easily forget the fundamentals of human relations.

The ways to define the concept of talent have also changed, now that we are living in a world where artificial intelligence exceeds human capacity just as how AlphaGo defeated pro on the game of go in 2016.

It is not by choice but by necessity that we need to teach our children ways to nurture love and affection towards others through social and emotional learning.


“Navigating the Future of Childhood Education in the Era of Fourth Industrial Revolution”


“Preparing Children for 4IR: Computational Thinking and Bebras”

Quoted during Davos Forum, a study has found that 65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist. To prepare our children overcome the possible career risks during the Fourth Industrial Revolution, what should education include and accomplish?

Software education have been announced to be included as our school curriculum starting from next year. Through such education, we are expecting our children to develop computational thinking. 

During this lecture we will be learning about the definition and the progress of developing computational thinking, which is thought to be one of the major competitiveness in the future.


“CoderDojo: Inspiring a Generation, Supporting a Movement”

With the growing demand for software education, some of the predicted challenges we may face in the coming future includes the lack of specialist teachers and the expensive cost of learning. Can we find the solution to these problems through a collaborative partnership between public and private education institutions?

CoderDojo, which has started its history with an individual in Ireland who has felt frustrated to have never been taught programming in schools and voluntarily began teaching other students, has now become a worldwide movement with 1,100 institutions throughout 65 countries around the world.

During this session, we’d like to introduce to our education practitioners and policy makers an alternative to assist in providing equal education opportunities to all children, along with the ways to best educate our children the new subject.