INTRODUCTION

Learning is said to be a continuous process. It is essential to look back and see t this all began.
Understanding where things originated will equip the learners in today's world to bridge the gaps in the
educative process.

Focusing on the 20th- century education will help the learners comprehend the different structures that
were introduced in attending formal education with its series of reforms

Learners in the 20th-century education were into isolation to study by memorization of facts, which led
to a teacher-centered approach with a fragmented curriculum.

As the 20th-century schooling progressed with its child, which was the 21st-century the teaching-
learning process were manifested.

Different structures and methodology were being followed to enhance further the outcome presented
by the students in their classes, respectively. There was an improvement in the levels of taxonomy being
applied in various areas in relation to instruction and students' performances.

Through the 21-century education, the students were introduced to acquiring and enhancing skills to
flourish and be at par with others around the globe. Well-equipped with information with the core
competencies, which include collaboration, digital literacy, critical thinking, and problem-solving skills
that promote high performances and quality outputs.

Technology-based tools and resources are introduced to drive education in non traditional ways, which
gave birth to Education 4.0. With the stages of the Fourth Industrial Revolution, better education will be
experienced by the people.

ANALYSIS

Seventeen years into the new millennium, educators still continue to debate what makes an educator in
the 21st century effective.

Some would say that the traditional ways of teaching and managing a classroom have stood the test of
time and continue to be best practices. Others believe that this century brings with it a paradigm shift in
leaning that requires new approaches to teaching. Let us consider a few areas of teaching in this
discussion.

20h-Century Education

Twentieth-century education provided a teacher-centered classroom with a Compartmentalized

curriculum and students working independently to memorize facts. The teacher as the “sage on the
stage, the giver of all knowledge. Students sat at desks in neat rows. In upper grades, students moved
from classroom to Classroom at the sounding of a bell, This form of education worked well for an
industrialized nation and world that depended on standardized products

21st -Century Education

The world has changed drastically in the past twenty years. Digital technology revolutionized
communication collaboration opportunities; thus change happens at a rapid pace. Divergent thinkers
and critical thinkers contribute to our world of knowledge. Our world has become more dependent on
knowledge-workers who can solve problems. These changes demand a change in the educational
process.

Twenty-first-century education promotes a student-centered classroom with authentic, relevant,

collaborative project-based learning. The teacher serves as the “guide on the side;” the facilitator of
learning. Student seating is informal or in learning groups. Classrooms are spaced around a learning
center where students freely move about to gather the information needed to solve problems. This form
of education is needed in a world that changes continuously and is connected globally

Learning moved from a passive state to an active state in the 21st century. Rather than focusing on
content contained in a specifically chosen textbook, students can now gather content through their own
research. Rather than working in isolation o answers within the pages of an assigned books, students can
now work collaboratively with classmates and even with others around the world through the advances
educational technology.

In the past too often, students did not connect what they had learned in one subject other. Twenty-first
century education curriculum is integrated and interdisciplinary. Literature, math, science, and writing
for example can all be interwoven. Twentieth-century education focused on literacy in reading, writing
and mathematics Multiple literacies such as media, computer, digital, information and technology are
recognized in 21 century learning.

Assessments transitioned from the teacher judging the accuracy of the work produced by students to
more authentic forms of assessments. These include self-assessments, assessments by peers, and even
assessments by a public audience in some cases. Rather than averaging numbers to determine a grade,
grades are based on what was learned.

20th Century Classroom

 Time---based
 Focus: memorization of discrete facts
 Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension, and
application.
 Textbook---driven Passive learning
 Learners work in isolation – classroom within four walls
 Teacher—centered: the teacher is the center of attention and provider of information
 Little to no student freedom “Discipline problems – educators do not trust students and vice
versa-no student motivation.
 Fragmented curriculum Grades averaged Low expectations
 The teacher is the judge. No one else sees student work.
 Curriculum/School is irrelevant and meaningless to the students.
 The print is the primary vehicle of learning and assessment.
 Diversity in students is ignored.
 Literacy is the 3 R's-reading, writing, and math.
 Factory model, based upon needs of employers for the Industrial Age of 19th-century
 Scientific management.
 It is driven by the NCLB and standardized testing mania.
21st Century Classroom

 Outcome---based
 Focus: what students Know, Can Do. And Are Like after all the details are forgotten.
 Learning is designed on upper levels of Blooms’: synthesis, analysis, and evaluation (and include
lower levels as the curriculum is designed down from the top.) Research-driven Active Learning
 Learners work collaboratively with classmates and others around the world the Global
Classroom Student---centered: the teacher is facilitator/coach
 A great deal of student freedom No “discipline problems” students & teachers have a mutually
respectful relationship as co---learners; students are highly motivated.
 Integrated and Interdisciplinary curriculum Grades based on what was learned
 High expectations- “If it isn’t good, it isn’t done.” We expect & ensure that all students succeed
in learning at high levels. Some may go higher; we get out of their way to let them.
 Self, Peer, and Other assessments. The public audience, authentic assessments.
 The curriculum is connected to students’ interests, experiences, talents, and the real world.
 Performances, projects, and multiple forms of media are used for leaming and assessment.
 Curriculum and instruction address student Diversity.
 The multiple literacies of the 213. Century are aligned to living and working in a globalized new
Millennium.
 It is global-model, based upon the needs of a globalized, high---tech society.
 Standardized testing has its place Education is not driven by the No Chid Left Behind Act and
standardized testing mania.

The Enablers of 21st Century Leaming

Research describes 21st-century leamers as collaborative networkers Communicators, adaptive and

creative: information, media, and technology and partial to instant gratification, reliant on media in its
various forms, and unknowing of career opportunities lies ahead. These characteristics require teachers
to be responsive to learners in many different roles.

The future of education describes the teaching and learning in an environment where students use the
tools (technologies) rather than the tools using them. For this to occur, several enablers will need to be
in place.

Enablers fall under the categories of technologies, dispositions, policies and understandings. Among
these are a range of technology tools in addition to computers, access to high-speed Internet with
related appropriate-use systems time for collaborative planning and experimentation by staff and the
essential base technical skill, and 21st-century curriculum and standards

As educators, we share, contribute, adapt, and invent. Education is from the Latin term educare: to draw
knowledge out This is the challenge of the profession in the 21st century!

Digital Revolution of Education 4.0

In the study of Sharma (2019), he discussed in general, Education 40 is an institute of believed that
promotes intelligent and smart thinking in education. Education 4.0 promotes education differently,
mainly by consuming technology-based tools and resources This means that students will not learn to
use textbooks, pens, and essay teachers in traditional classrooms. Instead, Education 4.0 allows remote
students to access the Internet and enroll in courses through a variety of open online courses, video
chats, or voice calls to learn more dynamic material about the same students You may not know as much
as you do Education 4.0 was recognized as a response to industry 4.0, significantly increasing the use of
Internet technologies and cross-communication tools Many other industries are responding to this
change in business practices and creating Healthcare 4.0, Technology 4.0. and more. The same is true for
the education ecosystem. Education 4.0 is developed for Industry 4.0 and prepares qualified and
qualified professionals to prepare for a very global and digital work environment

Further, Sharma explained that the growth of modern research shows that education should keep pace
with the student world and provide them with a secure and sustainable future Education 4.0 uses a
unique technology and tools Education 4.0 to create a similar environment for both, ensuring that the
educational experience is similar to the work experience Therefore, Education 40 is a more realistic and
practical learning method, which can produce excellent results for student learning Maintaining a
changing world is important and Education 4.0 is the method used by educational institutions to ensure
this Research has shown that student learning Outcomes can improve as education becomes more
personal In Education 40, this customized study s possible In fact, Education 40 uses intelligent school
management systems, learning management software, communication tools, and other teaching and
learning tools. Personalized learning with Education 4.0 promotes understanding and allows students to
reach really interested, more professional and memorable materials. It also means that students can
become interested professionals. General education 4.0 allows students to achieve better learning
outcomes based on real scientific or professional interests