Robotics and coding – a crucial skill for a 4IR leader and innovator

USING innovative subjects such as robotics and coding, world-class South African private school Nova Pioneer is preparing its learners for a phrase coined by Prof Klaus Schwab, founder and executive chairperson of the World Economic Forum “the 4IR” (Fourth Industrial Revolution), a current buzzword across a host of business sectors.

“Our mission is to develop the next generation of innovators and leaders for the African continent,” explained Des Hugo, head of academics at Nova Pioneer. “To equip our learners to lead and innovate in the future, we need to prepare them to work with future technologies.

“The World Economic Forum has forecast that the industrial economic model is shifting towards one that is both technology-driven and human-centred, which they have conceived as the 4IR,” Hugo continued. “These 4IR technologies include artificial intelligence, autonomous vehicles, advanced biotechnology, robotics, the Internet of Things, blockchain, speedy connectivity in the form of 5G and Wi-Fi 6, and 3D printing.

“Robotics and artificial intelligence are one of the keystone technologies for the future and no child will be equipped for tomorrow’s environment unless they have a solid understanding of these concepts,” Hugo explained.

Nova Pioneer brings a rigorous and innovative approach to education that focuses on developing everyone’s full potential.

The school upskills its learners with coding and computational thinking, which are the foundation for robotics as well as the subject robotics itself.

“Computational thinking enables our learners to solve ambiguous and challenging problems – a crucial skill for a 4IR leader and innovator. It also helps develop skills like critical thinking, creativity, collaboration and communication,” Hugo said.

Robotics is being used by Nova Pioneer during weekly primary school lessons as part of the school’s Hallmark Programming curriculum. This helps in enhancing and deepening learners’ understanding of subjects like science, literacy and numeracy.

Senior school learners use robotics during Project Time as a prototyping option to make their inventions tangible, as well as in the science laboratory to make scientific measurements using the sensors with the kits.

Learners’ skills in robotics are measured with a combination of project rubrics, self/peer assessment and anecdotal observations.

“A firmly believe a strong academic programme combined with 21st-century skills is required to equip our learners for future success. We are delighted with the interest shown so far by our learners in robotics and coding, which sets the tone for growing their expertise and understanding of these concepts,” Hugo concluded.