Roberto Ranz is a school and clinical psychologist specialized in the development of talent. In his blog, he delves in the concept Education 4.0 and provides certain interesting concepts to analyse.

The Spanish professional states that Education 4.0 is built on four pillars: the first, clearly, is technology. However, the other three are not directly linked to technology, even though their development will be key for digital transformation:

• Customization of learning;
• Schools as centres for talent development;
• Key 21^st century skills’ learning.

Customization of learning is key. Students as individuals are becoming the great focus of education 4.0. Schools 4.0 offer customization learning services both inside the classroom and out, addressing cognitive and non-cognitive dimensions. A few examples of this trend include platforms such as Renzulli Learning or School Improvement Network’s GAGE.

The concept of schools as centres for the development of talent is based on talent management policies and programs suited for every student according to their learning potential. To achieve this, it is key to identify the learning potential of every student through talent search processes, improve their curricula and develop specific programs to develop talent among those with greater capacity so they can learn at their own rhythm and pace. The speed to unlearn and relearn will be key for talent 4.0.

Skills’ learning for the 21^st century refers to relevant learning. Education 4.0 teaching focuses on learning the 21^st century skills, particularly those that robots cannot perform: creativity, assertive communication, team working, creative thinking, innovation, networking, emotional intelligence and resilience.

This shows that Education 4.0 is not outside Industry 4.0 and considers itself as a space to encourage every type of talent, including Talent 4.0. Therefore, in Education 4.0 it is key to implement the methodology of projects based learning to develop Talent 4.0 through display focus and evaluation of specific programs focused on three key areas:

• Encouragement of entrepreneur talent
• Encouragement of STEM vocations and training of digital skills aligned to industry 4.0.
• Promotion of dual training in collaboration with companies, particularly R+D+i and the technological sector.

One could think that technology or digital transformation is the major challenge for Education 4.0. Nevertheless, similar to Industry 4.0, the technological challenge is the easiest to face. More complex challenges are related to the people who have to manage that change, and include the following:

• Changes in social and cultural practices in educational centres, universities and public administrations.
• Teachers and directives training.
• Driving, attracting and developing talent among teachers who make Education 4.0 possible.

In the productive sector, the Industry 4.0 usually expresses its concern and interest in education. However, this concern tends to decrease when business leaders are asked to commit either by promoting professional practices or financing.

Those within Industry 4.0 who really get to understand the importance of Talent 4.0, should find ways to finance innovative education projects, as they already do with the startups ecosystem to find innovative solutions for the productive sector. They could also include specific programs to favour Talent 4.0 and promote the implementation of 4.0 schools and projects in their corporate social responsibility policies.

Both, Industry 4.0 and Education 4.0, must work closer together to promote Talent 4.0. This is a unique opportunity for Latin America to get closer to development. It is a transcending cultural change.