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Transformation and its inevitability
Professor Dr Nirwan Idrus
Assoc Vice-President (R & D) and Dean of Engineering
INTI International University College
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Global Changes Continuous Pervasive Irreversible Waiting for no one Wait and refuse at your own perils Changing at increasingly higher speeds Impacts are controversial
What global changes created? Increased creativity Increased innovation Increased entrepreneurship Increased awareness on the pivotal roles of
quality in everything we do Increased competition Increased knowledge K-era
Technology – some facts Allowed rapid expansion of knowledge
wealth Knowledge acquired during the last 30
years = the sum of knowledge acquired in the past 2000 years
By 2050, the sum of knowledge acquired by human beings = 100 x current amount
E-commerce deflationary effects
Technology - 2 Banking: $1.27 (teller); $0.27 (ATM): $0.01
(internet) Moore’s Law [capability doubles every 18
months while prices halved] Global e-commerce
1994 US$ 1.2 B 1997 2.6 B 1998 50.0 B 2000 377.0 B (2010 1,000.0 B) = 1/3 international trade
Technology - 3 Internet Usage:
1992 < 90,000 1996 40 million 1999 170 million 2000 414 million (2005 1 Billion & growing at 1 million/mth)
Source: in Cheng Siwei (2001) Economic Reforms and Development in China, OUP Hong Kong
Industry Shift in Southeast AsiaCountry Agriculture
1965 1997
Industry 1965 1997
Services 1965 1997
Vietnam
Thailand
79.0 71.5 82.0 57.8
6.0 14.0 5.0 20.0
15.0 14.5 13.0 22.0
Indonesia
Philippines
71.0 39.4 57.0 37.3
9.0 18.0
16.0 15.8
20.0 42.6 27.0 46.9
Malaysia
Singapore
60.0 27.3 6.0 -----
13.0 23.0
26.0 33.1
27.0 49.7 68.0 66.9Source: World Bank % of Labour Force in various sectors [2001]
Industry Shift in Southeast Asia - 2Country Agriculture
1965 1997
Industry 1965 1997
Services 1965 1997
Vietnam
Thailand
– 7.5
–24.2
+8.0
+15.0
–0.5
+9.2
Indonesia
Philippines
-31.6
–19.7
+9.0
– 0.2
+22.6
+19.9
Malaysia
Singapore
–32.7
*
+10.0
+7.1
+22.7
–1.1Source: World Bank % of Labour Force in various sectors [2001]
Education in Asia Pacific region 90% attend primary schooling 68% attend secondary schooling 20% attend higher education
Doubled between 2000 and 2005
Higher Education in Malaysia Enrolments in private IHEs 60% (1998-
2000) and 20% (2003-2005) Enrolments in public IHEs 37.6% (2000-
2003) and 20% (2003-2005) 30% of 18-24 age group are enrolled in
IHEs
Other findings Knowledge will rule the labour market World
Bank 2002
Essential reform measures: Management reform to allow universities to be more flexible, creative,
entrepreneurial, and respond quickly to the changing training needs
New financing models to allow universities to diversify funding sources and reduce dependence on public financing
More competitive salaries to attract star professors
Teachers made to be more accountable to the students
Increasing university-industry partnership
Quality assurance [World Bank, 2002]
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Roles of Education (in responding to globalization)
Must change Curricula and their development Delivery methods
Lifelong learning underscored New generation of learners computer very
literate, digital-minded, fearless re technology Existence of technology that can be used to
increase educational effectiveness
Roles of Education (in responding to globalization) - 2 Must contemplate change Must anticipate change Must initiate and lead change Must accept change
change mindsets change the way of looking at things never say “No” increase critical thinking, be proactive instill the belief that there is always a better way of
doing things
Recent changes (UK examples) in THES 21 Feb 2008 Sussex University
“…too many programmes determined by staff preference rather than what students need…”
“…focus its research on ‘key target areas’ under general cross-disciplinary themes….”
“…all income generating units to have a 4% surplus on turnover…”
“…research focus groups…and global transformation…”
Recent changes (UK examples) in THES 21 Feb 2008
University of Salford cut down 90 committees to 8 (eight) attempt to get things done rather than just
discussed “…the new structure will ensure people know
what they are accountable for, and the line of management will be clearer…”
Recent changes (UK examples) in THES 21 Feb 2008 Thames Valley University
University-wide consultation Vision, Mission Identified strengths and weaknesses
uniqueness Future growth areas: creative industries,
enterprise and entrepreneurship “…every teaching act at some level should be
informed by scholarship…” must do research “…successful education providers would have to
do things differently.”
Closer to home…. Multimedia University, Cyberjaya
Replaced (in group) senior management of the university, i.e. Vice-Chancellor/President, SVP, Deans, etc
Appointed a VC from a “competing” organization and on basis of performance
Closer to home. . . . Wan Zahid’s Report on higher education in
Malaysia Suggestions on some reforms Some felt that the recommendations were too
revolutionary, others thought that there were not enough
Implementation had not started although MQF had now begun
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Altruism “…Those who can’t teach…” So… Are we a bunch of can’t doers? How do we show them that we are not can’t
doers? Simple answer: Do what they can’t do!! Dedication is NOT enough! Hard work is NOT enough! So…?
Altruism Teaching is not just an occupation Teaching is not just a profession Teaching is not just dedication Teaching MUST be altruism! Altruism = humanity, philanthropy,
selflessness, self-sacrifice, unselfishness… So…?
Altruism Proactive
There is always a better way in everything Internalize QUALITY
Receptive To changes To constructive criticisms To novel ways of doing our altruistic endeavours The ONLY constant is change
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
The MQF requirements1. Vision, Mission, Educational Goals and
Outcomes2. Programme design and delivery3. Assessments of students4. Student selection and support services5. Academic staff6. Educational resources7. Programme monitoring and review8. Leadership, governance and administration9. Total continual improvement
Curricular design and teaching learning methods Basic standard
For each programme, the curriculum approach and structure as well as the teaching-learning and assessment methods that will support the approach must be determined.
The Institution must show that the curricular approach, the educational content and teaching-learning methods are appropriate, consistent with and support the attainment of the learning outcomes/objectives.
Curricular design and teaching learning methods (contd): There must be a variety of teaching-learning
methods that are enjoyable which will enable students to develop the range of intellectual and practical skills as well as positive attitudes.
The teaching-learning methods must ensure that students take responsibility for their own learning and prepare them for life long learning. Total dependence on the lecture method is not encouraged.
Curricular design and teaching learning methods (contd):
In keeping with the explosive growth of knowledge and the rapid changes in the world order, emphasis should be placed on the understanding and acquisition of basic principles and skills of a discipline rather than detail memorization of facts.
Learning Transformation
ROTEUNDERSTANDING
RECONCEPTUALISATION
ACCEPTANCE
NOW HERE
SHOULD BE HERE
What is required for that transformation? Change the way of teaching/learning
Change assumptions about students Reduce/eliminate spoon-feeding Empower students and empower early Teach/learn for understanding not for
reproducing facts Teachers must engage students Change the way students’ performances are
assessed
What is required? (2) Change the way we manage education
Re-training of teachers, lecturers, professors for the changes in teaching and learning
Re-training of education managers to meet the requirements of new teaching/learning and new technology
Re-training of everyone involved in education to cater for the new types of learners (new generations and mature learners)
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Towards Self-Accreditation? If things are changing at the speed of thoughts Bill
Gates we must do away with bureaucracy and control
Bureaucracy and control can only be subjugated when we are trustworthy and capable which means? We do not cheat, we do not sweep things under the
carpet, we do not breach the laws, we do keep ourselves updated with the latest whatever,
we do care about our stakeholders and try our utmost to do so
Then and only then will we realize self-accreditation
Scope Global Changes – many and varied Roles of Education Altruism Matching and meeting MQA requirements Towards self-accreditation – reality or talk
only Conclusion
Conclusion As Asia has the largest HE system in the
world, the management of HE institutions there will have an indelible impact on human capital worldwide
As Asia has the world’s highest rate of growth in HE, it is imperative that it is growing in the right direction for the right reasons
Conclusion - 2
As Asian HE produces twice the number of scientists and engineers than the US’s, it is very important that these are of the right quality, discipline areas and commitment
As Information Technology explosion is pervasive and unstoppable, its impacts on HE have to be reckoned with and anticipated
Conclusion 3 Ask ourselves:
Are we fair dinkum? Are we really serious of being lecturers? Are we willing to be capable? Are we willing to be trustworthy? Do we care?
What we do and don’t do will determine whether you have sinned or not, for you will make or break the lives of so many.
Have a Grrreat Workshop!!!