Challenges and opportunities from a more open and online world
Challenges and opportunities from a more open and online world The 4th Smart E-Learning Russia Conference 9-10 October 2012, Moscow Gard Titlestad Secretary General ICDE
Paradox• While governments world wide celebrate the success of higher education, governmental policies are outdated and are not capable of grasping the benefits from the most constructive and disruptive factor in the higher education sector: open and online education
Higher Education – a goldminefor the individual and the society• For the individual – the employment prospects increase• For the individual – the net value is good business• For the public – cost benefit is success! – Documented by OECD in Education at a glance 2012
The crisis reinforces theimportance of good education• Over the past decade, more than two-thirds of GDP growth in EU21 countries was driven by labour income growth among tertiary- educated individuals, compared with just 51% in the United States.• Even in the midst of the recession in 2009, labour income growth among tertiary graduates increased in the majority of EU countries with available data. Education at a Glance: OECD Indicators 2012
Global need for barrier-free access to higher education• Irina Bokova, Director-General of UNESCO “Higher education: In less than 40 years, enrolments have increased fivefold. Globally it is estimated that demand will expand from less than 100 million students in 2000 to over 250 million students in 2025.” ”Four universities a week” Open and distance elearning is needed!
World Development Report 2013• “The youth challenge alone is staggering. More than 620 million young people are neither working nor studying. Just to keep employment rates constant, the worldwide number of jobs will have to increase by around 600 million over a 15-year period” October 1, 2012
ODL in rapid growth• The world’s 18 largest mega-universities are open universities serving more than 14.3 million students. Most of these universities were founded after the 1970s.• China: 1 of every 10 registered students in higher education is a student at The Open University of China.• Africa: African Virtual University has signed up with 21 countries and 28 Universities to provide Open and Distance eLearning, based on OER and the Internet.• Almost one-third of enrolments in HE in the autumn of 2010 in the USA were online enrolments, with more than 30% of the students taking at least one course online.
Disruptive innovation Wikipedia, the free encyclopediaDisruptive innovation does not make a good product or service better,but makes it more affordable and accessible, so more people canpurchase or use it.
Many questions• Motivation for MOOCs? Money, Branding or doing the Good things?• Sustainable?• Business models?• The cost savings – for quality or profit?• Pedagogic quality? Flip the classroom?• Lot of criticism –Criticism can be the mother of progress
University drop-outs (or push outs?) cost 660 million Euros per year in Spain aloneNorway – 2005 - 2010Total drop outs/push outs in higher education:12% (Health educations)- 37 % (Management and Economy)Only health educations have lower drop out rate than 20%
Dr Qian Tang, Assistant Director-General for Education, UNESCO, Flexible learning for inclusive education• Yet all people, regardless of their sex, race, religion, disability or national, ethnic and social origin, are entitled to a quality education. Denying them such an opportunity is not only an infringement of their fundamental human rights; it is also a serious waste of society’s human resources. Indeed, education that is restricted to certain social groups deprives a country of significant assets and skills that could be tapped to build prosperous communities. Furthermore, it limits the impact of national efforts to create peaceful, just, fair and cohesive societies.• Inclusive education is therefore non-negotiable.
To harvest the benefits from a more Open and Online world To be adressed:Governments (wake up): Universities (shake up):• Optimal regulatory and • Strategies and leadership policy framework for ODL, • Partnership Open and incentives for OER Conventional universities• Sector overarching policies • Build competencies for mobilising the workforce • Faculty training, student• Initiatives for research, new training for ODL knowledge on effect and • Flip the classroom for impact of ODL on delivering student-oriented and high quality ODL personalised learning HEI, private and public sector: Build partnerships and agreements for knowledge supply, mobilising the workforce
Conclusion• I believe we are at the beginning of a big debate about the future learning system.• We need a professional, policy-oriented debate, in Europe, and throughout the world, on the opportunities and challenges coming from a more open and online world.• Educational systems will be decided nationally, but the direction will also be a global issue.• ICDE will be a visible and eager player in this debate.• And: You are welcome to join!